leadership and management materials with questions
leadership and management materials with questions
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Table of Contents
2
Table of Contents
3
Candidate Details
3
Assessment – BSBWOR501: Manage personal work priorities and professional development
4
Competency Record to be completed by Assessor
5
Observation/Demonstration
6
Activities
6
Activity 1A
7
Activity 1B
9
Activity 1C
10
Activity 2A
13
Activity 2B
14
Activity 2C
15
Activity 3A
16
Activity 3B
17
Activity 3C
18
Activity 3D
19
Activity 3E
20
Skills and Knowledge Activity
21
Major Activity
22
Appendices
Candidate Details
Assessment – BSBWOR501: Manage personal work priorities and professional development
Please complete the following activities and hand in to your trainer for marking. This forms part of your assessment for BSBWOR501: Manage personal work priorities and professional development. Remember to always keep a copy of your assessment before submitting.
Name:
_____________________________________________________________
Email:
_____________________________________________________________
Employer:
_____________________________________________________________
Declaration
I declare that no part of this assessment has been copied from another person’s work with the exception of where I have listed or referenced documents or work and that no part of this assessment has been written for me by another person.
Signed:
____________________________________________________________
Date:
____________________________________________________________
If activities have been completed as part of a small group or in pairs, details of the learners involved should be provided below:
This activity workbook has been completed by the following persons and we acknowledge that it was a fair team effort where everyone contributed equally to the work completed. We declare that no part of this assessment has been copied from another person’s work with the exception of where we have listed or referenced documents or work and that no part of this assessment has been written for us by another person.
Learner 1:
____________________________________________________________
Signed:
____________________________________________________________
Learner 2:
____________________________________________________________
Signed:
____________________________________________________________
Learner 3:
____________________________________________________________
Signed:
____________________________________________________________
Competency Record to be completed by Assessor
Learner Name:
__________________________
Trainer Name:
__________________________
Date of Submission:
__________________________
Date of Assessment:
__________________________
The learner has been assessed as competent in the elements and performance criteria and the evidence has been presented as:
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Satisfactory (S) Non-Satisfactory (NS) |
Assessor Initials |
Activities 1A – 3E |
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Skills and Knowledge |
Major Activity (Project) |
Learner is deemed:
COMPETENT
NOT YET COMPETENT (Please Circle/Highlight)
1. Resubmission Date: ________________________
2. Resubmission Date: ________________________
3. Resubmission Date: ________________________
Comments from Trainer / Assessor:
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Assessor Signature:___________________________ Date: _______________________
Observation/Demonstration
Throughout this unit, you will be expected to show your competency of the elements through observations or demonstrations. Your instructor will have a list of demonstrations you must complete or tasks to be observed. The observations and demonstrations will be completed as well as the activities found in this workbook. An explanation of demonstrations and observations:
Demonstration is off-the-job
A demonstration will require:
· Performing a skill or task that is asked of you
· Undertaking a simulation exercise
Observation is on-the-job
The observation will usually require:
· Performing a work based skill or task
· Interaction with colleagues and/or customers
Your instructor will inform you of which one of the above they would like you to do. The demonstration/observation will cover one of the unit’s elements.
The observation/demonstration will take place either in the workplace or the training environment, depending on the task to be undertaken and whether it is an observation or demonstration. Your instructor will ensure you are provided with the correct equipment and/or materials to complete the task. They will also inform you of how long you have to complete the task.
You should be able to demonstrate you can:
1. Establish personal work goals
2. Set and meet own work priorities
3. Develop and maintain professional competence
You should also demonstrate the following skills:
· Learning
· Reading
· Writing
· Oral Communication
· Navigate the world of work
· Interact with others
· Get the work done
Activities
Activity 1A
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Estimated Time |
15 Minutes |
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Objective |
To provide you with an opportunity to serve as a positive role model in the workplace through personal work planning. |
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Activity |
Individually, complete the following questions: What leadership style/s do you believe is the most appropriate? Briefly outline your answer and give examples. What ethical behaviours should you demonstrate if you want to be a positive role model? Choose four of these behaviours and give examples of how the behvaviour is positive. |
Activity 1B
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25 Minutes |
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To provide you with an opportunity to ensure personal work goals, plans and activities reflect the organisation’s plans, and own responsibilities and accountabilities. |
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Individually, complete the following questions:
What is a goal that you must meet as part of your job? Write this goal as a SMARTER goal. Use the table to assist you, Specific Measurable Achievable Realistic Time-based Ethical Reward/Re-evaluate Use the table or write your original goal as a smarter goal. Do you believe that the SMARTER goal makes the goal clearer? Using your SMARTER goal, explain how you believe the following plans were developed (For example, if your smarter goal is to learn new sales skills to improve your sales by 1% by the end of 2011to meet your organisational objectives, your tactical goal may be to attend training and the Strategic Goal may be to improve sales by 10% by 2013. Strategic plan Tactical plan Operational Plan0 Team plan Individual plan Using the SMARTER goal and the plans in the table above, explain where you would be able to access this information. What is the importance of making sure that these plans align? Use the table above to explain your answer. |
Activity 1C
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To provide you with an opportunity to measure and maintain personal performance in varying work conditions, work contexts and when contingencies occur. |
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Individually, complete the following questions:
Use the following table to measure your performance. Establish a performance standard How would you communicate the standard? How would you measure your performance? What could you do with the results? What can you review in a performance review? |
Activity 2A
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20 Minutes |
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To provide you with an opportunity to take initiative to prioritise and facilitate competing demands to achieve personal, team and organisational goals and objectives. |
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Individually, complete the following questions:
Using your understanding of you job description, complete eight tasks that you believe you can use to improve your productivity and list them below. 1. _________________________________________________ 2. _________________________________________________ 3. _________________________________________________ 4. _________________________________________________ 5. _________________________________________________ 6. _________________________________________________ 7. _________________________________________________ 8. _________________________________________________ List these tasks into the priority matrix. The aim of this exercise is to improve your productivity. Who would you consult with in regards to your priority matrix? Why? Use the priority matrix above to re-prioritise your tasks. 1. _________________________________________________ Did you improve your performance? What documentation could you use to assist you in this answer? |
Activity 2B
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To provide you with an opportunity to use technology efficiently and effectively to manage work priorities and commitments. |
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Individually, complete the following questions:
List the technology that you can use to improve your performance? List what functions that you can use the technology for. Technology Functions Computer Database Word Processing Project Management |
Activity 2C
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To provide you with an opportunity to maintain appropriate work-life balance, and ensure stress is effectively managed and health is attended to. |
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Individually, complete the following questions:
What can happen if you do not handle stress correctly? What action/s can you take to maintain an appropriate work-life balance to alleviate stress? |
Activity 3A
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To provide you with an opportunity to assess personal knowledge and skills against competency standards to determine development needs, priorities and plans. |
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Individually, complete the following questions:
How can you assess your personal knowledge and skills? What is a competency standard? How can it be measured? What should you do if you do not meet the competency standard within your organisation? |
Activity 3B
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To provide you with an opportunity to seek feedback from employees, clients and colleagues and use this feedback to identify and develop ways to improve competence. |
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Individually, complete the following questions:
What should you do if you receive negative feedback? If you receive positive feedback, does it automatically mean that you have reached the minimal competency standards? What is 360 Degree Feedback? How should it be used? |
Activity 3C
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To provide you with an opportunity to identify, evaluate, select and use development opportunities suitable to personal learning style/s to develop competence. |
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Individually, complete the following questions:
What learning style do you have? Based on the learning style, what method/s would you use to gain competence through the available development opportunities? |
Activity 3D
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To provide you with an opportunity to participate in networks to enhance personal knowledge, skills and work relationships. |
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Individually, complete the following questions:
How can a network assist you in enhancing knowledge, skills and working relationships? The more working relationships that you build, the more opportunities you will have. How can you build working relationships? |
Activity 3E
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To provide you with an opportunity to identify and develop new skills to achieve and maintain a competitive edge. |
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Individually or in pairs, complete the following questions: What methods can you use to identify and develop a competitive edge in your market? |
Skills and Knowledge Activity
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60 Minutes |
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To provide you with an opportunity to demonstrate your knowledge of the foundation skills, knowledge evidence and performance evidence. |
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Complete the following individually and attach your completed work to your workbook. The answers to the following questions will enable you to demonstrate your knowledge of: · Learning · Reading · Writing · Principles and techniques of performance measurement, personal development, personal goal setting and time · Management development opportunities and options · Methods for achieving a healthy work-life balance · Organisational policies, plans and procedures · Different learning styles · Types of work methods and practices Answer this question in as much detail as possible, considering your organisational requirements for each one. Using your knowledge of performance measurement, personal development and goal setting, produce an example of an employee’s work performance. Identify areas for development and explain what criteria must be attained in order for that employee to qualify for a development opportunity. Select an area for improvement, such as time management, and outline the training that your hypothetical employee could take in order to improve their performance, such as by informing them of the effect their lateness or slow pace has on the business and their teammates. Refer to the four main learning styles, as explained in the Learner Guide and adapt your training proposal to suit each learning style, so you have four choices available. Include your recommendations on methods to achieve a healthy work-life balance and for participation in networks. |
Major Activity
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60 – 120 Minutes |
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To provide you with an opportunity to demonstrate your knowledge of the entire unit. |
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This is a major activity – your instructor will let you know whether you will complete it during class or in your own time. Attach your completed answers to the workbook. You must individually, answer the following questions in full to show your competency of each element: 1. Establish personal work goals For this work activity, you are required to complete a report on how to manage your personal work priorities and professional development in your workplace. If you use any documents from your workplace, please ask for permission to do so. If you do not ask permission, you may be in breach of your confidentiality agreement. You are: 1. To evaluate your position as a role model. Identify ways in which you can improve your skills and knowledge, include your requirements to listen and question those involved 2. Develop personal work goals, plans and activities to reflect your organisations goals 3. Measure your performance against work place contexts and contingencies 4. Prioritise and facilitate competing demands to achieve personal performance levels 5. Use appropriate technology to write this report and use an electronic diary to draw a timeline for the development of your personal goals 6. What steps will you take to ensure that you maintain a work-life balance and minimise stress 7. Assess your personal knowledge and skills against your competency standards to determine your development needs. 8. Obtain feedback about your performance from work associates. 9. What method/s would you use to develop your competence in your weak areas so you can develop your skills? 10. Review your networks and identify ways in which you can improve them. Give examples using the feedback obtained in Point Number 8 11. How can you develop new skills and knowledge to maintain a competitive edge in your industry? Use the action plan template (Appendices) in developing your professional development. |
Appendices
Congratulations! You have now finished BSBWOR501: Manage personal work priorities and professional development.
Appendices of the templates included in this unit have been included for your own reference on the following pages.
Action Plan for
Project:
Date:
Goals:
Measures of Success:
Scope of Organisational Impact:
Staffing and Participants:
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Name |
Role |
Time Commitment |
Tracking and Reporting Process:
Dependencies, Risks, and Constraints:
Estimated Completion Date for All Activities:
Action Plan for
Action Item Number:
Owner:
Due Date:
Description of Activity:
Deliverable(s):
Resources Needed:
Action Item Number:
Owner:
Due Date:
Description of Activity:
Deliverable(s):
Resources Needed:
Action Item Number:
Owner:
Due Date:
Description of Activity:
Deliverable(s):
Resources Needed:
Action Plan for
Action Item Number:
Owner:
Due Date:
Description of Activity:
Deliverable(s):
Resources Needed:
Action Item Number:
Owner:
Due Date:
Description of Activity:
Deliverable(s):
Resources Needed:
Action Item Number:
Owner:
Due Date:
Description of Activity:
Deliverable(s):
Resources Needed:
Action Items for
Action Item Number:
Owner:
Due Date:
Description of Activity:
Deliverable(s):
Resources Needed:
Action Item Number:
Owner:
Due Date:
Description of Activity:
Deliverable(s):
Resources Needed:
Action Item Number:
Owner:
Due Date:
Description of Activity:
Deliverable(s):
Resources Needed:
Action Plan Tracking for
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Action Item Number |
Date Started |
Date Completed |
Comments |
BSBWOR501
Manage personal work priorities and professional development
Learner Workbook �
MSA Training and Professional Development
Phone: 03 9905 3180
Room 159, 21 Chancellors Walk
Website: msatraining.edu.au
Monash University Clayton, Vic 3800
BSBWOR501 Manage personal work priorities and professional development V3.2 10/08/2020
Page |
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BSBWOR50
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Manage personal work priorities and professional development
Learner Guide
BSBWOR501
Manage personal work priorities and professional development
Table of Contents
Table of Contents
3
Unit of Competency
6
Performance Criteria
7
Foundation Skills
8
Assessment Requirements
9
Housekeeping Items
10
Objectives
10
1
. Establish personal work goals
11
1.1 – Serve as a positive role model in the workplace through personal work planning
11
The Transformational Leader
12
Trait theories
15
Contingency theories
15
Great Man theories
16
Participative theories
16
Behavioural theories
17
Situational theories
17
Follower Development
19
Learning Task One
21
Activity 1A
22
1.2 – Ensure personal work goals, plans and activities reflect the organisation’s plans, and
own responsibilities and accountabilities
23
SMARTER goals
23
Learning Task Two
29
Activity 1B
30
1.3 – Measure and maintain personal performance in varying work conditions, work contexts and when contingencies occur
31
Learning Task Three
33
Activity 1C
34
2. Set and meet own work priorities
35
2.1 – Take initiative to prioritise and facilitate competing demands to achieve personal, team and organisational goals and objectives
36
The Priority Matrix
36
Learning Task Four
37
Action Plans
41
Activity 2A
42
2.2 Use
technology
efficiently and effectively to manage work priorities and commitments
43
Learning Task Five
47
Activity 2B
48
2.3 Maintain appropriate work-life balance and ensure stress is effectively managed and health is attended to
49
Learning Task Six
51
Activity 2C
52
3. Develop and maintain professional competence
53
3.1 – Assess personal knowledge and skills against competency standards to determine development needs, priorities and plans
54
Learning Task Seven
56
Activity 3A
57
3.2 Seek feedback from employees,
clients and colleagues
and use this feedback to identify and develop ways to improve competence
58
Learning Task Eight
60
Activity 3B
62
3.3 Identify, evaluate, select and use
development opportunities
suitable to personal learning style(s) to develop competence
63
Action learning
64
Coaching
67
Exchange/rotation
67
Induction
68
Mentoring
69
Structured training programs
71
Learning Task Nine
71
Activity 3C
73
3.4 Participate in networks to enhance personal knowledge, skills and work relationships
74
How to network
75
Where can I network?
76
Learning Task Ten
78
Activity 3D
79
3.5 Identify and develop new skills to achieve and maintain a competitive edge
80
Learning Task Eleven
82
Activity 3E
83
Skills and Knowledge Activity
84
Major Activity – An opportunity to revise the unit
85
Appendices
86
Action Plan for
87
Action Plan for
89
Action Plan for
90
Action Items for
91
Action Plan Tracking for
92
References
93
Unit of Competency
Application
This unit describes the skills and knowledge required to create systems and process to organise information and prioritise tasks.
It applies to individuals working in managerial positions who have excellent organisational skills. The work ethic of individuals in this role has a significant impact on the work culture and patterns of behaviour of others as managers at this level are role models in their work environment.
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.
Unit Sector
Industry Capability – Workplace Effectiveness
Performance Criteria
Element
Elements describe the essential outcomes.
Performance Criteria
Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Establish personal work goals
1.1 Serve as a positive role model in the workplace through personal work planning
1.2 Ensure personal work goals, plans and activities reflect the organisation’s plans, and own responsibilities and accountabilities
1.3 Measure and maintain personal performance in varying work conditions, work contexts and when contingencies occur
2. Set and meet own work priorities
2.1 Take initiative to prioritise and facilitate competing demands to achieve personal, team and organisational goals and objectives
2.2 Use technology efficiently and effectively to manage work priorities and commitments
2.3 Maintain appropriate work-life balance, and ensure stress is effectively managed and health is attended to
3. Develop and maintain professional competence
3.1 Assess personal knowledge and skills against competency standards to determine development needs, priorities and plans
3.2 Seek feedback from employees, clients and colleagues and use this feedback to identify and develop ways to improve competence
3.3 Identify, evaluate, select and use development opportunities suitable to personal learning style/s to develop competence
3.4 Participate in networks to enhance personal knowledge, skills and work relationships
3.5 Identify and develop new skills to achieve and maintain a competitive edge
Foundation Skills
This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.
Skill
Performance
Criteria
Description
Learning
3.1, 3.2, 3.3, 3.4, 3.5
· Investigates and uses a range of strategies to develop personal competence
Reading
1.2, 3.1, 3.2
· Analyses and interprets textual information from organisational policies and practices or feedback to inform personal development planning
Writing
3.2
· Uses feedback to prepare reports that summarise ways to improve competence
Oral Communication
3.2
· Uses active listening and questioning to seek and receive feedback
Navigate the world of work
1.2, 2.1
· Understands how own role contributes to broader organisational goals
· Considers organisational protocols when planning own career development
Interact with others
1.1, 3.2, 3.4
· Selects and uses appropriate conventions and protocols when communicating with diverse stakeholders
· Uses interpersonal skills to establish and build positive working relationships with others
Get the work done
1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 3.1
· Plans and prioritises tasks in order to meet deadlines, manage role responsibilities and to manage own personal welfare
· Identifies and uses appropriate technology to improve work efficiency
Assessment Requirements
Performance Evidence
Evidence of the ability to:
· Use business technology to create and use systems and processes to organise and prioritise tasks and commitments
· Measure and maintain personal work performance including assessing competency against competency standards and seeking feedback
· Maintain an appropriate work-life balance to manage personal health and stress
· Participate in networks
· Develop a personal development plan which includes career objectives and an action plan
· Develop new skills
Note: if a specific volume or frequency is not stated, then evidence must be provided at least once.
