Achieving Performance Through People Course

Standard: CITB Short Duration Standard GET3258

Duration: 2 days (14 guided hours)

‍

Course Aims

This course is designed to provide participants with the leadership and interpersonal skills needed to establish effective teams and achieve consistently high levels of performance through people.

The course explores how a supervisor’s leadership style and behaviour can affect others, together with practical approaches to communication, motivation, feedback, influencing and coaching. Participants will consider how these techniques can be applied to improve individual, team and site performance.

Course Prerequisites

This course is intended for practising or potential site supervisors, team leaders and managers working within construction or the built environment.

Participants should be able to relate the course content to their current role, a previous supervisory role or a role they are preparing to undertake.

Course Objectives

Upon completing this course, participants will be able to:

• Describe how their personal leadership style and behaviour can affect the performance of others.
• Identify factors that influence the choice of leadership style in different workplace situations.
• Explain how to establish and maintain an effective team.
• Describe the stages of team formation and identify ways to improve team effectiveness.
• Apply recognised motivational techniques to improve productivity.
• Explain the importance of effective communication to team and site performance.
• Recognise and overcome common barriers to communication within a construction environment.
• Provide effective feedback that supports individual and team development.
• Distinguish between persuading and influencing and apply appropriate techniques to achieve objectives.
• Use a recognised coaching model to develop and improve the performance of team members.
• Identify barriers to effective coaching and select suitable strategies for overcoming them.
• Produce a personal action plan for improving leadership and team performance.

Course Content

Day 1: Leadership, Team Development and Communication

Module 1: Introduction and Course Objectives

• Course aims, learning outcomes and assessment requirements.
• The role of the site supervisor in achieving performance through people.
• The relationship between leadership behaviour, team performance and site productivity.

Module 2: Understanding Personal Leadership Style

• Defining leadership within a construction environment.
• How leadership style and behaviour affect the performance of others.
• Factors that influence the choice of leadership style, including:
  • The nature and urgency of the task.
  • The skills and experience of team members.
  • Site conditions and operational risks.
  • Organisational culture and working relationships.
• Recognised models of leadership.
• Adapting leadership behaviour to suit different people and situations.
• Identifying actions to improve personal leadership effectiveness.

Module 3: Establishing and Maintaining an Effective Team

• The characteristics of an effective team.
• Practices that support team development and effective working relationships.
• The benefits of building and maintaining an effective team.
• Understanding a recognised model of team formation.
• The stages teams may experience as they develop.
• Clarifying team roles, responsibilities and expectations.
• Encouraging trust, cooperation and accountability.
• Identifying practical actions to improve the effectiveness of an existing team.

Module 4: Motivating the Team to Improve Productivity

• Understanding motivation in the workplace.
• Exploring a recognised theory of motivation.
• Recognising individual differences in what motivates people.
• The relationship between motivation, engagement and productivity.
• Using appropriate motivational techniques within a construction environment.
• Recognising good performance and encouraging continued improvement.
• Applying motivational techniques to realistic site-based situations.

Module 5: Communication and Site Performance

• The importance of communication to individual, team and site performance.
• Understanding the stages of the communication cycle.
• Selecting an appropriate communication method.
• Common barriers to communication on site, including:
  • Noise and environmental distractions.
  • Language and terminology.
  • Assumptions and unclear instructions.
  • Differences in experience or understanding.
  • Poor listening and limited feedback.
• The consequences of communication breakdowns.
• Checking understanding and preventing misunderstandings.
• Active listening and effective questioning.
• Practical actions for improving personal communication skills.

Day 2: Feedback, Influencing and Coaching

Module 6: Providing Effective Feedback

• The purpose and value of workplace feedback.
• How feedback contributes to individual and team performance.
• Characteristics of effective feedback.
• Providing feedback that is timely, specific and evidence-based.
• The difference between positive and developmental feedback.
• Using different types of feedback to recognise success and improve performance.
• Structuring a constructive feedback conversation.
• Responding appropriately to reactions and maintaining working relationships.
• Practising feedback using workplace scenarios.

Module 7: Persuading and Influencing Others

• Understanding persuasion and influence.
• The difference between persuading someone and influencing their behaviour.
• Situations in which persuasion or influence may be required.
• Skills needed to persuade effectively, including:
  • Clear communication.
  • Active listening.
  • Understanding different viewpoints.
  • Presenting evidence and benefits.
  • Building trust and credibility.
• Using an appropriate influencing technique to achieve an objective.
• Adapting an influencing approach to different people and situations.
• Applying persuasion and influencing techniques to site-based examples.

Module 8: Coaching to Develop Performance

• Understanding the purpose of workplace coaching.
• The responsibilities of the supervisor and the team member within the coaching process.
• Agreeing clear performance and development goals.
• Using a recognised coaching model, such as the GROW model.
• Asking effective coaching questions.
• Encouraging team members to identify their own solutions.
• Using SMART objectives and action plans to support coaching.
• Monitoring progress and following up agreed actions.
• Common barriers to effective coaching, including:
  • Limited time.
  • Lack of trust or engagement.
  • Unclear goals.
  • Reluctance to accept feedback.
  • Insufficient supervisor confidence.
• Practical strategies for overcoming coaching barriers.
• Applying coaching techniques to improve individual performance.

Module 9: Action Planning, Course Review and Assessment

• Reviewing the key leadership and performance principles covered.
• Applying the learning to individual workplace situations.
• Identifying personal leadership strengths and development areas.
• Producing an action plan for improving team performance.
• Completion of the end-of-course assessment.

Course Assessment

Delegates must complete a formal 20-question end-of-course assessment covering the course learning outcomes.

A minimum score of 75% is required to pass the assessment.

‍