Knowledge Evidence
To complete the unit requirements safely and effectively, the individual must:
· Explain principles and techniques involved in the management and organisation of:
· performance measurement
· personal behaviour, self-awareness and personality traits identification
· a personal development plan
· personal goal setting
· time
· Discuss management development opportunities and options for self
· Describe methods for achieving a healthy work-life balance
· Outline organisation’s policies, plans and procedures
· Explain types of learning style/s and how they relate to the individual
· Describe types of work methods and practices that can improve personal performance
Assessment Conditions
Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the industry capability – workplace effectiveness field of work and include access to:
Workplace equipment and resources
Case studies and, where possible, real situations
Interaction with others.
Assessors must satisfy NVR/AQTF assessor requirements.
Links
Companion volumes available from the IBSA website: http://www.ibsa.org.au/companion_volumes – http://www.ibsa.org.au/companion_volumes
Housekeeping Items
Your trainer will inform you of the following:
Where the toilets and fire exits are located, what the emergency procedures are and where the breakout and refreshment areas are.
Any rules, for example asking that all mobile phones are set to silent and of any security issues they need to be aware of.
What times the breaks will be held and what the smoking policy is.
That this is an interactive course and you should ask questions.
That to get the most out of this workshop, we must all work together, listen to each other, explore new ideas, and make mistakes. After all, that’s how we learn.
Ground rules for participation:
Smile
Support and encourage other participants
When someone is contributing everyone else is quiet
Be patient with others who may not be grasping the ideas
Be on time
Focus discussion on the topic
Speak to the trainer if you have any concerns
Objectives
Discover how to establish personal work goals
Know
how to set and meet own work priorities
Learn how to develop and maintain professional competence
Gain
skills and knowledge required for this unit
1. Establish personal work goals
1.1 Serve as a positive role model in the workplace through personal work planning
1.2 Ensure personal work goals, plans and activities reflect the organisation’s plans, and own responsibilities and accountabilities
1.3 Measure and maintain personal performance in varying work conditions, work contexts and when contingencies occur
1.1 – Serve as a positive role model in the workplace through personal work planning
For organisational success, it is important that all leaders inspire and encourage the people around them. To be a positive role model, leaders need to have an understanding of the different leadership styles that will inspire workers to be a part of the team and to actively work to improve the organisation’s work processes and procedures.
The Transformational Leader
The History – In 1978 James MacGregor Burns wrote that transformational leadership is when “leaders and followers make each other advance to a higher level of moral and motivation.” Transformational leaders need to be able to inspire their followers to change and work towards common goals and objectives.
By 1985, Bernard M. Burns expanded on this theory to define the transformational leader based on the impact that they had on their followers. Bass believed that the transformational leader gained trust, admiration and respect from their followers.
The Theory – Bass also believed that there are four different components of transformational leadership and they are:
Intellectual Stimulation – Transformational leaders not only challenge the status quo, they also encourage creativity among followers. The leader encourages followers to explore new ways of doing things and new opportunities to learn.
Individualised Consideration – Transformational leadership also involves offering support and encouragement to individual followers. In order to foster supportive relationships, transformational leaders keep lines of communication open so that followers feel free to share ideas and so that leaders can offer direct recognition of each follower’s unique contributions.
Inspirational Motivation – Transformational leaders have a clear vision that they are able to articulate to followers. These leaders are also able to help followers experience the same passion and motivation to fulfil these goals.
Idealised Influence – The transformational leaders serves as a role model for followers. Because followers trust and respect the leader, they emulate the leader and internalise his or her ideals. Hood writes that “idealised influence can be defined as serving as a charismatic role model to followers.”
Transactional Leadership – Where transformational leadership believes that leaders are followers, transactional leaders believe that workers are motivated by reward and punishment. Rewards demonstrate that employees are following orders whereas a punishment demonstrates that the employees are not.
Unlike the transformational leader, transactional leaders do not inspire personnel. As the prime purpose of a subordinate is to do what they are told to do, then there does not seem to be sufficient reason for team members to perceive the transactional leader as a role model.
The problem with transactional leadership is that it has limited uses and “it restricts the leader-follower relationship…leaving little room for charisma or inspiration” (Hood, p.46, 2011).
Transactional versus Transformational Leadership – Transactional leaders allow personnel to see rewards, in return for productivity. Conversely, workers learn that lack of productivity is met with punishment. In transformational leadership, leaders provide their employees with commitment, dedication and respect, working with them to develop their skills. Transformational leaders aim to take their followers to the next level and transcend their own personal limits.
Bass et al (2002) points out the differences between transactional and transformational leadership in the following table.
Transactional Leaders
Transformational Leaders
Leaders rely on standard forms of inducement, reward, punishment and sanction to control followers
Leaders arouse emotions in their followers, which motivates them to act beyond the framework of what may be described as exchange relations
Leaders are aware of the link between the effort and reward
Leadership is proactive and forms new expectations in followers
Leadership is responsive and its basic orientation is dealing with present issues
Leaders are distinguished by their capacity to inspire and provide individualised consideration, intellectual stimulation and idealised influence to their followers
Leaders motivate followers by setting goals and promising rewards for desired performance
Leaders create learning opportunities for their followers and stimulate followers to solve problems
Leadership depends on the leader’s power to reinforce subordinates for their successful completion of the bargain
Leaders possess good visioning, rhetorical and management skills, to develop strong emotional bonds with followers
Is short-term and hard data orientated
Leaders motivate followers to work for goals that go beyond self-interest.
Relies on human relations to lubricate human interactions
Is preoccupied with purposes and values, morals, and ethics
Transactional leadership is a management theory, whereas transformational leadership is a relationship theory.
Other forms of theory include:
Trait theories
We are born with inherited traits. Under trait theory, some of these traits are better suited to leadership. Rather than finding ways to develop skills, leaders were found who demonstrated specific traits. These traits made them leaders.
In 1983, McCall and Lombardo researched and identified four main traits a leader should have to succeed. They are:
· Emotional stability and composure: Calm, confident and predictable, particularly when under stress.
· Admitting error: Owning up to mistakes, rather than putting energy into covering up.
· Good interpersonal skills: Able to communicate and persuade others without resort to negative or coercive tactics.
· Intellectual breadth: Able to understand a wide range of areas, rather than having a narrow (and narrow-minded) area of expertise.
Contingency theories
Contingency theory of leadership relies on the ability of the leader to lead based on their preferred leadership style and the abilities and behaviour of their followers in different situations.
Similar in nature to situational theory, contingency theory operates on the belief that there is no single correct way in which to resolve an issue. Instead it looks at the resolving a situation based on the variables involved.
Fielder wrote about contingency theory in the 1960s. He believed that a leader’s task was a task oriented one or a people oriented. To be an effective leader, you would need to know:
· How clearly defined and structured the scope of the job is
· How much power the leader has
· The relationship between followers and their leader.
Path Goal theory identifies how an individual is dependent on motivation through:
· The level of performance they achieve through effort
· The probability of reward due to this performance
· The value of the reward
This theory is a form of transactional theory where employee is motivated by rewards.
Great Man theories
The Great Man theories of the 19th century assumed that:
· “The leaders are born and not made and possess certain traits that are inherited; and
· Great leaders can arise when there is a great need.”
(Management Study Guide)
This means that some people are born with the necessary attributes responsible for giving them authority and power, which remain stable over time. Such leaders include Julius Caesar and Queen Elizabeth I. Top executives also seem to have these traits that set them apart from others.
Participative theories
The participative style of leadership aims at providing a healthy relationship between leaders and their followers. Employees are encouraged to provide opinions and make decisions in their work area. This is with the support of their leaders who will make a final decision in most areas.
The aim of this style is to assist leaders in identifying potential future leaders who demonstrate hidden talents within the team, but demonstrate them when given the opportunity and support. This style will also encourage, motivate and improve team productivity.
The main participative leadership theories by Lewin (1952) and Likert (1932) focus on team decision making.
In 1939, Lewin et al, through the University of Iowa Studies, coined the terms for different types of leadership as:
1. Autocratic – where staff did as they were told
2. Democratic – where staff had some say over their work environment
3. Laissez faire – where there was no management involvement at all and staff had to resolve issues on their own.
Participative studies emerged in the 1940s and 1950s when two separate sets of researchers from Ohio State University and the University of Michigan researched what behaviours effective managers demonstrated. The studies completed by the University of Michigan, Likert et al penned the Leadership Styles as being either:
Production orientated that requires teams to get the job done with a positive attitude; or
Employee orientated whereby management takes an interest in their staff and seeks strong camaraderie.
Stodgill and Coons at the same time referred to two ways of leading as:
Consideration, where managers nurture an environment of trust and interpersonal relations
Initiating structure where managers tightly structure and define the work of their staff.
Both of these ways of leading were integrated, rather than separate, in regards to their behaviour. For example, leaders show behaviour that is either high in providing structure to the work of staff, and high in its focus of relationships or low in providing structure to the work of staff and low in its focus on relationships.
Behavioural theories
Behavioural theories rests on the premise that leaders are not born, they are made; unlike the Great Man and Trait Theories, these leaders look at what leaders do and define success in the actions and encourage others to act in the same way.
Behavioural theory is a very large field starting from Pavlov’s classical conditioning, whereby a dog was given an unconditioned stimulus (food) which made it salivate (unconditioned response). He taught the dog that if it heard a bell, then it would receive food. After a time the dog would hear the bell (conditioned stimulus) and would exhibit a (conditioned response) where the dog would salivate, in preparation for the food. By making a connection to the bell, the dog would make an automatic response to salivate.
Another theorist, B .F. Skinner, believed that learning is a function in overt behaviour; this means that change in behaviour is a result of changes in the environment. So, if a worker is not happy with their environment they would not be as productive. As a manager, it is your responsibility to look for changes in behaviour and take action to minimise the change.
Situational theories
Situational leaders manage according to the situation they find themselves in. To be effective, leaders need to be versatile.
http://www.12manage.com/methods_blanchard_situational_leadership.html
The behaviour of each leader includes:
Characteristics
S1 –Telling/Directing
S2 – Selling/Coaching
S3 – Participating/
Supporting
S4 Delegating
· High task focus and low relationship focus
· Decisions made by leader
· Communication one way
· Direct and supervise people who need help
· High task and relationship focus
· Decisions are leaders choice
· Direct and support people with competence, but lack commitment
· Support, praise and involve team in decision making process to restore commitment
· Low task/high relationship focus
· Leader passes day to day decision to followers
· Give support to bolster confidence and motivation
· Low task and relationship focus
· Control of decision making is with follower with some say from leader.
· Staff work on projects on their own.
Follower Development
Follower commitment is distinguished by:
· D4 – High Competence/High Commitment – Very experienced on the job and comfortable with their abilities and, in some instances, more skilled than their leader.
· D3 – High Competence/Variable Commitment – Experienced and capable but may lack confidence to motivate.
· D2 – Some Competence/Low Commitment – May have some skills but won’t have the ability to do the job, as it may be new to them.
· D1 – Low Competence/ High Commitment – Lacking skills required to do the job, but has confidence to tackle it.
This also refers to the maturity of the follower. If the follower, for example is a D4, then they will probably require S3 or S4 level of management support.
To be an effective role model, it is important that you are aware of the different leadership styles , so that you have the ability to identify and understand the level of support that your followers need. It is also essential that you demonstrate an image that the followers will look up and try to emulate. This means that you should be aware of both the strengths and weaknesses of each type of leadership and use them when they are appropriate.
Behaviours that you should demonstrate to employees include:
· Ethics – Ethical behaviour is the way in which we act. These beliefs are derived from our peers influences, family values, life experiences, personal morals and values. It is important to make sure that your behaviour reflects the behaviours going on around you. As a manager, it is important that you lead by maintaining a high level of ethical behaviour.
· Personal qualities and performance – Every action that you take as a supervisor/manager will reflect the personal image that you want to convey to your staff. If you do not maintain your image, you will not maintain your credibility; once you lose your credibility it is very hard to get it back.
To maintain your credibility it is important that you act in an ethical manner. Kehoe et al (2004, p.18) defines ethics as the ability to:
· Show how you act in the interests of all, by considering everyone you work with when making a decision.
· Treat all people equally.
· Communicate openly and honestly to develop trust.
· Show respect for other people’s decisions
· Keep information confidential
· Act honestly
· Model the behaviours you expect from other people
· Seek advice and ideas from your peers and acknowledge their contribution to your performance.
Learning Task One
What leadership theory do you believe is appropriate for a leader who wants to be a positive role model? Discuss with class and write the main points that you agree with.
You have been given a list of behaviours a role model should demonstrate. Choose the three that you believe are the most important and explain the importance of each behaviour
Activity 1A
1.2 – Ensure personal work goals, plans and activities reflect the organisation’s plans, and own responsibilities and accountabilities
Planning is a very important part of performing as a role model; your actions will assist your followers in planning their time and day to meet their goals. A common management tool that you can use to manage your day is the use and application of SMARTER GOALS.
SMARTER goals
When setting goals and objectives, it is imperative that you remain realistic. You also have to make sure that they are achievable. Smarter goals are a way of doing this. Use your consultation skills to assist in the goal setting process. They are:
Specific – Goals must be specific. You need to know how they are accomplished so that you can ensure that they are completed. When designing goals, you need to answer the following:
What should be done
Examples
What
What should be accomplished?
Increase awareness of Smoking by 5%
Why
To meet the organisation’s legislative requirements.
Part of the Health and Wellbeing Plan
Who
Who is involved
Workers involved in meeting the goals
Where
Where is this going to happen
The organisation
When
When
The next six weeks
How
How
Posters, newsletter
Training and education with an external provider.
·
Measurable – How will you measure the progress on ensuring that the goals are reached?
· Achievable- Are the goals and objectives achievable? Can they be achieved in a reasonable time period?
· Realistic – Consider whether or not the goals are realistic. For example consider the level of awareness that you want, which is 5% and the timeframe of six weeks; is this achievable within the time given by using posters, newsletters and training for staff members?
· Time based – Is the due date for the goal, reasonable? Make sure that you do not procrastinate in achieving the goal occurs. This procrastination may cause you to miss your goals.
· Ethical – Have you made ethical choices? Are the goals engaging enough to obtain the attention of the workers?
· Reward/ Re-evaluate – Were the goals completed? If they are incomplete, you need to review and re-evaluate them.
Notice that the highlighted headings above spell the acronym for SMARTER goals
Knowing that you need to plan and organise goals does not automatically mean that one knows what they are planning for. There are many plans that you will come across in the organisation. These plans include:
Strategic Plans
Are defined by senior management
Deal with questions such as who is the client
Provides a framework for day to day planning
Usually spans two to five years
Provides organisations with guidance for decisions and actions
Involves activity that will involve all of management within the organisation.
Tactical Plans
Breaks the strategic plan into short-term plans
Plans range from one year or less
Plans are developed to determine what the organisation must do to be successful.
Developed by lower or mid management as plans related to parts of the organisation
Developed for areas such as marketing. Personnel, production, finance and plant facilities.
Operational Plans
Is the day-by-day and monthly planning for what doing
Are designed for all managers working on the frontline of an organisation
Define how your organisation will operate in implementing action and monitoring plans.
Are not plans that stand alone plans. They are key components that make up the tactical plan and then form part of the strategic plan
Your responsibilities and accountabilities will usually be set out in the:
Outputs expressed in position descriptions or duty statements
Position descriptions outline the basic summary and details of your position, including the selection criteria and key responsibilities of the position, superannuation, position summary, type of employment and department.
A duty statement sets out the key activities and tasks of your job. The benefits of a duty statement are that it ensures that your position is consistent with others in a similar role and it can assist you in creating career opportunities. Regular review of the duty statement can assist you in determining changes that you may need to make to your personal goals so that they are aligned with your organisation’s goals.
The duty statement will provide you with your role statement, duties and accountabilities.
Statement of conduct outlining an individual’s responsibilities/actions/performance
A statement of conduct outlines the important principles of ethical and professional conduct and each staff member is encouraged and expected to maintain this level of conduct, which may be both professional and consistent with both the organisations strategic plans and their profession’s legal requirements.
A statement of conduct will usually include:
· Working honestly and in a professional manner
· To maintain confidence and trust with customers/stakeholders and to ensure that this trust and confidence adheres to the requirements of their profession.
· To continuously improve their professional knowledge and skills to ensure that they are update with the requirements of their industry
· To provide staff with helpful, constructive and advice that is professional
Expectations of workplace performance, as expressed in a performance plan
Performance plans are used to ensure that personnel have the skills, knowledge and performance levels to operate. A performance management plan is designed to suit individuals and should be adapted to suit their requirements and the requirements of their jobs.
Understanding your performance plan can assist you in determining your personal goals. It is important that you know and understand the strategic, tactical and operational plans. When you develop your personal plans, you need to be able to identify their role in the organisation’s plans; for example, your performance plan identifies that in six months new technology will mean an update in the organisation’s computing system. To ensure that you are prepared to introduce the change to the workplace and to ensure that the new technology training is suitable for your team, you complete training so that you can assist your team in learning the new technology.
This example highlights the importance of ensuring that your personal goals are aligned with the outcomes of your position. This means that you need to know you’re:
· Outcomes: an outcome is what you will deliver or achieve in your position
· The Objective: the task that will be completed that relates directly with each outcome
If you do not align your personal plans with the job description, the duty statement or the statement of conduct, then conflict will arise. This conflict will impact on your ability to meet your goals and objectives as a manager. This conflict will also have a negative impact on your team.
Your personal plans need to ensure that you act SMARTER. Your responsibilities as a manager means that you must plan your day to complete your assigned tasks. Your accountability includes who you are answerable to.
Research suggests that high performing organisations link employee plans to strategies, but fail to make this association clear and fail to follow up. Employee plans are separate from organisational strategy. Your behaviour as an employee and leader will impact on the organisation’s objectives.
If you are unable to maintain your image as a role model that team members can look up to, then you are accountable to your superiors. This accountability can, in turn, jeopardise your position, as you will be demonstrating that you do not have the ability to meet your assigned responsibilities. This, in turn, makes you a liability to the organisation achieving its own goals.
Work with your team to ensure that their personal plans correlate with the organisation’s strategy. In your role as a role model, you should make sure that all of your team:
· Understand how their actions impact on the rest of the organisation. When employees understand where the organisation is going and how they can help achieve success, then they become engaged in the organisation and productivity will improve.
· Are rewarded for the correct behaviour. Rewards do not necessarily mean remuneration. If you are a role model, your acknowledgement of a job well done will usually be sufficient reward.
· Know where they stand. This means that you are required to continuously update staff with any changes that will impact on their outcomes. Ensure that you focus any important updates with links to organisational performance, such as areas like changes to their outcomes.
Learning Task Two
Why is it important to match your personal plan against the organisation’s plan?
What is the connection between a SMARTER goal and your plans?
Write a SMARTER goal for a six month training plan on management skills.
Specific
Measurable
Achievable
Realistic
Time-based
Ethical
Reward/Re-evaluate
Activity 1B
1.3 – Measure and maintain personal performance in varying work conditions, work contexts and when contingencies occur
Performance is when you achieve your goals in an effective and efficient manner, in alignment with organisational goals. The tool that you use should benchmark your performance against others and indicate your strengths and weaknesses.
At this stage you should have determined what skills and knowledge or leadership style(s) are appropriate for your team. You should also ensure that your activities and plans align with the organisation’s plans.
To assist you in measuring your performance, you may consider using benchmarks. An organisation uses its internal processes to measure their work practices by identifying, understanding and adapting them to ensure that they are considered best in class from their competitors. In the same manner, you can use your performance appraisal to benchmark your performance.
These benchmarks can be utilised to assist you in ensuring that you monitor your performance against reliable measurements. Tracking benchmarks will also assist you in tracking your own progress and will ensure that you will make appropriate adjustments to changes in your own performance outcomes and objectives, so that you are aligned with working conditions, work contexts and contingencies.
Personal performance can be measured against feedback. Feedback provides you with important information about your behaviour or actions. Based on the feedback received, you can adjust your current and future behaviour so that your desired results are achieved.
Feedback will be covered in further detail in Section 2.3 of this learner guide. Performance may also be measured against performance reviews. Performance reviews should be conducted over a yearly basis. However, some organisations perform them more often, especially in work environments that rely heavily on performance to reach outcomes and objectives.
Performance reviews allow you to review feedback from your superiors, in regards to your performance in the workplace. They can be either formal or informal and should be utilised as a way to improve performance. If a problem is identified, then action should be taken to correct errors in your work or correct problems.
If you wish to have a performance review more often, ask your employer to provide feedback on a needs basis. By identifying a problem within a performance review, you will be catching a small problem before it escalates into a larger problem.
Performance reviews may include reviews of your:
· Work performance – this type of review will help you identify whether you are meeting the goals set up by your employer by determining whether you are meeting your outcomes.
· Working relationships – as a role model, it is essential that your working relationships are maintained in a professional manner and that you maintain your high standards.
· Basic Job skills – complacency breeds contempt. This means that if you are performing the same tasks over an extended period of time, you start to become comfortable in the position and bad habits may evolve.
There are several different performance reviews that your organisation may use. The main process is called a performance appraisal. The steps of the performance appraisal include:
Your performance appraisal can assist you in identifying areas of weakness in your skills. Once the weakness has been identified then you should take corrective action to minimise the poor performance.
Learning Task Three
What ways can you use to monitor your performance in the workplace?
Why would you monitor your performance?
Do you feel that your performance appraisal is sufficient way?
Activity 1C
2. Set and meet own work priorities
2.1 Take initiative to prioritise and facilitate competing demands to achieve personal, team and organisational goals and objectives
2.2 Use technology efficiently and effectively to manage work priorities and commitments
2.3 Maintain appropriate work-life balance, and ensure stress is effectively managed and health is attended to
2.1 – Take initiative to prioritise and facilitate competing demands to achieve personal, team and organisational goals and objectives
There will be times in which you find yourself facing several types of weaknesses. These weaknesses may come from changes in your profession. For example, in early 2012 new Federal OHS Legislation was legalised. At the same time, new technology and changes in your professional practice may have caused you to lose track of which performance criteria you should have been prioritising.
On top of this, you may have been required to complete a course that your employer had volunteered you to complete and you may have had a personal goal to improve your management skills. In these instances, it is important to realise that you are unable to make instantaneous changes for each weakness, your course and your personal goals and objectives and the goals and objectives of your team and organisation.
It is essential that you use your initiative to determine which weaknesses you will need to prioritise first. One tool that you can use to prioritise your weaknesses and strengths is the priority matrix.
The Priority Matrix
The Priority Matrix is a tool that you can use when you find that you have a lot of problems to get through. It is an effective tool that can be used to prioritise your tasks according to their level of importance, so you can know what is needed to be performed first and what can wait.
Tasks can be either urgent or not urgent. Urgent tasks need be to done immediately because they need immediate attention and are usually take our time as you may be under pressure to get them completed. The non-urgent tasks are tasks that need to be completed in the future such as later that day.
Tasks can also be either important or not important. Important tasks must be performed and are usually essential to the importance of business operations in areas such as customer service, financing and planning.
Tasks that are not important are those that are not essential and can be completed at any time.
The Priority Matrix is split into four sections. Look at your weaknesses and list them. Place the weaknesses into the boxes below within the matrix. Once you have allocated the tasks into the appropriate quadrant, you should now focus on each quadrant and allocate a number into the order of importance for each task.
Learning Task Four
List the tasks that you are required to perform in the workplace and assign them with the appropriate quadrant.
If you do not have any tasks that you believe appropriate, use the list of tasks provided early in this section of the learner guide. These tasks are the tasks that you need to perform to ensure that you improve your performance by increasing the skills and knowledge required to improve your weaknesses.
Once you have completed the task, use the space below to prioritise the tasks and activities.
1. _________________________________________________
2. _________________________________________________
3. _________________________________________________
4. _________________________________________________
5. _________________________________________________
6. _________________________________________________
7. _________________________________________________
8. _________________________________________________
9. _________________________________________________
10. _________________________________________________
When you prioritised these tasks, did you consider the documents that you needed to correctly prioritise the tasks? Did you discuss the tasks with peers and supervision? If yes, what did you use? Why?
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
If you did not use other documentation or consult with other relevant personnel, review the tasks. Consult with a team member or your superior and determine whether the answer if different.
1. _________________________________________________
2. _________________________________________________
3. _________________________________________________
4. _________________________________________________
5. _________________________________________________
6. _________________________________________________
7. _________________________________________________
8. _________________________________________________
9. _________________________________________________
10. _________________________________________________
It is important to make sure that you discuss the order that you prioritise your tasks so that you meet the objectives and goals relevant to your position. Your position description and other documentation should be utilised to ensure that the order in which your task is prioritised does not relate solely on what you believe should be more important, but on what will actually be the organisation’s requirements.
Feedback is an important tool in this process. It is important that you use feedback to improve the way in which you perform an action. Feedback will be discussed further in Section 3.2 of this Learner Guide.
Action Plans
Once you complete the prioritisation of your tasks, use can use the attached action plan (Appendix Number One) to use as a document to assist you in managing your work priorities and professional development.
Activity 2A
2.2 Use technology efficiently and effectively to manage work priorities and commitments
Technology is a tool that you use to improve your performance so that you can meet your organisational objectives. To obtain the most efficiency in your technology, you need to make sure that you use the appropriate technology to manage your work priorities and meet your commitments.
For maximum efficiency on your computer, you should:
· Create folders (directories) for electronic documents
· Create folders (directories) for emails and faxes
· File electronic documents in the correct folder
· Put the most used folders on your desktop.
Most computers will have the following computer applications. These applications, when used correctly, will improve your effectiveness and efficiency. Computer software includes:
Database – a database is the way in which information can be reduced so that the amount of information generated is minimised. Data is reduced by grouping and categorising that data so if fits one program.
Relational databases are very popular within organisations. Data is represented in a mathematical way through tables with columns and rows. Each table should describe an entity such as an asset or customer. The columns represent ‘fields’ of information that represent information.
Databases are usually used to:
· Maintain customer records in terms of contact details, orders and payments
· Research data and establish a library catalogue
· Identify the relationships between training and meeting organisational objectives and goals.
A database can be designed as a way in which to increase the security of your data. This allows you to obtain information that can answer questions.
Databases can be designed to:
· Create forms
· Design tables
· Produce reports
· Complete searches and analyses
Word Processing – word processing documents such as Lotus and Microsoft Word are an important program for business and individuals. Word processing documents that are created to reflect the organisation’s image must be professional-looking and visually appealing. The beauty of word processing programs is that they can demonstrate information in tables, graphs and other formats.
Word processors are an excellent way in which to communicate information and maintain an ongoing hard copy of events that occur within the organisation. As a manager, you will come to rely on information in word processing documents to provide you with historical information that can communicate what you have done and why you have done it, identify errors or ways in which to improve.
These documents are produced quickly and have improved the efficiency and effectiveness of your work environment. Today, many organisations are purchasing visual processors. As the workplace become more dynamic and the demands on time increase, more and more businesses are relying on technology to process information.
To save time, less business personnel are travelling. Instead they attend meetings from their office. These visual meetings save not only time, but also increase the efficiency and effectiveness of an organisation’s operations.
Project Management – To manage your personal work priorities and professional development you may consider using project management. Project planning tools are an excellent way in which you can meet your goals and objectives and ensure that you are meeting your personal goals. Programs such as Microsoft Project and Visio can assist you in developing the tools for project management.
Visual diagrams are more appropriate for the decision making process. Visio produces concept maps, diagrams, flow charts and mind maps. Using visual information provides you with an opportunity to use both sides of the brain.
The left and right sides of your brain processes information in different ways. The left side of the brain is used for managing, thinking in a logical manner, using rationality and is skilled at sequencing ideas, whereas, the right side of the brain uses visuals to form answers, is the dreamer, solves problems intuitively and is skilled at showing relationships between ideas.
It is the right side of the brain that visual aids to assist in the decision making process. A visual aid will allow you to see ideas and form relationships that may otherwise not have been formed to improve productivity and improve your skills and knowledge so that you reach your organisational goals and objectives.
Electronic diary and Personal Digital Assistant (PDA) – Personal Information Managers (PIMS) such as electronic diaries and PDAs are used more and more to assist in the effective and efficient running of their business or position. Records such as appointments, phone calls, meetings and contacts can be found at your finger tips.
Searching for information requires a mere tap of keys with a search browser; this will improve your efficiency and saves the time you would spend searching laboriously through a paper diary.
The main advantages of electronic diaries and PDAs are that:
· You can edit information without having to resort to liquid paper or scribbling in the diary
· You can search for information by entering the person’s name and viewing information about them quickly, instead of wasting time trying to manually find the same information in paper diaries,
· They can remind you to attend appointments by leaving short reminder messages
· You can view your data is needed. You can also switch through appointments as required.
The most efficient and effective use of the electronic diary or a PDA is:
· To ensure that you leave the technology turned on. You will waste time if you keep the technology turned off because you will need to wait for it to start
· Back the data up once a week
· Print out weekly schedules.
If the technology is lost or a power failure zaps your files, at least you will have back files to refer to.
Learning Task Five
Using the technology that you have access to, use the appropriate computer applications to present the data in Learning Task Four. If you do not have access to the internet, discuss which application/s you would use?
Print the document. Why did you use this application/s?
Use an electronic diary, a PDA or your phone to list the functions in your diary. Do you believe these functions will assist you in improving your performance? How?
Activity 2B
2.3 Maintain appropriate work-life balance and ensure stress is effectively managed and health is attended to
Your effectiveness and efficiency can be maintained when you maintain an appropriate work-life balance and control your stress levels. By reducing stress, you will increase happiness, which ensures that you are productive in the workplace.
Organisations are culturally changing to provide and manage work-life balances to assist workers in implementing work/life strategies, focusing on their specific needs, which are aimed at attracting and retaining employees. Organisations realise that working with employees to meet their personal needs improves productivity, while ensuring that their own goals and objectives are being met. In turn, these employers save money due to an increase in productivity and a return in investment.
If your personal goals and your employers goals are out of alignment, then your level of stress rises. When your stress levels rise, you:
· Suffer fatigue; tiredness causes your work productivity to lessen and this can have a negative impact on your credibility and your position as a role model. Increases in stress due to frustration when your personal goals are not met, can also lead to dangerous and costly mistakes
· Lose time with friends and family; by missing important family events or milestones, you may feel left out and harm your relationships, which will increase your stress levels
· Have more trouble meeting employer expectations, especially if you work more hours. The expectations of your employer will rise and this will have a negative impact on your productivity.
To maintain a good work-life balance, it is essential that you take control of your time. To maintain a work-life balance:
· Manage your time safely. Delegate activities wisely when you are unable to keep up. This means that you should take the time to learn what your staff want to know and then delegate work to show trust to your team members and to build their confidence. You should determine which skills and knowledge your team members would like to learn and then delegate tasks accordingly.
· Learn to say no. If your time is already over burdened then you need to negotiate with senior management to re-allocate your duties. You can also delegate your activities to other employees within your team.
· Take advantage of flexi hours if they are available to you. Many managers and employees now negotiate their time so that they vary their hours, share their jobs or arrange for flexible hours in their contracts of employment.
· Should make sure that you leave work at work. Technology allows you to connect at any time at any place and no boundary can be made unless you set your boundaries.
· Boost your support system to assist you in ensuring that you maintain a quality of work life. This means that you need to nurture yourself.
· Should nurture yourself. This means that you should participate in physical activity and ensure that you obtain enough sleep. You should also take eat healthy foods.
If you find that you are unable to maintain a healthy life and work life balance, then you need to obtain professional assistance. Many organisations employ counsellors and mental health professionals as part of their employee assistance program (EAP). Organisations design EAPs to enhance the emotional, mental and psychological wellbeing of all employees and if necessary the needs of the family.
The aim of an EAP is to provide preventative and proactive interventions for the minimisation of personal problems that may affect performance. Employee assistance may include interventions such counselling, physical fitness access (such as discounts on gyms) and assistance for gambling, addictions, depression, anxiety disorders and communication problems.
Learning Task Six
What is the connection between work-life balance and stress?
What can you do to get a work-life balance to minimise stress?
Activity 2C
3. Develop and maintain professional competence
3.1 Assess personal knowledge and skills against competency standards to determine development needs, priorities and plans
3.2 Seek feedback from employees, clients and colleagues and use this feedback to identify and develop ways to improve competence
3.3 Identify, evaluate, select and use development opportunities suitable to personal learning style/s to develop competence
3.4 Participate in networks to enhance personal knowledge, skills and work relationships
3.5 Identify and develop new skills to achieve and maintain a competitive edge
3.1 – Assess personal knowledge and skills against competency standards to determine development needs, priorities and plans
To ensure that you maintain organisational standards, it is important that you take steps to monitor and assess your performance. It is important that you utilise your job description, duty statement or statement of conduct as a tool to measure your professional competency. You need to also gain access to your performance appraisal and any tool that you have used to monitor your professional competency.
These documents can assist you in determining your level of personal knowledge and skills. You have determined ways in which to prioritise your activities to ensure that you work efficiently and effectively. It is important that you also take steps to monitor your performance.
Performance can be measured in several different ways including:
·
Observing people’s reactions to you – for interpersonal relations and to reinforce your position as a role model, take the time to observe whether personnel react to you in a positive manner. Particular attention should be paid to the body language. Is it open? Is it closed?
· Maintaining records of the number of times that personnel ask for your opinion – if no one asks for your opinion, a red flag should be raised. You have either intimidated them and they will not approach you or they do not respect your opinion. Do not make assumptions. Gather feedback to find out what you have done wrong. If you are a role model, you need to find out what you are doing wrong. Once you find out what you are doing incorrectly, take corrective action.
· Exposure to other members of management – Communication is a two way process. It is important to know what other members of management think about your skills and knowledge. Observe their skills and knowledge to assist you in identifying ways in which you can improve your own personal skills and knowledge.
· Share information – Managers have a legal obligation to ensure that they share OHS information with staff. This information should also be supported with any information that will assist your team in the decision making process. Failure to provide and share information can mean that your team will not make an informed decision.
Informed decisions can only be made when staff is provided with sufficient information to make a decision that will assist them in meeting their job outcomes. When you fail to provide this information, staff will not meet their objectives and goals and this can cost the organisation. You will also lose the trust of your team and this will affect your reputation and credibility as a manager.
So, how can you ensure that you are demonstrating sufficient skill and knowledge to ensure that you demonstrate the appropriate skills and knowledge?
Competency standards can be used to measure the level of your performance. A competency standard is a document used as a frame of reference by your employer to determine how they expect the job and the performance of the job to be done and to determine how competent you are at your job. Competency standards aim to ensure that you can perform are a specified minimal level.
The two main types of competency standards are:
· Nationally endorsed units of competency consistent with work requirements
· These are recognised nationwide and service as a basis for assessment and the issue of formal qualifications.
· Enterprise-specific units of competency consistent with work requirements
· Organisational standards are in-house and specific to your employer.
In-house standards are developed to ensure that you meet the minimal level for your employer. If you identify weaknesses in competency standards, corrective action should be taken to address the issue.
The following table can be used to assist you in assessing your personal knowledge and skills.
Skill or knowledge
Competency Standard
Actual Performance
Corrective Action
It is also important that you seek feedback when you complete this form. Listening to the opinion of others will allow you to obtain a clear picture of your level of competence from other perspectives.
Learning Task Seven
Choose four personal skills and knowledge that you have. Compare the skills with the competency standard? What is your actual performance level? If it is necessary to improve your performance how would you do it?
Skill or knowledge
Competency Standard
Actual Performance
Corrective Action
Activity 3A
3.2 Seek feedback from employees, clients and colleagues and use this feedback to identify and develop ways to improve competence
Feedback is an excellent tool that you can use to determine where you need assistance and how you can improve. Your performance appraisal is an excellent way in which to confirm what is expected of you.
Feedback in performance can be received in two ways. These are through constructive feedback and through positive and negative feedback.
Negative feedback does not mean that your performance is bad, but rather that performance can be improved to better ensure that outcomes are reached. Negative feedback should clearly identify that you need improvements.
Positive feedback highlights the fact that you are doing your job correctly, by demonstrating the appropriate behaviours and performing the appropriate actions. This does not mean that you should be complacent. Instead you should consider ways in which to improve your own performance so you can meet the requirements outlined in the next benchmark.
When you receive feedback, make sure that you consistently:
· Listen carefully to make sure that you understand what the other person is telling you
· Ask questions to clarify what you are being told
· Acknowledge all mistakes and achievements
· Be patient even if you do not agree with what is being said.
Do not become defensive. Accept the feedback and thank the person giving feedback. You are asking for the feedback. It is important that you maintain your image as a role model to look up to. If you are defensive, consider the message that you are passing to your team members.
A form of feedback that can be used to gain a better understanding of your strengths and weaknesses is 360 Degree Feedback. 360 Degree Feedback is the process where employees, peers, other managers and other personnel can provide managers with feedback about their performance/
This form of feedback should be performed either in a survey or on-line. A group of eight to twelve individuals will be required to complete a feedback form about each other’s workplace competencies. The feedback is anonymous and their responses aim to provide you with information about your strengths and weaknesses.
360 Degree Feedback is used in two ways:
· To measure employee performance (such as through the use of a performance appraisal)
· As a development tool to recognise your weaknesses and strengths so you can identify where you may be required to take corrective action.
360 Degree Feedback provides you with constructive feedback that assists:
· Managers, by saving time
· In team development
· Personal and organisational performance development
· Reducing the risk of discrimination
· Can assist when a training needs assessment is required by your employer to help you identify areas in which you can improve and professional development strategies to close the gap between actual and expected performance.
Feedback, no matter how it is given should be used as a way in which to improve your performance. If feedback highlights yours strengths, then find a way in which to improve your strengths by creating more personal benchmarks.
Be proactive in your approach to feedback. Demonstrate to your team members that it is okay to ask for feedback. You can obtain feedback from:
· Colleagues at the same level and more senior managers
· Internal or external customers
· People from a wide range of social, cultural and ethnic backgrounds and with a range of physical and mental abilities
· Team members
Demonstrate that it is acceptable to ask for feedback. Make sure that you treat all personnel equally, professionally and with the same level of consistency. Assure personnel that you will handle all feedback confidentially and make sure that you reinforce the trust that you have established with them.
Learning Task Eight
Do you feel that you need to ask for feedback when you need it? Why?
Give an example of a time that you received negative feedback?
Should you be offended by the feedback? What do you think you should do with the feedback? Why?
Activity 3B
3.3 Identify, evaluate, select and use development opportunities suitable to personal learning style(s) to develop competence
A learning style represents “how individual choices made during the learning process affect what information is selected and how it is processed” (DeSimone et al, 2002, p.102). David Kolb believes that each individuals learning style is based on that person’s preferred mode of learning. People have four basic modes of learning and these include:
· Learning through feeling
· Learning by feeling
· Learning by watching
· Learning by doing
Most people learn through two of these modes of learning. For instance, you could be:
· Convergent – learn by thinking and doing
· Divergent – learn by watching and feeling
· Assimilation – learn by thinking and watching
· Accommodative – learn by feeling and doing.
If you require more information any Kolb’s Learning Styles, refer to:
http://changingminds.org/explanations/learning/kolb_learning.htm
Which of these is your learning style? Reflect on how your learning style will affect the way in which you should be trained. HRD managers, supervisors and employees need to know how they learn.
When you participate in a training program, you may be exposed to:
?
· Printed media
· Visual media (graphs and charts)
· Auditory (listening)
· Interactive (asking questions and discussing issues
· Tactile/manipulative (hands on approach)
· Kinaesthetic/psychomotor (role playing and physical activities)
· Olfactory (association with smells or taste)
You may need to learn in more than two of the basic modes of learning. This information can assist you in determining the most appropriate development opportunities you will benefit most from.
Development opportunities that may be available to you may include:
Action learning
Action learning is the process of challenging what works for others and use that learning to improve your own processes. Action learning can occur when a group of people get together to help each other learn from their learning experiences. It is the process of learning and reflection, with the support of your colleagues to find the best way in which to meet your organisation’s objectives.
Action learning holds the belief that learning is experiential. By reviewing processes continuously using Kolb’s learning cycle, you will be able to identify through experience the best method to use to meet your goals. As trust is developed within a group, the team will work actively to improve the process.
Action learning also encourages, empathy and active listening and allows participants in the group to learn new skills. Action learning is an excellent way to evaluate and refine improvement proposals.
Action learning is “learning for concrete experience a critical reflection on that experience –through group discussion, trial and error, discovery, and learning form and with each other. It is a process by which groups of people address actual workplace issues or problems.. to develop solutions” (Zucker-Skerritt, 2002, p.115).
Experiential experience is one method in which action learning can occur
Action learning is simple; it offers you a method in which you are raising learning from an unconscious to a conscious level through techniques of questioning that probe problems, so knowledge becomes more obvious. (Please note that these definitions have been adjusted to suit the improvement process and that the underlying meanings are still the same).
For action learning to succeed, there are three major components that should be present. These components of action learning are:
· The client/sponsor/organisation supports the program financially and if necessary, morally.
· The improvement aims and tasks are to solve complex problems (all problems no matter how simple can be major if you do not obtain and maintain management support).
· The team of action learners conduct the project. (If you work with a group of people where improvement occurs, you will usually find that everyone is consulted and asked for feedback. (Zucker-Skerritt, citing Pedler, 1997).
· Definition of a problem
· An appropriate evaluation of both learning and the outcomes (Zucker-Skerritt, siting Dick, 1991).
The outcomes of action learning for the stakeholders can include:
· Understanding of group processes and organisational change.
· Improved understanding between sections of the organisation.
· Ideas for future projects
· New skills
· A concrete outcome of benefit for the organisation and group
· High proven returns on investment in the action learning program.
For the above actions and outcomes to occur, you should be working within a collaborative learning culture.
The success of action learning programs is based on the ability of the teams to have values that include:
· Openness, trust and collaboration
· Team spirit, respect for diversity
· Tolerance of mistakes from which we learn.
Coaching
Coaching is the process where personnel are assisted in defining and achieving their goals. The aim of coaching is to improve performance and move towards another benchmark. An effective coach is one who solves problems in a solution-focused context.
Coaching works in different ways for everyone. The aim of coaching is to:
1. Generate goals that are achievable and realistic
2. Develop an action plan
3. Monitor progress.
It is important to make sure that you stay focused on achieving your goals. Trained coaches build rapport and ask questions to create awareness of the person that they are coaching. Good questioning techniques allow the coach to facilitate the person they are coaching and ensure that they achieve the desired outcomes.
Exchange/rotation
Job rotation is a process in which you can develop your skills by moving into other positions within the organisation. This is called shadowing. Job rotation should be used when:
· You intend to advance your career
· To motivate and stimulate employees who have been in the same position for a long period of time
· To broaden your knowledge
· To learn what other departments do
Job rotation can be used to ensure that you:
· Link the jobs that you rotate into correlate with the skills and knowledge that you are trying to develop
· Determine whether the expectations and learning objectives match the job skills you need; and that your
· Expectations are being met.
Induction
Technological innovation and development mean that your workplace is forever changing. This means that induction is an ongoing process. As the organisation changes, it is important that you participate in the training and learning that will introduce you to the changes.
For example, in 2012 a national OHS legislative scheme was introduced to all Australian State/Territory areas. This means that the OHS legislation will be consistent across Australia and some of the State/Territory legislation will change safety in the workplace. Even though learning may not be a formal event, staff will be inducted into the changes as part of their ongoing learning.
Induction programs require that workplace:
· Information is kept up to date
· Personnel are given opportunities to develop rapport, share knowledge and experiences to develop positive working relationships
· Information provides you with the big picture so that you can further develop your skills in alignment with changes to the workplace
· Create a confidence in your ability to fulfil your role successfully.
Mentoring
Successful implementation of mentoring programs only occurs when planning and design of the mentoring program is prepared correctly. This means that an effective communication and feedback strategy should be developed. Mentoring relationships need to be developed on trust and the acknowledgement of the benefits it will give you.
Mentoring should be performed to develop staff, as part of your induction, career advancement and supporting staff that are returning to work. A correctly run mentoring program should build self-esteem, fulfil their own developmental needs and expose mentors to new ideas.
Conversely, mentees obtain the support in the targeted developmental activities arising from performance appraisals. It also minimises the chance of mistakes being made as a second opinion is asked for before the mentee takes action. This feedback gives the mentees feedback about their own performance through their exposure to the mentor.
A good mentoring program has:
· Clear program goals
· Clear responsibilities and limits to expectations for both the mentor and mentee
· Information that is easily accessible
· Sufficient resources to develop knowledge and skills
· A co-ordinator who monitors and manages the day to day operations of the programs
· Voluntary participation from both parties
· Matches of mentor skills based on selection criteria based on the mentee’s needs
· Support using training modules and management; and
· Party agreement that outputs and outcomes are monitored against mentee needs according to their performance review or requirements.
For a successful mentoring program, it is that:
· Management demonstrate support for the program
· That the needs of the mentee are clear and mentoring is a good solution in fulfilling the mentee’s needs
· Mentors know who their mentees are and what their goals are
· Both parties share ownership of their partnership so that support is encouraged
· Resource needs are identified and action is taken to procure the resource needs
· A time line is measured
· Outcomes are clearly measured using the appropriate tools to measure performance levels
· You are clear on how the program is designed and evaluated in terms of degree of formality, learning styles, amounts of mentors
· All participants attended orientation on their mentoring program
· That problem solving processes are put in place to minimise risk
· The role of all participants is clear.
The roles of each party to the mentoring program must be clear. The following table lists the possible participants of the mentoring program and their possible roles and responsibilities inside that plan.
Mentor
Mentee
Supervisor
· Support mentee
· Share expertise and experience mentee needs
· Foster learning
· Help and clarify issues
· Answer questions
· Actively listen
· Spend time with mentees
· Be accessible and positive
· Give constructive feedback
· Are non-judgemental
· Respect confidences
· Take responsibility
· Initiate meetings
· Share experiences
· Listen actively
· Listen and respect other perspectives
· Learn to find their own solutions
· Spend time with the mentor
· Give and receive honest and constructive feedback
· Needs to be kept informed of progress
· Must provide opportunities for appropriate personnel to participate
· Encourage participants to feed outcomes into the personal development plan and annual review.
Structured training programs
· Structured training is offered by organisations, such as RTOs to meet the training needs of personnel to enhance their skills. Structured training programs include:
· The training programs objectives and the type of work involved
· Details of the training tasks to be learnt and demonstrated through training
· The location where training will occur
· Details of the training
· Duration and timeframes for the training task
· An audit of personnel’s skills is undertaken and what training needs to be completed
· The learning outcomes and what needs to be assessed.
Structured training programs may include learners completing Certificate or Diploma courses through a nominated external provider.
Learning Task Nine
Based on the table that you completed in Learning Task Eight, write a report on the corrective action that you would take in:
Developing your skills based on your actual performance level to the organisation’s standards.
Write this report using the appropriate computer applications or software.
Activity 3C
3.4 Participate in networks to enhance personal knowledge, skills and work relationships
Networks are made up of groups who exchange information and ideas based on common interests. Networks will help you build contacts while developing your interpersonal skills. The contacts that you make will provide you with the opportunity to:
· Forge alliances which can provide you with industry information and give you opportunities that you did not think you could obtain access to.
· Generate information. There may be times when you receive conflicting information. By building relationships with the network, you will be more informed and can make decisions based on reliable contacts.
· Assist during negotiations in that you could obtain special prices during a meeting that would allow you to under bid a competitor.
· Assist in the development of your staff. When you are developing staff, members of your network can provide you with up to date information that can assist you in making informed decisions on whether to train staff in house or externally based on your needs.
Networks will give you an opportunity to communicate, learn new skills and develop. Networks will inform you about:
· The latest trends
· New information
· New problem solving techniques
· The latest technology and how it can benefit you.
Business contacts and networks may include the following groups and individuals within them:
Departments or branches of the organisation – Other departments such as the purchasing department can keep different work sites up to date on market trends or in the case of the purchasing department, the cost of goods purchased.
Organisations with industry linkages – Your organisation purchases goods from suppliers for their office and technological needs. These organisations are an excellent source of information. They will introduce new innovations and give you a competitive advantage by keeping your organisation up to date with changes and trends within the industry.
Organisations with similar industry functions – Some organisations deal with sub-contractors. Other organisations may deal solely with commercial organisations. As a part of that partnership, each organisation may receive up to date information, that they will automatically update their partners with.
Potential and current clients – Current clients can be leads for potential clients. It is important to form relationships within your networks so you can listen for potential clients. All of your contacts can become potential clients.
Networks may be either formal or informal. Informal networks comprise of staff from other organisations. You may not become a member of a network until you obtain credibility with other staff and your colleagues and peers.
Formal networks can include joining associations aimed at providing information specifically to your industry. For example, Certified Practicing Accountants are usually members of CPA Australia.
How to network
When you start to network you need to:
· Develop the confidence that will allow you to greet strangers at conferences
· Set up a file of contacts
· Know where and when you met these people
It is important that you display:
· The correct interpersonal skills.
· Active listening skills; take note of what you are told and remember to maintain eye contact
· Positive questioning skills, such as showing interest in what they are saying and acknowledge the answers to questions that you are asked.
Smile and be pleasant using open and close ended questions. Open questions start with What? Why? Where? How? Open ended questions need more than a yes or no response. Close-ended questions only require a yes or no response.
Make sure that when you meet other personnel or potential members of your network, they you remember:
· Their names, the company they work for and their special interests
· To exchange business cards
· To plan ahead
Act professionally at all times to ensure that you maintain your credibility with your peers.
Where can I network?
You can network in a variety of places. Begin by deciding the best places that you may networks. You might include:
· Your workplace
· Formal associations
· Business functions
· Trade fairs
· Community groups
· Classes and post-graduate courses
Every person that you meet can prove to be a valuable source of information so make sure that you are aware of your work environment. Know the people that you work with and listen to everything that you are told.
Maintain confidentiality and never speak without thinking. You may be speaking to a professional networker who is very experienced and you may unwittingly give them inside information about the company you work with.
Communication is integral of the networking process. Make sure that you maintain contact with all of your networks and that you respond to them when they contact you. Use their preferred communication methods. For example, a busy manager may prefer an e-mail which they can peruse at their leisure, whereas a manager in a slow paced position may prefer a telephone acknowledgement.
It is essential that you are consistent with your networks. As a role model, it is important that you demonstrate the same level of integrity, trust and empathy that you would demonstrate to your team. Everyone should be treated equally.
This means that to demonstrate:
Integrity –
everyone must see that you have a high level moral principle and professional standards when you interact with them.
Ethical standards –
whereby you follow a level of conduct that is governed by your group or industry.
Empathy – in which you demonstrate sensitivity to other’s feelings.
Treat people how you want to be treated by demonstrating positive behaviour such as:
· Being hard working
· Showing respect
· Being positive
· Co-operating; and
· Being loyal
· Demonstrating confidentiality
· Following your duty of care
· Ensuring that you do not demonstrate any discriminatory practices
· That you take steps to ensure that you do not participate in any activities that are a conflict of interest.
Learning Task Ten
Briefly review the work network that you are a member of. If you are not a member of a network, briefly outline how you would develop a network.
How could you improve your network?
What would you need to do to maintain your credibility?
Activity 3D
3.5 Identify and develop new skills to achieve and maintain a competitive edge
To maintain a competitive edge in your industry, leaders need to make sure that they continuously update their skills and knowledge to ensure that they are reactive to the needs of the organisation. We have already established that two ways in which to improve your skills is by:
1. Using your job description, duty statement or statement of conduct to identify whether you are meeting the organisation’s standards.
2. Using feedback from work colleagues, peers, clients and associates to identify weaknesses in your behaviour, skills or knowledge.
In both instances, where you identify behavioural, leadership knowledge and skills, you arrange to ensure that you bridge the gaps between your organisations standards or your personal goals.
Another way in which you can maintain a strong competitive advantage is to be proactive in identifying changes within your industry to identify deficiencies in your skills and taking action to breach that gap before the change is implemented. By being proactive, you are learning the skills before your competitors. This means that your clients will be ahead of their competitors if you are proactive in areas relating to them. This will not only increase your organisation’s credibility, it will also mean that you will also increase your organisation’s bottom line.
Not only will you be ahead of your competitor, you will also build your credibility within your network and with your client.
To achieve success:
· Try to be proactive. Look at the changes that will be occurring in the market (such as technological innovation) and take steps to ensure that you update your skills.
· Try to solve problems and ask for other people’s opinions. People have different experiences and may give you a perspective that you did not originally consider.
· Challenge the way you do things. By trying new things, you may actually find ways in which to increase your performance.
Consult with team members and where appropriate consult with your:
· Mentor or coach: a coach is usually someone you can learn from, whereas a mentor is someone you can learn from but also use as a role model. Both mentors and coaches will support you and assist in the learning process.
· Training Manager: if you work for a large organisation take advantage of the in-house training offered to most staff. It is part of the training manager’s job to ensure that the training offered meets workers needs.
· Colleague: approach colleagues who may be in a position to assist you. They may have already achieved the goal you are trying to attain. Know what your colleagues can do. If you know what they can do, you can save time by approaching them directly.
· Trainers and Consultants: consultants can advise you on what learning strategies you need to follow to complete a task. If the consultant cannot assist you, contact your trainer and they can recommend how you can attain your learning goals.
In short, you should know:
· What you want to achieve. If you need to learn a specific task, know exactly what that task is for and what steps you need to follow to attain a competent level
· What you need to achieve. Be clear on what the goals are and what the end product is. If you are unclear of the results, then you could be wasting time.
· The advantages of what you are doing. Success means that you are saving time and money. You may also be obtaining credibility.
What resources do you need?
When planning activities, be clear on what resources you will need to achieve success. When participating in a new task, you may need to be aware of any legislation that may impact on your task. If you are unsure, consult with the appropriate legislative party.
What training may you need to participate in?
By following these steps, you should be able to stay on top of changes. This will assist your organisation in their goals to maintain a competitive edge over your competitors.
Learning Task Eleven
How do you develop new skills to have a competitive edge in your industry? If you do not develop new skills, go to the next question.
What skills do you need to develop a competitive edge in your industry?
How would you develop those skills?
Activity 3E
Skills and Knowledge Activity
Nearly there…
Major Activity – An opportunity to revise the unit
At the end of your Learner Workbook, you will find an activity titled ‘Major Activity’. This is an opportunity to revise the entire unit and allows your trainer to check your knowledge and understanding of what you have covered. It should take between 1-2 hours to complete and your trainer will let you know whether they wish for you to complete it in your own time or during session. Once this is completed, you will have finished this unit and be ready to move onto the next, well done!
Congratulations!
You have now finished the unit ‘Manage Personal Work Priorities and Professional Development’
Appendices
Action Plan for
Project:
Date:
Goals:
Measures of Success:
Scope of Organisational Impact:
Staffing and Participants:
Name
Role
Time Commitment
Tracking and Reporting Process:
Dependencies, Risks, and Constraints:
Estimated Completion Date for All Activities:
Action Plan for
Action Item Number: Owner: Due Date:
Description of Activity:
Deliverable(s):
Resources Needed:
Action Item Number: Owner: Due Date:
Description of Activity:
Deliverable(s):
Resources Needed:
Action Item Number: Owner: Due Date:
Description of Activity:
Deliverable(s):
Resources Needed:
Action Plan for
Action Item Number: Owner: Due Date:
Description of Activity:
Deliverable(s):
Resources Needed:
Action Item Number: Owner: Due Date:
Description of Activity:
Deliverable(s):
Resources Needed:
Action Item Number: Owner: Due Date:
Description of Activity:
Deliverable(s):
Resources Needed:
Action Items for
Action Item Number: Owner: Due Date:
Description of Activity:
Deliverable(s):
Resources Needed:
Action Item Number: Owner: Due Date:
Description of Activity:
Deliverable(s):
Resources Needed:
Action Item Number: Owner: Due Date:
Description of Activity:
Deliverable(s):
Resources Needed:
Action Plan Tracking for
Action Item Number
Date Started
Date Completed
Comments
References
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Establishing performance standards
Communicating expectations and standards
Measuring performance
Comparing performance with standards
discussing results and obtaining feedback
Taking corrective action
MSA Training and Professional Development Phone: 03 9905 3180
Room 159, 21 Chancellors Walk Website: msatraining.edu.au
Monash University Clayton, Vic 3800
BSBWOR501 V3 24.01.19
©Wish Works Pty Ltd
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Environment and Anthropology
Anthropologists have been concerned with interaction
between human populations and their environments
since the middle of the nineteenth century. Early
treatments were largely in terms of environmental
determinism, replaced increasingly from around 1900
by ‘possibilist’ approaches which specified only a
constraining role on society for environmental factors.
A major paradigm throughout the twentieth century
has been that of ecological anthropology, informed by
conceptions of ecology which have been to varying
degrees Darwinian, emphasizing the inter-relationship
of social, cultural, biotic, and physical variables within
a system, and centrally concerned with the concept of
adaptation. This essentially positivist program has
been augmented, and in part superseded, since the
1980s by one which uses interpretative, cognitive, and
sociological approaches to understand peoples’ per-
ceptions of nature, environmental problems, and
collective responses to them. These methodologies are
not easily brought within the framework of ecological
anthropology, and in recent years the term en�iron-
mental anthropology has appeared as a more inclusive
description. Approaches to human ecology which are
concerned only with the biological characteristics of
populations are not dealt with in this article.
1. From Sociological Possibilism to Cultural
Ecology
During the first four decades of the twentieth century,
anthropological theory was dominated by the ideas of
Emile Durkheim (1858–1917) and Franz Boas (1858–
1942), for whom environmental factors were for the
most part secondary, and who accorded them a
permissive rather than a determinant role. Never-
theless, the period saw the appearance of a number of
classic studies, including Boas’s own study and that of
Mauss and Beuchat on Eskimo patterns of settlement.
The first explicit use of the concept of ecology in
anthropology is found in the work of Julian Steward
(1902–72) during the 1930s. For Steward, the concept
of cultural adaptation is paramount, and the key
adaptive strategies of a particular culture are located
in a core of social institutions and technical arrange-
ments directly focused on food-getting. The recog-
nition of distinctive subsistence strategies provided the
basis for the delineation of cultural types, which
Steward maintained evolved multilineally, rather than
in the unilinear fashion advocated by many
nineteenth-century thinkers. In a modified form,
Steward’s ideas have continued to be influential,
through the work of scholars such as Robert Netting.
However, his theory of cultural ecology (see Ecology,
Cultural) depends on a definition of adaptation, and a
division between organic and superorganic levels of
4556
Entrepreneurship, Psychology of
explanation, and between a core of key adaptive traits
and a neutral periphery, which recent writers have
rejected.
2. The Influence of Bioenergetics and Systems
Ecology
Advances within biology linked to the notion of
ecosystem, the empirical measurement of energy flow,
and the employment of the language of cybernetics
and systems theory, led during the 1960s to a new
formulation of ecological problems in anthropology.
The special character assigned by Steward to the
superorganic was passed over in favor of a view of
human behavior in many respects functionally equiv-
alent to that of other animals. Descriptions of eco-
logical interactions began to involve computations of
carrying capacity (see Human–En�ironment Relation-
ship: Carrying Capacity), and estimates of energy
transfer and efficiency (Ellen 1982). Adaptation
became a matter of webs of mutual causality. In
particular, there developed an interest in the way in
which cultural institutions might serve to regulate
certain systems of which human populations are part.
All of these trends are demonstrated in the seminal
work of Rappaport (1968), undertaken among the
New Guinea Maring.
The technical and conceptual shortcomings of such
approaches have been criticized in retrospect: inad-
equate samples and indices of what constituted success
and adaptation and a theoretical naivete wedded to a
prevailing sociological cybernetics which underesti-
mated the difficulties of defining system boundaries
(and thus of demonstrating feedback loops), and
which neglected the role of historical contingency.
This contributed to a skepticism concerning the more
extreme proposition that certain kinds of small-scale
society have built-in mechanisms for maintaining
environmental balance through homeostasis. Al-
though, other things being equal, it does seem that
small populations with limited equipment and re-
sources have benign effects on the environment
(temptingly but erroneously interpreted as ‘harmony’),
for some in the environmental movement the inspira-
tion offered by such cultures has led to a degree of
idealization of the extent to which the values of
particular nonindustrial and animistic peoples equate
with environmental practices.
This debate has been particularly apparent with
respect to the native peoples of North America.
However, debunking the existence of ‘ecological Edens’
is not to downplay either the extent of the inter-
connections between apparently esoteric aspects of
culture and the pragmatic well-being of subsistence
systems, or the manifestly sophisticated knowledge-
ability of many nonindustrial peoples. Two studies
which capture the former in a powerful way are
Lansing’s (1991) analysis of the linkage between the
Balinese temple hierarchy and irrigation decision-
making, and Richards’ (1985) demonstration of the
long-term rational behavior of Mende rice farmers in
Sierra Leone. Both vindicate traditional local knowl-
edge as against that of successive external bureau-
cracies, and thereby provide an antidote to top-down
development programs. This general trend is evident
in the growing literature on indigenous environmental
knowledge (e.g., Warren et al. 1995) (see Indigenous
Knowledge and Technology).
Some human systems do maintain a degree of
integrity and are relatively well defined, while it is both
practically and intuitively a relatively simple matter to
isolate ‘systems’ which make sense of the data and
which may be used in the investigation of a wide range
of problems. Recognizing the openness of human
systems is not inconsistent with employing some
notion of closure to determine what universe of
variables to examine. The arbitrary and analytic
character of most boundaries, together with the reality
of exogenous intrusions of varying types, magnitudes,
and origins, does not inevitably mean accepting a
notion of receding causation or infinite regress where-
by the critical determinants always seem to lie outside
the local system being examined—a view which comes
dangerously close to providing no explanation at all.
Vayda (1983) has sought to circumvent the prob-
lem by advocating a ‘progressive contextualization’
focusing on particular locally-significant ‘people–
environment interactions’ and placing them in increas-
ingly wider and denser contexts without making prior
assumptions as to what the context might be. How-
ever, all explanations presume some kind of context
and boundary (Moran 1990).
3. Neo-Darwinist Approaches
One response to the perceived deficiencies of systems
approaches has been inspired by economic formalism
and neo-Darwinism, both characterized by methodo-
logical individualism. This trend is evident in studies
emphasizing how people actually cope with environ-
mental hazards (Vayda and McCay 1975) (see
En�ironmental Risk and Hazards), and in optimal
foraging theory (Winterhalder and Smith 1981) and
evolutionary ecology (Borgerhoff 1991). In this latter,
adaptation and change are seen as providing an
indefinite number of alternative strategies for en-
hancing reproductive fitness and survival depending
on particular environmental circumstances. Such
approaches have been criticized for their simple-
mindedness at the level of ethnographic analysis, for
using ‘social’ to mean no more than observable
interactions between conspecifics, and for their failure
to understand the cultural significance of subsistence,
or to consider that the organization of consciousness
might be relevant. However, more recently it has been
acknowledged that the role of genes is more complex:
4557
En�ironment and Anthropology
enabling the generation and sustenance of diverse
kinds of social relationship and permitting (but not
determining) the effective factors which contribute to
their formation. At the same time, the properties of
human social interaction themselves are seen to
condition the adaptive value of strategies adopted;
individuals thus adapting to the constraints of the
social environment in which they develop, and the
outcome of consumption influencing the value of
alternative patterns of production.
4. The Ecological and the Social as Mutually
Constituti�e but Separate Systems
A second response to the difficulties of ‘ecological
functionalism’ has been to explicitly disaggregate post-
Stewardian general ecology, to speak instead of
humans being simultaneously involved in noncon-
flateable ecological and social relations, and to play
down possible causal connections between the two. In
this model—most clearly stated in the work of Ingold
(1986b)—ecological relations are those represented by
material flows between individual organisms, and
abstract and culture-bearing social relations are those
established between persons through consciousness.
Here the social and the ecological are co-extensive;
both intra- and interspecific interactions simultane-
ously have social and ecological aspects. For example,
predation is an ecological relationship of extraction
with consequences for the flow of energy and
materials; hunting—which may refer to exactly the
same activities—on the other hand is constituted
through social relations of appropriation and ex-
change. Natural selection operates at the level of
ecological rather than social relations, within an
effective environment of conscious internal repre-
sentations and plans for action. In this model, con-
sciousness lies beyond (rather than within) the field of
ecological relations, social institutions and relation-
ships never being incorporated within adaptationist or
other Darwinist explanations.
One difficulty with this approach is a metaphysic
which prevents the effective engagement of the social
and ecological and which sidesteps the issue of
adaptation. How one might influence the other, and
how we might measure and compare different entities
or sets of relations remains the major problematic of
ecological anthropology, and one rarely, and then
inadequately, addressed. There is plenty of empirical
evidence to suggest that the social and ecological have
measurable effects one upon the other. By emphasizing
the continuity of the social landscape, such an ap-
proach fails to acknowledge the need in any one
analysis to draw boundaries around datasets and thus
create ‘systems’ of interacting parts which provide
insights into existential reality. Such a view places
renewed emphasis on the essentially social determin-
ation of modes of subsistence, acting, at most, as a
filter for the expression of an underlying ecological
dynamic.
5. Historical Ecology
A third recent approach, both in biology and anthro-
pology, has been to reject synchronic ecology in favor
of analyses which are historical in orientation, empha-
sizing contingency and process at the expense of the
systemic and functional. At the highest level of
abstraction, there has been expanded emphasis on the
evolution of social and ecological systems (Ingold
1980), and on the co-evolution of genes, species, and
culture (Durham 1991), focusing on positive feedback.
Work in historical ecology has been concerned with,
for example, historical demography (Netting 1981),
the environmental causes and consequences of sys-
temic collapses such as that of the classic Maya (e.g.
Atran 1993), and the way particular human groups
first make and then manage their environment
(Crumley 1994). Some of the most dramatic studies
have been with respect to tropical forests (Sponsel et
al. 1996), long thought of as a byword for the most
pristine of global ecosystems, and consequently the
most vulnerable to human impact. Yet other studies
have focused on how particular well-known function-
alist theories of environment–social organization link-
age might better be explained through particular
histories (e.g. Kelly 1985). Such developments in
anthropology have proceeded very much in parallel
with the new emerging environmental history.
6. Percei�ing and Conceptualizing the
En�ironment
Another major area of growth since the late 1970s has
concerned how people conceptualize the natural
world, what they know of its objective properties, how
this relates to the decisions they make about en-
vironmental information, and which of this might be
used in pragmatic development contexts (see Nature,
Concepts of: En�ironmental and Ecological, En�iron-
mental Cognition, Perception, and Attitudes). Research
in this area has grown exponentially over the last
decade, and the shape of the problematic altered so
much that it is impossible to do justice to the subject
here. There has been a spectacular growth in ethno-
botany in particular (see Ethnobiology), in studies of
indigenous knowledge with a view to countering top-
down development models (e.g., Richards 1985) and
making development policy more effective, and studies
in the cognitive organization and cultural represen-
tation of natural kinds, and the concept of nature
more generally (Descola and Palsson 1996). Research
on the environmental knowledge of local peoples has
shown how in looking at, say, the relations between
humans and domesticates, cultural selection is im-
portant, strengthening the case for reconceptualizing
4558
En�ironment and Anthropology
human evolution as the systemic co-evolution of both
interdependent species, and of objects and their
cultural images.
The emphasis on cognition, on how different cul-
tures represent and ‘construct’ their worlds, the
questioning of the objective notion of system, and
developments in modern biology, have led to the
emergence of a critical questioning of what is meant by
the terms ‘nature’ and ‘environment’ (e.g., Ellen and
Fukui 1996). Increasing knowledge of the extent to
which even hunter-gatherer populations can modify
their surroundings and the growing literature in
historical ecology has led to further erosion of the
nature–culture divide. A persuasive anthropological
critique of the organism–environment distinction is to
be found in Ingold’s borrowings (e.g. 1986a) from the
ecological psychology of Gibson (1979): the concept
of environmental niche as a set of affordances, and the
idea that organisms fit the world to themselves rather
than being ‘constructed’ by them.
7. The En�ironment as a Political Agenda
The development of anthropological and social science
theories of human ecology over the last 30 years has
taken place against the backdrop of an emerging
political agenda, one which has intruded into eco-
logical theorizing, as in discussions on ‘indigenous
environmental knowledge’ (Milton 1996) (see Ecology,
Political). Under the guidance of figures such as
Garrett Hardin and Kenneth Boulding, economic
thinking has been placed in a more biospheric context,
and the ‘growth model’ rejected both in relation to
advanced industrial and developing societies. Practical
concern for environmental degradation, the profligate
use of finite resources, the calculated advantages of
‘alternative’ technologies, and anxieties about bio-
diversity conservation have spawned theories of
sustainable development (Oldfield and Alcorn 1991,
Redclift 1987). It has led to the interrogation of
definitions of ‘sustainability,’ asking at what level
systems are sustainable (local, regional, say); whether
economic, ecological, cultural, and social sustain-
ability are compatible; whether long-term ecological
sustainability is to be preferred to shorter term
economic sustainability; whether we want to sustain
some aspects of a system at the expense of others
(say, biodiversity over sustainable food production);
whether we wish to sustain systems which derive their
dynamic from human interventions rather than
change an environment through conservation, and so
on (see Sustainable De�elopment). Some writing in this
vein is distinctively Utopian; some is concerned with
practical matters of implementing specific controls;
some seeks to modify the existing world-system though
retaining capitalist relations of production; other
writing seeks a rapprochement between Marxism and
environmentalism; and some seeks to interrogate the
very notion of ‘environmentalism’ (e.g. Milton 1996).
A specific but well-articulated debate in this subfield
concerns what Hardin had called ‘the tragedy of the
commons,’ the ecological consequences of economic
development on the management of collectively owned
resources (McCay and Acheson 1987). Specific sub-
stantive issues which have contributed to our under-
standing here include that relating to pastoralism and
overgrazing (Homewood and Rodgers 1987) and the
extent to which foraging is a sufficient lifestyle to
survive in tropical rainforests (Headland 1987).
8. Merging Paradigms
Understanding the way in which human ecological
relations interact with social consciousness is increas-
ingly seen to require the simultaneous application of
two apparently antithetical approaches: one which
emphasizes the systemic character of interactions
looked at spatially and in the short-term, and one
which emphasizes linear change in the long-term. The
first is about ecological and social context, the second
concerns biological and cultural history (including,
but not exclusively, the working out of the key
mechanisms of natural selection and cultural adap-
tation). Human action in the environment is, there-
fore, inevitably the product of a subtle combining of
genetic and cultural process. While these are his-
torically the product of previous action, they go on to
contribute to the context in which further action takes
place, and neither culture nor environment, neither
genes nor social relations, are independent variables.
It should be noted that approaches which confine
the environment to relativistic internal conceptions,
methodologically undermine the notion of environ-
ment as an objective backdrop or set of relations, the
basis of ecological analysis hitherto. It is necessary,
therefore, to recognize that ecological and social
relations have both an existence externally as part of
the context, and internally as part of a system of ideas
and meaning. There is, if you like, a kind of ‘triple
duality’ (pace Giddens): a theoretical notion of context
and process, an empirical recognition of genes and
social consciousness, and a methodological distinction
between objective environment and its various cultural
conceptions. All of these interact recursively to re-
produce and to change the systems of which they are
part.
Moreover, material relationships between humans
(those we describe as economic) are predicated by a
notion of value, and value which is not reducible to
matter is based on a cultural division of tasks, on
exchange between persons rather than individual
biological organisms, and which can affect material
transactions, including the flows of energy, nutrients,
objects, and information between individuals of the
same species. Through the increasing dependence on
value, culture, and consciousness in human pro-
duction and consumption, the economic becomes
differentiated from the ecological, and as—through
4559
En�ironment and Anthropology
exchange—economic relations become more separ-
ated from other status relations in local social forma-
tions, so the economy as a separate phenomenal form
emerges.
The relationship between Homo sapiens and the
environment cannot be reduced to essences or
imperatives—not environmentalism, biologism, socio-
logism, nor ecologism. Ecology, as human ecology,
cannot ever be an autonomous discipline, except in the
limited sense of an understanding of the dynamics of
human populations in their ecological context. Ecol-
ogy is rather a problematic—a discursive practice—
which brings into focus the articulation and inte-
gration of several fields of knowledge, skills, and
disciplines.
See also: Human–Environment Relationships;
Nature–Society in Geography
Bibliography
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Anthropology 34: 633–700
Borgerhoff M M 1991 Human behavioural ecology. In: Krebs
J R, Davies N B (eds.) Beha�ioural Ecology: an E�olutionary
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Crumley C L (ed.) 1994 Historical Ecology: Cultural Know-
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Descola P, Palsson G (eds.) 1996 Nature and Society: An-
thropological Perspecti�es. Routledge, London
Durham W H 1991 Coe�olution: Genes, Culture, and Human
Di�ersity. Stanford University Press, Stanford, CA
Ellen R 1982 En�ironment, Subsistence and System: The
Ecology of Small-Scale Social Formations. Cambridge
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Ellen R, Fukui K (eds.) 1996 Redefining Nature: Ecology,
Culture and Domestication. Berg, Oxford, UK
Gibson J J 1979 The Ecological Approach to Visual Perception.
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Headland T N 1987 The wild yam question: How well could
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Homewood K M, Rodgers W A 1987 Pastoralism, conservation
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Ingold T 1986a The Appropriation of Nature: Essays on
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Ingold T 1986b E�olution and Social Life. Cambridge University
Press, Cambridge, UK
Kelly R C 1985 The Nuer conquest: The Structure and
De�elopment of an Expansionist System. The University of
Michigan Press, Ann Arbor, MI
Lansing J S 1991 Priests and Programmers: Technologies of
Power in the Engineered Landscape of Bali. Princeton Uni-
versity Press, Princeton, NJ
McCay B J, Acheson J M (eds.) 1987 The Question of the
Commons: The Culture and Ecology of Communal Resources.
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Milton K 1996 En�ironmentalism and Cultural Theory. Rout-
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Moran E F (ed.) 1990 The Ecosystem Approach in Anthropology:
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Ann Arbor, MI
Netting R McC 1981 Balancing on an Alp: Ecological Change
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Oldfield M L, Alcorn J B (eds.) 1991 Biodi�ersity: Culture,
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Rappaport R A 1968 Pigs for the Ancestors: Ritual in the
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Redclift M 1987 Sustainable De�elopment: Exploring the Contra-
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Richards P 1985 Indigenous Agricultural Re�olution: Ecology and
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R. Ellen
Environment and Common Property
Institutions
The twentieth century witnessed many efforts to
increase the sustainability of natural resource systems
through reforms of property-rights systems. Many of
these reforms have not achieved their intended out-
comes. Instead, some have generated counterproduc-
tive results. Since many reforms of property-rights
systems are based on a conventional theory of how
property-rights systems affect the incentives of those
using natural resource systems, the multiple failures
need to be viewed as evidence for an insufficient
theoretical understanding of the relationship between
diverse forms of property and the incentives and
behavior of resource users. The currently accepted
theory is based on idealized models of private property
and government property. Researchers frequently
equate common property with the absence of any
property rights.
1. Conceptual Confusion
The debate about the relative merits of government,
private, and common property has been clouded by
4560
En�ironment and Anthropology
Copyright � 2001 Elsevier Science Ltd.
All rights reserved.
International Encyclopedia of the Social & Behavioral Sciences ISBN: 0-08-043076-7
Plan for today’s session
• General overview: key concepts: environment; nature & culture
• What is Environmental Anthropology?
What’s anthropology got to do with the environment?
• Ecological issues like conserving biodiversity and climate change require ‘scientific’ responses, don’t they?
• So what do anthropologists bring to the study of human relationships with nature? And how do anthropologists go about this?
What’s anthropology got to do with the environment?
• human activity impacts on the environment
• humans interact with their environment more intensely than any other species (“we” use vast amounts of carbon, nitrogen, water, and other resources resulting in humans now being the main agents for environmental change)
• In evolutionary terms human societies have moved from various modes of adaptation to general maladaptation
• Humans are self-aware, cooperative, technological and social, not separate from other organisms just more complex in our interactions with our environments
Typologies of Human Adaptation:
• Modes of Subsistence/Adaptation
• Hunting & Gathering/(Foraging)
• Horticulture (or extensive agriculture) simple form of farming without aid of draught animals, ploughs, or irrigation
• Pastoralism : based on herding the products of which (milk, curds, meat, hide, bones, etc.) are consumed directly and or used in exchange with others
• Intensive Agriculture, use of draught animals, ploughs, and/or irrigation. Produces greater per hectare yields with less human labour than horticulturalists
• Industrialism, entails complex division of labour & use of machines /fossil fuels to satisfy needs for food & manufactured goods
Culture & the Environment
• Questions about how people modify, symbolise and adapt to their immediate surroundings have occupied anthropologists since the discipline took form in the late 19th C
• Anthropology in part has studied how humans came to live in such a diverse range of environments, and how they adapt and utilise the different resources these environments have to offer
• Homo sapiens did all this largely through behavioural adaptations: human action in the environment a subtle combination of cultural and genetic processes (Ellen 2001)
• These behavioural adaptations are socially transmitted, meaning they are cultural.
Culture, Nature & the Environment
• All humans have culture in terms of socialised set of assumptions and beliefs about the world and their place in it.
• For all societies culture is a way of being, one dimension of culture is that it is a tool kit for survival in a particular place on the planet.
• Likewise it is problematic to regard some societies as “living in harmony with nature”
Culture: a thorny concept
• culture is “made” by each generation not something organic, nor is it simply reproduced by a body of constraining traditions.
• Culture is a dynamic mix of symbols, beliefs, languages and practices that people create, it is not static or unchanging.
• Culture is not an entity or thing that can be separated off from other aspects of human life; it is a set of processes and assumptions that pervades all our lives and institutions (including scientific institutions).
• Culture has both material and symbolic dimensions.
Nature, Culture & Environment
•Anthropologists and other social scientists typically view nature (like culture) as socially constructed (Ingold 2000: 19-20)
§ “Environment” is a relative term – relative to the being whose environment it is. There can be no environment without an organism and no organism without an environment.
§Environments are never complete, always changing through the actions of living beings, as long as life continues, always being constructed.
§ “Environment” not to be confused with “nature”.
Environments are fundamentally historical in that “they continually come into being in the process of our lives – since we shape them as they shape us – “
Types of Environments
• Biophysical environment (world outside humans)
• Natural environment (emphasis on “ecosystem” inc. all living organisms)
• Built/modified environment (humanconstructed surroundings)
• Social environment (culture & society that people develop)
What is Environmental Anthropology?
And how has this area of study changed over time?
(i) Cultural Ecology (Steward 1930s-1950s)
(ii) (ii) Ecological Anthropology 1960s -1970s -systems approach (Vayda & Rappaport) -cultural materialism (Harris)
(iii) (iii) ‘New’ Environmental Anthropology
(iv) e.g. – political ecology – historical ecology – spiritual ecology – ethno-ecology – – ecofeminism – environmental ethics etc…
Summary: What is Environmental Anthropology?
• The study of peoples’ interactions with their environments
• An area of specialisation within Cultural/Social anthropology
• An ‘umbrella’ term: wide range of methods, theories and specialised research interests in this particular branch of anthropology
• An interdisciplinary branch of anthropology: straddling boundaries of natural and social sciences and humanities
Environmental Anthropology? Trends
• The shift from studies of closed or bounded communities toward recognition of wider political-ecological systems (and questioning notions of boundedness), i.e. transnational flows & local-global nexus (especially in context of climate change & consumption)
• Move from synchronic to diachronic approaches as well as general shift away from notions of equilibrium to assumptions of disequilibrium, EA becoming more interdisciplinary, straddling boundaries of natural and social sciences and humanities. (Kopnina & Shoreman-Ouimet 2011: 6-7)
• Growing recognition and incorporation of social scientific theory and practice (interdisciplinarity) to address ecological problems.
MODULE 1 Discussion Forum
Question 1: What is Environmental Anthropology?
Roy Ellen’s summary is a very useful introduction to Environmental Anthropology.
Why do you think the term “adaptation” is so important to ecological anthropology?
How is ecological anthropology different to cultural ecology? Can you identify some of the limitations of either of these?
What is historical ecology and what characterises this approach?
Table of Contents
BSBMGT502
Manage people performance
Learner Workbook
Candidate Details
3
Assessment – BSBMGT502: Manage people performance
3
Competency Record to be completed by Assessor
4
Observation/Demonstration
5
Activities
6
Activity 1.1
6
Activity 1.2 – 1.6
8
Activity 2.1
11
Activity 2.2 – 2.4
14
Activity 3.1 – 3.5
16
Activity 4.1 – 4.6
20
Activity 4.7
23
Skills and Knowledge Activity
24
Major Activity
25
Appendices
26
Appendix One –Individual Work Plan
26
Appendix Two – Quantifiable Risk Analysis
27
Appendix Three Performance Management
28
Appendix Four Coaching plan
29
Appendix Five: HR Professional Consultation Template
30
Appendix Seven: Counselling Plan
31
Appendix Eight: Performance Plan
32
Candidate Details
Assessment – BSBMGT502: Manage people performance
Please complete the following activities and hand in to your trainer for marking. This forms part of your assessment for BSBMGT502: Manage people performance. Remember to always keep a copy of your assessment before submitting.
Name: _____________________________________________________________
Email: ___________________________________________________________
Employer: _____________________________________________________________
Declaration
I declare that no part of this assessment has been copied from another person’s work with the exception of where I have listed or referenced documents or work and that no part of this assessment has been written for me by another person.
Signed:
Date: ____________________________________________________________
If activities have been completed as part of a small group or in pairs, details of the learners involved should be provided below:
This activity workbook has been completed by the following persons and we acknowledge that it was a fair team effort where everyone contributed equally to the work completed. We declare that no part of this assessment has been copied from another person’s work with the exception of where we have listed or referenced documents or work and that no part of this assessment has been written for us by another person.
Learner 1: ____________________________________________________________
Signed: ____________________________________________________________
Learner 2: ____________________________________________________________
Signed: ____________________________________________________________
Learner 3: ____________________________________________________________
Signed: ____________________________________________________________
Competency Record to be completed by Assessor
Learner Name: __________________________
Date of Submission: __________________________
Date of Assessment: __________________________
The learner has been assessed as competent in the elements and performance criteria and the evidence has been presented as:
Satisfactory (S)
Non-Satisfactory (NS)
Assessor Initials
Activities 1.1 – 4.7
Skills and Knowledge Questions
Major Project
Learner is deemed: COMPETENT NOT YET COMPETENT (Please Circle/Highlight)
1. Resubmission Date: ________________________
2. Resubmission Date: ________________________
3. Resubmission Date: ________________________
Comments from Trainer / Assessor:
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Assessor Signature: ___________________________ Date: _______________________
Observation/Demonstration
Throughout this unit, you will be expected to show your competency of the elements through observations or demonstrations. Your instructor will have a list of demonstrations you must complete or tasks to be observed. The observations and demonstrations will be completed as well as the activities found in this workbook. An explanation of demonstrations and observations:
Demonstration is off-the-job
A demonstration will require:
Performing a skill or task that is asked of you
Undertaking a simulation exercise
Observation is on-the-job
The observation will usually require:
Performing a work based skill or task
Interaction with colleagues and/or customers
Your instructor will inform you of which one of the above they would like you to do. The demonstration/observation will cover one of the unit’s elements.
The observation/demonstration will take place either in the workplace or the training environment, depending on the task to be undertaken and whether it is an observation or demonstration. Your instructor will ensure you are provided with the correct equipment and/or materials to complete the task. They will also inform you of how long you have to complete the task.
The learners will need to demonstrate they can:
1. Allocate work
2. Assess performance
3. Provide feedback
4. 4. Manage follow up
You should also demonstrate the following skills:
Learning
Reading
Writing
Oral communication
Numeracy
Navigate the world of work
Interact with others
Get the work done
Activities
Activity 1.1
Estimated Time
45 Minutes
Objective
To provide you with an opportunity to consult relevant groups and individuals on work to be allocated and resources available.
Activity
There are three goals that impact on a manager’s decision-making process. List and briefly explain each in your own words.
Strategic Goals
Strategic goals are articulations of what your association would like to attain over a period of five to ten years’ time. They are created from exploring the mission and vision statements as well as the SWOT analysis. SWOT is the analysis on Strengths, Weaknesses, Opportunities, and Threats in an organisation
Tactical Goals
Tactical goals describe what level of achievements is essential for a specific department in an organisation. They support the organisation’s growth goals.
Operational Goals
Operational goals focus on individual employees’ goals responsibilities. Operational goals are determined by the lowest bases of the organisation. The organization’s employees are set to work to meet the organization’s performance standards.————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————–
Activity 1.2 – 1.6
Estimated Time
1 Hour
Objective
To provide you with an opportunity to develop work plans in accordance with operational plans; allocate work in a way that is efficient, cost effective and outcome focussed; confirm performance standards, Code of Conduct and work outputs with relevant teams and individuals; develop and agree performance indicators with relevant staff prior to commencement of work; and conduct risk analysis in accordance with the organisational risk management plan and legal requirements.
Activity
Using your knowledge of your department and the nine steps of the allocation work plan, explain how your department allocates their resources.
In each step of this process, provide an example on how you believe the plan was researched, the stakeholders who were consulted and how work was allocated.
Do you believe that the plan that you organisation uses could be enhanced? Give examples of how you believe the system could be improved.
1. Providing clear instruction
Staff in the organization is provided with concise guidelines on how to deal with several issues and how to approach them while they work on their departments’ goals. The staff is interviewed to give their opinion on several matters. A channel of communication is created and if the staff feels it doesn’t work, then they approach the manager. When work is allocated, clear instructions are laid out. Information on the work allocated is provided. The staff is also given time to ask questions. Resources such as time are saved because staff don’t attempt to do incorrect tasks. The work was allocated after a thorough consultation with members of the organization and only started after everyone had confirmed their understanding of the instructions laid out.
2. Identifying the consulting with key stakeholders
Stakeholders consulted in the process include the staff and employees. Various teams in the organizations are interviewed and their opinions are essential. They give feedback based on the different work areas in which they are focused in. I addition, external stakeholders are consulted. The external stakeholders consulted include the suppliers to the organization. Decisions made after consultations with stakeholders made them feel included in the decision making process.
3. To make sure that work is allocation in alignment with operational plans
Work is allocated according to the employees’ ability as well as the budgetary operational plans of the organization. Work allocation according to employee competency in the organization ensured completion of tasks completely and on time. When allocating work, the consultation of external stakeholders ensured the servicing of resources required to complete the goals in different teams.
4. To allocate work as per the organisation’s policies and procedures and cost effectively – In this step you are to discuss what would happen if too many staff were off work sick and a large demand for an order needed to be processed. How would the resources be re-allocated?
Resources would be re-allocated efficiently through consultations, drawing guidelines, and then balancing out the task according to employee competency. In addition being efficient means that if the tasks are a lot, then stakeholders such as external suppliers are reached out. Productivity in the few employees available in the organization is ensured because tasks are balanced out. Resources such as time deadlines might be extended to ensure the efficient completion of tasks.
5. Communicating and collaborating plans with others. – What communication processes are in place? Are they sufficient for your needs? Give an example for your answer
There is the use of conference calls, meetings and memos. The communication modes are sufficient to the needs of the staff in the organization. For example, memos are published and sent to every member of the organization regarding different matters focused on the organization’s goals. Memos have been ninety nine per cent efficient because almost all members respond to the information communicated therewith.
6. Confirming performance requirements
Staff members in the organization are expected to express a certain level of performance. The employee behaviours throughout their working term are laid out in the Code of Conduct. In the areas of market seminars, the performance requirements were measured by the standard of whether thy understood concepts of the seminars in the specific time-frame through measurable and realistic levels. The Code of Conduct was measured too on the basis of competitiveness, open communication, as well as in the quality of work performed. The Code of Conduct laid out that the employees had to produce high quality work through acceptable rules of behaviour.
7. Following performance indicators
Performance indicators evaluate and measure the level of success in an activity the organization is engaged in. The performance indicators are quantifiable and they reflect the goals of the organization. All steps in a work process are identified as well as the goal to be achieved. At each stage, performance indicators are measured. The performance indicators measured include profit per employee, revenue per employee, customer satisfaction per employee, and the quality standards satisfaction per employee.
8. Developing individual work plans
Action plans in the organization are broken down to the ones that individual employees can work with. The work set out for the organization is divided into smaller units which are allocated to the employees in the organization. The breaking down of the work has ensured that work is done efficiently thus the strategic goals of the organization are met. In the plan there were several projects. The plan had the objective, staff required, facilities to be used, a breakdown of project into units, and the resources required for the completion of the tasks.
9. Undertaking risk analyses in accordance with the organisation’s risk management plans and legal requirements.
In the risk analyses of the different projects carried out, vulnerabilities were quantified so as to grade the risk as low, medium, or high. Meeting of deadlines had the risk of overlapping tasks, and the project management was marred by disputes and facilities issues. Mitigation strategies were carried out. They included avoidance of project when risk was too high, acceptance and continuation of project when risk was too low, control and monitor of project when risk was medium, and deflection of risk to a third party when risk was unknown. Contingency plans on the basis of risk due to equipment failure was manual completion of project.
Activity 2.1
Estimated Time
45 Minutes
Objective
To provide you with the chance to design performance management and review processes to ensure consistency with organisational objectives and policies.
Activity
What is a performance management system?
Performance management is a method used to measure the effectiveness of employees in the workplace. First a goal is set, then the probability of whether long term or short term goals are met is measured by looking at the goals in terms of the group and not as individual goals.
Case study question – read the following:
Job Description
Purpose of the position
The Administrative Clerk is responsible for providing administrative and clerical services in order to ensure effective and efficient operations.
Scope
The Administrative Clerk reports to the Senior Administrative Officer and is responsible for providing administrative and clerical services. Providing these services in an effective and efficient manner will ensure that municipal operations are maintained in an effective and efficient manner.
Responsibilities
1) Provide administrative support to ensure that municipal operations are maintained in an effective, up to date and accurate manner
Main Activities:
· Type correspondence, reports and other documents
· Maintain office files
· Open and distribute the mail
· Take minutes at meetings
· Distribute minutes
· Coordinate repairs to office equipment
2) Provide support to Council to ensure that Council is provided with the resources to make effective decisions
Main Activities:
· Maintain confidential records and files
· Maintain records of decisions
· Arrange for payment of honorariums
· Research and assist with the preparation of motions, policies and procedures
· Review and edit reports to the Board
· Prepare correspondence for Board members
· Prepare documents and reports on the computer
· Schedule Board meetings
· Prepare agendas for Board meeting
Administrative Assistant
· Prepare packages for Board meetings
· Attend board meetings
· Record minutes and submit minutes for approval
3) Provide receptionist services
Main Activities:
· Greet and assist visitors
· Answer phones
· Direct calls and respond to inquiries
4) Perform other related duties as required
As a Manager, one of your responsibilities is to assist in the development of a management plan for members of your team. Sally has recently been employed in your organisation as an Administration Assistant.
Christine, a member of your HR team is unclear about what review procedures are sufficient for Sally. To assist Christine, you are to consult with your team and determine the Key Performance Indicators should be for this role as shown in the Job Description provided above.
Develop a Performance Management System for the position in the job description provided above.
Clear job expectations on Sally’s positions as administrative assistant are described.
Recruitment and selection processes are conducted on Sally. The selection process is based on Sally’s skills, experience, knowledge, and the organization’s job description.
An agreement between Sally on the performance standards, performance requirements, and performance indicators.
Individual performance plans are laid out.
Performance on Sally’s performance is done and an assessment carried out.
An end of year performance review is carried out.
Action is taken on Sally by the management where appropriate.
What skills did Sally need to demonstrate that she was the person for the job?
Time management skills
Multi-tasking skills
Excellent communication skills
Teamwork and collaboration skills
Based on the skills in 3, briefly outline the performance requirements, standards and measures required. Consult and negotiate with the team.
The performance requirements in Sally’s positions include the Code of Conduct that Sally support the Council in making decisions through efficiency. Sally is required to support the Council’s responsibilities in an efficient and accurate manner. Performance standards require Sally to complete high quality tasks before deadlines. Sally is required to integrate the Code of Conduct in her performance of tasks. Performance indicators in Sally’s position is the quality of tasks presented and the satisfaction thereafter as well as the innovation in task completion.
Develop an individual performance plan.
The individual performance plan for Sally is that they should be successful in their goal of providing administrative help through the implementation of skills such as collaboration. The measurable objectives is that Sally should complete all tasks before deadlines. Activities in Sally’s workplace as interventions include coaching. The impact of interventions is that Sally should have improved o her communication skills after the intervention which is coaching. Evaluation on the impact of coaching on Sally.
How will you track the performance plan you completed in Appendix Eight? Should it be formal or informal? Why?
The performance plan in Appendix Eight should be tracked in a formal manner to ensure efficiency and accountability when assessing an employee.
Reflect on this performance management plan. What were you hoping to achieve by using the performance system?
The performance system is meant to ensure that key elements of the recruitment, appraisal, assessment, and follow up are provided to the management of the organization. It identifies barriers and helps remove them.
What should you do to make this system work?
In order to work, the performance management system should be integrated in the overall planning cycle of the organization. The system should correlate with the strategic objectives of the organization’s goals.
Activity 2.2 – 2.4
Estimated Time
30 Minutes
Objective
To provide you with an opportunity to train participants in the performance management and review process; conduct performance management in accordance with organisational protocols and time lines; and monitor and evaluate performance on a continuous basis.
Activity
Succession planning is the process of identifying people within an organisation who have the potential to fill future management and leadership positions.
Case study exercise:
You have been asked to choose a member of your team who can learn all aspects of your job (with succession planning in mind). With a person from your group acting as the identified person, discuss the skills that are required to perform your job and discuss their skills. Identify the variances in the skill level and determine what training is needed to bring their skills and knowledge to the level of manager within your organisation.
Training Plan for: Dept: Date:
What training is needed
Business need solved
Priority link to Business Strategic Plan
Time Needed
Planning Needed
Budget & Notes
Use the Performance Management Time line to determine how the succession planning arranged above can be planned, including reviews, training and how the team leader can measure their performance.
Performance Management Time line
General
Probationary staff
Special cases/interim reviews
Performance planning/review meetings
Documentation
What behaviours should the team leader demonstrate?
The team leaders should be able to make decisions that are unbiased and solve disputes arising from the project execution.
The team leader should have excellent communication skills so they can process opinions from the team.
Activity 3.1 – 3.5
Estimated Time
1 Hour
Objective
To provide you with an opportunity to provide feedback.
Activity
Feedback is important because it allows/provides management and staff information on areas where they can improve.
Using the information that you have developed in Activity 2.1-2.4, answer the following questions.
1. Why are you assessing this staff member?
The staff member is being assessed to provide additional information on their performance since they started working as an Administrative assistant. The assessment is meant to evaluate their performance standards in the workplace.
2. On what functions, skills, behaviours, or activities is this assessment based?
Time management skills are being evaluated to check on their performance in completing tasks before deadlines as well as work reporting.
Collaboration skills also are being assessed to check their performance standards in a team.
Communication is assessed to measure their performance in giving constructive feedback
3. On what standards is this assessment based?
Achievable
Understood
Completed on time
Realistic
4. What are the facts of the situation?
The facts of the situation are that Sally is a time punctual worker though she lacks in her communication skills. Several tasks have gone uncompleted because of poor communication.
5. What do you plan to do with the results of your feedback?
The results of the feedback received are meant to strengthen future teams by maximizing on strengths of different team members
6. What methods will be used to give feedback to the team leader?
Communication to the team leader will be conducted through a memo and then a teleconference.
7. Provide feedback to your appointed team leader to say that he/she is underperforming and requires more one-on-one training. The team leader is intimidated about the position. You need to build the team leader’s skills and knowledge to motivate the team leader and build his/her confidence.
8. Develop a coaching plan addressing these issues
Coaching Plan
Name: ____________________________________
Manager: __________________________________
Date of meeting: _____________________________
Areas where excellence in performance has been demonstrated
Time management by team members was top-notch because punctuality in completion of tasks before deadlines was observed.
Collaboration was also observed as a strong area.
Performance areas needing improvement
Communication by team members needs to be strengthened.
Additional items (i.e. training and professional development needed)
Professional development on the importance of feedback and communication.
Next steps
9. The informal feedback that the team leader has received does not seem to be working. With your team, develop a more structured feedback session that addresses the team leader’s needs and organisational policy.
The feedback is to be divided into helpful and unhelpful feedback. Helpful feedback enables the tasks to move forward by pointing out on areas of improvement. Unhelpful feedback is unconstructive opinion that is based on individual inclinations and not the tasks at hand.
10. Use the seven key elements of coaching by Larson and Richburg (2000) to analyse whether the plan that you have worked together to fulfil is effective. If you find a lacking in any area, may recommendations on how you may close the gap.
Context: The coaching is to be done by focusing on the context of the organization’s business environment which is oriented toward problem solving through collaboration.
Clarity: The team leaders give clarity on the objectives of the teams which are to strengthen communication skills.
Commitment: The organization’s team members are committed to the coaching as well as the team leaders.
Course of Action: A development plan is created by the leaders with the objectives for the coaching.
Coachability: The situation of communication problems can only be solved through one on one coaching
Confidentiality: Building of trust is essential.
Chemistry: Compatibility with the coach is essential so a rapport is built.
Activity 4.1 – 4.6
Estimated Time
1 Hour
Objective
To provide you with an opportunity to write and agree on performance improvement and development plans in accordance with organisational policies; seek assistance from human resources specialists where appropriate; reinforce excellence in performance through recognition and continuous feedback; monitor and coach individuals with poor performance; provide support services where necessary; and counsel individuals who continue to perform below expectations and implement the disciplinary process if necessary.
Activity
Case study exercise:
The new sales figures are in and they are not good. All feedback shows that the fault is not due to the product, as the customers have advised you that the product exceeds their expectations, not only in terms of quality performance but also in terms of price.
You personally visit your team and find that morale is very low. Several weeks ago, a member of their team was killed when a wall of parts fell on them when a shelf snapped. After WorkSafe closed down the factory for a week, it was re-opened. The company hired to supply the shelving and build it did not maintain its duty of care to provide safe equipment. Both the client and to a lesser degree the company was fined.
Staff had reported the shelving and the company had failed to take the correct action. Your first aim is to suggest ways in which to change this negative attitude. As this is outside your field of knowledge, identify what HR experts will be able to assist you in changing the negative morale of staff.
As a group exercise – choose a member of the group to act as your HR contact, a trainer, and a member of the work team and answer the following questions.
1. Consult with your HR contact on the above issue and discuss what you can do to help your team and their performance at work.
Make recommendations in regards of ways in which the team has more control of the environment. What training could you provide the team to give them the skills to take more control of their environment?
The training to be provided to the team is one on one coaching to enable them learn the essentials of communication and feedback in team work.
2. What recognition do you believe that team members should be given to build confidence and morale?
Letters of recommendation for the team members are essential.
Personal recognition boosts the team’s morale.
A thank you gift will enable the team members to have confidence in their capabilities.
A written card.
A personal certificate of recommendation.
Verbal praise.
3. How can you determine whether the training, coaching or mentoring is successful?
Include feedback discussions with both the trainer and the team member to further investigate this.
By obtaining feedback from the coach.
Observing employees’ performances to check on their improvements
Talking with the employee to check whether they felt the training as beneficial.
Evaluating the employees’ performance on the basis of agreed achievements.
Conducting a review meeting with the employee after their training.
4. What support services should the team be supplied with?
The team should be given the support of external professionals such as in the areas of professional counselling.
Counselling may also be done by managers in the organization.
After three months, two members of your team are not making any effort to respond to the changes made internally and have not taken advantage of the opportunities to improve their skills. They are still negative and this is not having a good impact on the rest of the team.
5. Use your knowledge of counselling to develop a counselling session to address these issues.
Prepare a confidential meeting with team member.
Set and ensure that a positive attitude is maintained.
Be cordial and professional in the manner of carrying out the session.
Seek clarification on pertinent questions.
End session on a positive note.
A written summary should be prepared.
Employee follow up should be conducted.
Activity 4.7
Estimated Time
45 Minutes
Objective
To provide you with an opportunity to terminate staff in accordance with legal and organisational requirements where serious misconduct occurs or ongoing poor-performance continues.
Activity
Your organisation does not have procedures on how to terminate an employee.
Access the FairWork Australia site URL Address: www.fwa.gov.au
1. Discuss what you will need to do to initiate and terminate a member of your team’s employment. If necessary, set the procedure out in a flow chart.
Before termination, coaching is done. Follow up and feedback on coaching is also executed to review the success. If the staff continues to perform below expectations, then counselling is done. Termination is done when the staff continues to perform poorly even after coaching and counselling
Skills and Knowledge Activity
Estimated Time
1 Hour
Objective
To provide you with an opportunity to demonstrate your knowledge of the foundation skills, knowledge evidence and performance evidence.
Activity
Complete the following individually and attach your completed work to your workbook.
The answers to the following questions will enable you to demonstrate your knowledge of:
· Learning
· Reading
· Writing
· Oral communication
· Numeracy
· Navigate the world of work
· Interact with others
· Get the work done
· Outline relevant legislative and regulatory requirements
· Outline relevant awards and certified agreements
· Explain performance measurement systems utilised within the organisation
· Explain unlawful dismissal rules and due process
· Describe staff development options and information.
Answer each question in as much detail as possible, considering your organisational requirements for each one.
1. How would you communicate expected standards of performance, effective feedback and to coach staff who need development? They are to be communicated in a timely and specific manners as well as being delivered in a supportive environment.
2. How would you use risk management skills to analyse, identify and develop mitigation strategies for identified risks? Risk would be analysed by quantifying vulnerabilities in the organization’s work plans.
3. How would you ensure a planned and objective approach to the performance management system? Realistic goals for different targets should relate to the activities in the work plan to ensure completion with certain timelines.
4. Document your company’s policies, or an organisation that you can use as an example, on Work Health and Safety, environmental issues, equal opportunity, industrial relations and anti-discrimination.
5. Identify three relevant awards and certified agreements. What are the benefits of attaining them?
6. What performance measurement systems are utilised in your organisation, or another organisation that you can use as an example?
7. As in the question above, what options do staff have for development and where can they find this information?
Major Activity
Estimated Time
1 Hour
Objective
To provide you with an opportunity to demonstrate your knowledge of the entire unit.
Activity
This is a major activity – you should let the learner’s know whether they will complete it during class or in their own time.
You must individually, answer the following questions in full to show your competency of each element;
1. Allocate work
2. Assess performance
3. Provide feedback
4. Manage follow up
1. What do you have to consider when allocating work? Employee competency and experience in the type of task to be completed. It also involves consultation of different groups to decide on the work to be allocated.
2. How would you assess performance? Performance is to be accessed through designing performance review processes and then monitoring employees performances based on their continuous tasks.
3. What is the difference between formal and informal feedback? Formal feedback includes written reports on employee performance evaluation while informal feedback is not usually documented and is verbal.
4. What is involved when managing follow up? (Discuss using all of the criteria). Writing and agreeing on performance plans. Help might be sought from human resource specialists whenever appropriate. Recognition and continuous feedback reinforces performance. Monitoring and coaching employees with poor performance. Provision of support when necessary. Counselling individuals who perform below expectations. Terminate staff according to legal requirements when serious misconduct takes place. Termination should occur if the staff continue to perform below expectations.
Appendices
Appendix One –Individual Work Plan
Goal:
Description for Year 1:
Measureable Objective for Year 1
Activities for Year 1
Impact for Year 1
Evaluation for Year 1
Appendix Two – Quantifiable Risk Analysis
Task description
Risks
Levels of risk
Appendix Three Performance Management
PERFORMANCE MANAGEMENT TIMELINE
General
Probationary staff
Special cases/interim reviews
Performance planning/review meetings
Documentation
Appendix Four Coaching plan
Name: _______________________________________________________________
Manager: _____________________________________________________________
Date of meeting: _______________________________________________________
Areas where excellence in performance has been demonstrated
Performance areas needing improvement
Additional items (i.e. training and professional development needed)
Next steps
Appendix Five: HR Professional Consultation Template
HR Professional Consulted:
Position: Date:
Feedback
Response
1.
2.
3.
Appendix Seven: Counselling Plan
Counselling Session Plan
1. Schedule a confidential meeting with the employee
2. Set and maintain a positive attitude
3. Be cooperative, professional and focused
4. Seek clarification
5. End on a positive note
6. Prepare a written summary
7. Follow up with the employee
Page | 36
MSA Training and Professional Development Phone: 03 9905 3180
Room 159, 21 Chancellors Walk Website: msatraining.edu.au
Monash University Clayton, Vic 3800
BSBMGT502 Manage people performance V3.2 22/07/2020
Appendix Eight: Performance Plan
Performance Plan
Key Result Area
Key Performance Indicator/Target
Activity
Targets/Measures/Milestones/Timing
Results/Comments
Table of Contents
BSBMGT502
Manage people performance
Learner Workbook
Candidate Details
3
Assessment – BSBMGT502: Manage people performance
3
Competency Record to be completed by Assessor
4
Observation/Demonstration
5
Activities
6
Activity 1.1
6
Activity 1.2 – 1.6
8
Activity 2.1
11
Activity 2.2 – 2.4
14
Activity 3.1 – 3.5
16
Activity 4.1 – 4.6
20
Activity 4.7
23
Skills and Knowledge Activity
24
Major Activity
25
Appendices
26
Appendix One –Individual Work Plan
26
Appendix Two – Quantifiable Risk Analysis
27
Appendix Three Performance Management
28
Appendix Four Coaching plan
29
Appendix Five: HR Professional Consultation Template
30
Appendix Seven: Counselling Plan
31
Appendix Eight: Performance Plan
32
Candidate Details
Assessment – BSBMGT502: Manage people performance
Please complete the following activities and hand in to your trainer for marking. This forms part of your assessment for BSBMGT502: Manage people performance. Remember to always keep a copy of your assessment before submitting.
Name: _____________________________________________________________
Email: ___________________________________________________________
Employer: _____________________________________________________________
Declaration
I declare that no part of this assessment has been copied from another person’s work with the exception of where I have listed or referenced documents or work and that no part of this assessment has been written for me by another person.
Signed:
Date: ____________________________________________________________
If activities have been completed as part of a small group or in pairs, details of the learners involved should be provided below:
This activity workbook has been completed by the following persons and we acknowledge that it was a fair team effort where everyone contributed equally to the work completed. We declare that no part of this assessment has been copied from another person’s work with the exception of where we have listed or referenced documents or work and that no part of this assessment has been written for us by another person.
Learner 1: ____________________________________________________________
Signed: ____________________________________________________________
Learner 2: ____________________________________________________________
Signed: ____________________________________________________________
Learner 3: ____________________________________________________________
Signed: ____________________________________________________________
Competency Record to be completed by Assessor
Learner Name: __________________________
Date of Submission: __________________________
Date of Assessment: __________________________
The learner has been assessed as competent in the elements and performance criteria and the evidence has been presented as:
Satisfactory (S)
Non-Satisfactory (NS)
Assessor Initials
Activities 1.1 – 4.7
Skills and Knowledge Questions
Major Project
Learner is deemed: COMPETENT NOT YET COMPETENT (Please Circle/Highlight)
1. Resubmission Date: ________________________
2. Resubmission Date: ________________________
3. Resubmission Date: ________________________
Comments from Trainer / Assessor:
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Assessor Signature: ___________________________ Date: _______________________
Observation/Demonstration
Throughout this unit, you will be expected to show your competency of the elements through observations or demonstrations. Your instructor will have a list of demonstrations you must complete or tasks to be observed. The observations and demonstrations will be completed as well as the activities found in this workbook. An explanation of demonstrations and observations:
Demonstration is off-the-job
A demonstration will require:
Performing a skill or task that is asked of you
Undertaking a simulation exercise
Observation is on-the-job
The observation will usually require:
Performing a work based skill or task
Interaction with colleagues and/or customers
Your instructor will inform you of which one of the above they would like you to do. The demonstration/observation will cover one of the unit’s elements.
The observation/demonstration will take place either in the workplace or the training environment, depending on the task to be undertaken and whether it is an observation or demonstration. Your instructor will ensure you are provided with the correct equipment and/or materials to complete the task. They will also inform you of how long you have to complete the task.
The learners will need to demonstrate they can:
1. Allocate work
2. Assess performance
3. Provide feedback
4. 4. Manage follow up
You should also demonstrate the following skills:
Learning
Reading
Writing
Oral communication
Numeracy
Navigate the world of work
Interact with others
Get the work done
Activities
Activity 1.1
Estimated Time
45 Minutes
Objective
To provide you with an opportunity to consult relevant groups and individuals on work to be allocated and resources available.
Activity
There are three goals that impact on a manager’s decision-making process. List and briefly explain each in your own words.
Strategic Goals
Strategic goals are articulations of what your association would like to attain over a period of five to ten years’ time. They are created from exploring the mission and vision statements as well as the SWOT analysis. SWOT is the analysis on Strengths, Weaknesses, Opportunities, and Threats in an organisation
Tactical Goals
Tactical goals describe what level of achievements is essential for a specific department in an organisation. They support the organisation’s growth goals.
Operational Goals
Operational goals focus on individual employees’ goals responsibilities. Operational goals are determined by the lowest bases of the organisation. The organization’s employees are set to work to meet the organization’s performance standards.————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————–
Activity 1.2 – 1.6
Estimated Time
1 Hour
Objective
To provide you with an opportunity to develop work plans in accordance with operational plans; allocate work in a way that is efficient, cost effective and outcome focussed; confirm performance standards, Code of Conduct and work outputs with relevant teams and individuals; develop and agree performance indicators with relevant staff prior to commencement of work; and conduct risk analysis in accordance with the organisational risk management plan and legal requirements.
Activity
Using your knowledge of your department and the nine steps of the allocation work plan, explain how your department allocates their resources.
In each step of this process, provide an example on how you believe the plan was researched, the stakeholders who were consulted and how work was allocated.
Do you believe that the plan that you organisation uses could be enhanced? Give examples of how you believe the system could be improved.
1. Providing clear instruction
Staff in the organization is provided with concise guidelines on how to deal with several issues and how to approach them while they work on their departments’ goals. The staff is interviewed to give their opinion on several matters. A channel of communication is created and if the staff feels it doesn’t work, then they approach the manager. When work is allocated, clear instructions are laid out. Information on the work allocated is provided. The staff is also given time to ask questions. Resources such as time are saved because staff don’t attempt to do incorrect tasks. The work was allocated after a thorough consultation with members of the organization and only started after everyone had confirmed their understanding of the instructions laid out.
2. Identifying the consulting with key stakeholders
Stakeholders consulted in the process include the staff and employees. Various teams in the organizations are interviewed and their opinions are essential. They give feedback based on the different work areas in which they are focused in. I addition, external stakeholders are consulted. The external stakeholders consulted include the suppliers to the organization. Decisions made after consultations with stakeholders made them feel included in the decision making process.
3. To make sure that work is allocation in alignment with operational plans
Work is allocated according to the employees’ ability as well as the budgetary operational plans of the organization. Work allocation according to employee competency in the organization ensured completion of tasks completely and on time. When allocating work, the consultation of external stakeholders ensured the servicing of resources required to complete the goals in different teams.
4. To allocate work as per the organisation’s policies and procedures and cost effectively – In this step you are to discuss what would happen if too many staff were off work sick and a large demand for an order needed to be processed. How would the resources be re-allocated?
Resources would be re-allocated efficiently through consultations, drawing guidelines, and then balancing out the task according to employee competency. In addition being efficient means that if the tasks are a lot, then stakeholders such as external suppliers are reached out. Productivity in the few employees available in the organization is ensured because tasks are balanced out. Resources such as time deadlines might be extended to ensure the efficient completion of tasks.
5. Communicating and collaborating plans with others. – What communication processes are in place? Are they sufficient for your needs? Give an example for your answer
There is the use of conference calls, meetings and memos. The communication modes are sufficient to the needs of the staff in the organization. For example, memos are published and sent to every member of the organization regarding different matters focused on the organization’s goals. Memos have been ninety nine per cent efficient because almost all members respond to the information communicated therewith.
6. Confirming performance requirements
Staff members in the organization are expected to express a certain level of performance. The employee behaviours throughout their working term are laid out in the Code of Conduct. In the areas of market seminars, the performance requirements were measured by the standard of whether thy understood concepts of the seminars in the specific time-frame through measurable and realistic levels. The Code of Conduct was measured too on the basis of competitiveness, open communication, as well as in the quality of work performed. The Code of Conduct laid out that the employees had to produce high quality work through acceptable rules of behaviour.
7. Following performance indicators
Performance indicators evaluate and measure the level of success in an activity the organization is engaged in. The performance indicators are quantifiable and they reflect the goals of the organization. All steps in a work process are identified as well as the goal to be achieved. At each stage, performance indicators are measured. The performance indicators measured include profit per employee, revenue per employee, customer satisfaction per employee, and the quality standards satisfaction per employee.
8. Developing individual work plans
Action plans in the organization are broken down to the ones that individual employees can work with. The work set out for the organization is divided into smaller units which are allocated to the employees in the organization. The breaking down of the work has ensured that work is done efficiently thus the strategic goals of the organization are met. In the plan there were several projects. The plan had the objective, staff required, facilities to be used, a breakdown of project into units, and the resources required for the completion of the tasks.
9. Undertaking risk analyses in accordance with the organisation’s risk management plans and legal requirements.
In the risk analyses of the different projects carried out, vulnerabilities were quantified so as to grade the risk as low, medium, or high. Meeting of deadlines had the risk of overlapping tasks, and the project management was marred by disputes and facilities issues. Mitigation strategies were carried out. They included avoidance of project when risk was too high, acceptance and continuation of project when risk was too low, control and monitor of project when risk was medium, and deflection of risk to a third party when risk was unknown. Contingency plans on the basis of risk due to equipment failure was manual completion of project.
Activity 2.1
Estimated Time
45 Minutes
Objective
To provide you with the chance to design performance management and review processes to ensure consistency with organisational objectives and policies.
Activity
What is a performance management system?
Performance management is a method used to measure the effectiveness of employees in the workplace. First a goal is set, then the probability of whether long term or short term goals are met is measured by looking at the goals in terms of the group and not as individual goals.
Case study question – read the following:
Job Description
Purpose of the position
The Administrative Clerk is responsible for providing administrative and clerical services in order to ensure effective and efficient operations.
Scope
The Administrative Clerk reports to the Senior Administrative Officer and is responsible for providing administrative and clerical services. Providing these services in an effective and efficient manner will ensure that municipal operations are maintained in an effective and efficient manner.
Responsibilities
1) Provide administrative support to ensure that municipal operations are maintained in an effective, up to date and accurate manner
Main Activities:
· Type correspondence, reports and other documents
· Maintain office files
· Open and distribute the mail
· Take minutes at meetings
· Distribute minutes
· Coordinate repairs to office equipment
2) Provide support to Council to ensure that Council is provided with the resources to make effective decisions
Main Activities:
· Maintain confidential records and files
· Maintain records of decisions
· Arrange for payment of honorariums
· Research and assist with the preparation of motions, policies and procedures
· Review and edit reports to the Board
· Prepare correspondence for Board members
· Prepare documents and reports on the computer
· Schedule Board meetings
· Prepare agendas for Board meeting
Administrative Assistant
· Prepare packages for Board meetings
· Attend board meetings
· Record minutes and submit minutes for approval
3) Provide receptionist services
Main Activities:
· Greet and assist visitors
· Answer phones
· Direct calls and respond to inquiries
4) Perform other related duties as required
As a Manager, one of your responsibilities is to assist in the development of a management plan for members of your team. Sally has recently been employed in your organisation as an Administration Assistant.
Christine, a member of your HR team is unclear about what review procedures are sufficient for Sally. To assist Christine, you are to consult with your team and determine the Key Performance Indicators should be for this role as shown in the Job Description provided above.
Develop a Performance Management System for the position in the job description provided above.
Clear job expectations on Sally’s positions as administrative assistant are described.
Recruitment and selection processes are conducted on Sally. The selection process is based on Sally’s skills, experience, knowledge, and the organization’s job description.
An agreement between Sally on the performance standards, performance requirements, and performance indicators.
Individual performance plans are laid out.
Performance on Sally’s performance is done and an assessment carried out.
An end of year performance review is carried out.
Action is taken on Sally by the management where appropriate.
What skills did Sally need to demonstrate that she was the person for the job?
Time management skills
Multi-tasking skills
Excellent communication skills
Teamwork and collaboration skills
Based on the skills in 3, briefly outline the performance requirements, standards and measures required. Consult and negotiate with the team.
The performance requirements in Sally’s positions include the Code of Conduct that Sally support the Council in making decisions through efficiency. Sally is required to support the Council’s responsibilities in an efficient and accurate manner. Performance standards require Sally to complete high quality tasks before deadlines. Sally is required to integrate the Code of Conduct in her performance of tasks. Performance indicators in Sally’s position is the quality of tasks presented and the satisfaction thereafter as well as the innovation in task completion.
Develop an individual performance plan.
The individual performance plan for Sally is that they should be successful in their goal of providing administrative help through the implementation of skills such as collaboration. The measurable objectives is that Sally should complete all tasks before deadlines. Activities in Sally’s workplace as interventions include coaching. The impact of interventions is that Sally should have improved o her communication skills after the intervention which is coaching. Evaluation on the impact of coaching on Sally.
How will you track the performance plan you completed in Appendix Eight? Should it be formal or informal? Why?
The performance plan in Appendix Eight should be tracked in a formal manner to ensure efficiency and accountability when assessing an employee.
Reflect on this performance management plan. What were you hoping to achieve by using the performance system?
The performance system is meant to ensure that key elements of the recruitment, appraisal, assessment, and follow up are provided to the management of the organization. It identifies barriers and helps remove them.
What should you do to make this system work?
In order to work, the performance management system should be integrated in the overall planning cycle of the organization. The system should correlate with the strategic objectives of the organization’s goals.
Activity 2.2 – 2.4
Estimated Time
30 Minutes
Objective
To provide you with an opportunity to train participants in the performance management and review process; conduct performance management in accordance with organisational protocols and time lines; and monitor and evaluate performance on a continuous basis.
Activity
Succession planning is the process of identifying people within an organisation who have the potential to fill future management and leadership positions.
Case study exercise:
You have been asked to choose a member of your team who can learn all aspects of your job (with succession planning in mind). With a person from your group acting as the identified person, discuss the skills that are required to perform your job and discuss their skills. Identify the variances in the skill level and determine what training is needed to bring their skills and knowledge to the level of manager within your organisation.
Training Plan for: Dept: Date:
What training is needed
Business need solved
Priority link to Business Strategic Plan
Time Needed
Planning Needed
Budget & Notes
Use the Performance Management Time line to determine how the succession planning arranged above can be planned, including reviews, training and how the team leader can measure their performance.
Performance Management Time line
General
Probationary staff
Special cases/interim reviews
Performance planning/review meetings
Documentation
What behaviours should the team leader demonstrate?
The team leaders should be able to make decisions that are unbiased and solve disputes arising from the project execution.
The team leader should have excellent communication skills so they can process opinions from the team.
Activity 3.1 – 3.5
Estimated Time
1 Hour
Objective
To provide you with an opportunity to provide feedback.
Activity
Feedback is important because it allows/provides management and staff information on areas where they can improve.
Using the information that you have developed in Activity 2.1-2.4, answer the following questions.
1. Why are you assessing this staff member?
The staff member is being assessed to provide additional information on their performance since they started working as an Administrative assistant. The assessment is meant to evaluate their performance standards in the workplace.
2. On what functions, skills, behaviours, or activities is this assessment based?
Time management skills are being evaluated to check on their performance in completing tasks before deadlines as well as work reporting.
Collaboration skills also are being assessed to check their performance standards in a team.
Communication is assessed to measure their performance in giving constructive feedback
3. On what standards is this assessment based?
Achievable
Understood
Completed on time
Realistic
4. What are the facts of the situation?
The facts of the situation are that Sally is a time punctual worker though she lacks in her communication skills. Several tasks have gone uncompleted because of poor communication.
5. What do you plan to do with the results of your feedback?
The results of the feedback received are meant to strengthen future teams by maximizing on strengths of different team members
6. What methods will be used to give feedback to the team leader?
Communication to the team leader will be conducted through a memo and then a teleconference.
7. Provide feedback to your appointed team leader to say that he/she is underperforming and requires more one-on-one training. The team leader is intimidated about the position. You need to build the team leader’s skills and knowledge to motivate the team leader and build his/her confidence.
8. Develop a coaching plan addressing these issues
Coaching Plan
Name: ____________________________________
Manager: __________________________________
Date of meeting: _____________________________
Areas where excellence in performance has been demonstrated
Time management by team members was top-notch because punctuality in completion of tasks before deadlines was observed.
Collaboration was also observed as a strong area.
Performance areas needing improvement
Communication by team members needs to be strengthened.
Additional items (i.e. training and professional development needed)
Professional development on the importance of feedback and communication.
Next steps
9. The informal feedback that the team leader has received does not seem to be working. With your team, develop a more structured feedback session that addresses the team leader’s needs and organisational policy.
The feedback is to be divided into helpful and unhelpful feedback. Helpful feedback enables the tasks to move forward by pointing out on areas of improvement. Unhelpful feedback is unconstructive opinion that is based on individual inclinations and not the tasks at hand.
10. Use the seven key elements of coaching by Larson and Richburg (2000) to analyse whether the plan that you have worked together to fulfil is effective. If you find a lacking in any area, may recommendations on how you may close the gap.
Context: The coaching is to be done by focusing on the context of the organization’s business environment which is oriented toward problem solving through collaboration.
Clarity: The team leaders give clarity on the objectives of the teams which are to strengthen communication skills.
Commitment: The organization’s team members are committed to the coaching as well as the team leaders.
Course of Action: A development plan is created by the leaders with the objectives for the coaching.
Coachability: The situation of communication problems can only be solved through one on one coaching
Confidentiality: Building of trust is essential.
Chemistry: Compatibility with the coach is essential so a rapport is built.
Activity 4.1 – 4.6
Estimated Time
1 Hour
Objective
To provide you with an opportunity to write and agree on performance improvement and development plans in accordance with organisational policies; seek assistance from human resources specialists where appropriate; reinforce excellence in performance through recognition and continuous feedback; monitor and coach individuals with poor performance; provide support services where necessary; and counsel individuals who continue to perform below expectations and implement the disciplinary process if necessary.
Activity
Case study exercise:
The new sales figures are in and they are not good. All feedback shows that the fault is not due to the product, as the customers have advised you that the product exceeds their expectations, not only in terms of quality performance but also in terms of price.
You personally visit your team and find that morale is very low. Several weeks ago, a member of their team was killed when a wall of parts fell on them when a shelf snapped. After WorkSafe closed down the factory for a week, it was re-opened. The company hired to supply the shelving and build it did not maintain its duty of care to provide safe equipment. Both the client and to a lesser degree the company was fined.
Staff had reported the shelving and the company had failed to take the correct action. Your first aim is to suggest ways in which to change this negative attitude. As this is outside your field of knowledge, identify what HR experts will be able to assist you in changing the negative morale of staff.
As a group exercise – choose a member of the group to act as your HR contact, a trainer, and a member of the work team and answer the following questions.
1. Consult with your HR contact on the above issue and discuss what you can do to help your team and their performance at work.
Make recommendations in regards of ways in which the team has more control of the environment. What training could you provide the team to give them the skills to take more control of their environment?
The training to be provided to the team is one on one coaching to enable them learn the essentials of communication and feedback in team work.
2. What recognition do you believe that team members should be given to build confidence and morale?
Letters of recommendation for the team members are essential.
Personal recognition boosts the team’s morale.
A thank you gift will enable the team members to have confidence in their capabilities.
A written card.
A personal certificate of recommendation.
Verbal praise.
3. How can you determine whether the training, coaching or mentoring is successful?
Include feedback discussions with both the trainer and the team member to further investigate this.
By obtaining feedback from the coach.
Observing employees’ performances to check on their improvements
Talking with the employee to check whether they felt the training as beneficial.
Evaluating the employees’ performance on the basis of agreed achievements.
Conducting a review meeting with the employee after their training.
4. What support services should the team be supplied with?
The team should be given the support of external professionals such as in the areas of professional counselling.
Counselling may also be done by managers in the organization.
After three months, two members of your team are not making any effort to respond to the changes made internally and have not taken advantage of the opportunities to improve their skills. They are still negative and this is not having a good impact on the rest of the team.
5. Use your knowledge of counselling to develop a counselling session to address these issues.
Prepare a confidential meeting with team member.
Set and ensure that a positive attitude is maintained.
Be cordial and professional in the manner of carrying out the session.
Seek clarification on pertinent questions.
End session on a positive note.
A written summary should be prepared.
Employee follow up should be conducted.
Activity 4.7
Estimated Time
45 Minutes
Objective
To provide you with an opportunity to terminate staff in accordance with legal and organisational requirements where serious misconduct occurs or ongoing poor-performance continues.
Activity
Your organisation does not have procedures on how to terminate an employee.
Access the FairWork Australia site URL Address: www.fwa.gov.au
1. Discuss what you will need to do to initiate and terminate a member of your team’s employment. If necessary, set the procedure out in a flow chart.
Before termination, coaching is done. Follow up and feedback on coaching is also executed to review the success. If the staff continues to perform below expectations, then counselling is done. Termination is done when the staff continues to perform poorly even after coaching and counselling
Skills and Knowledge Activity
Estimated Time
1 Hour
Objective
To provide you with an opportunity to demonstrate your knowledge of the foundation skills, knowledge evidence and performance evidence.
Activity
Complete the following individually and attach your completed work to your workbook.
The answers to the following questions will enable you to demonstrate your knowledge of:
· Learning
· Reading
· Writing
· Oral communication
· Numeracy
· Navigate the world of work
· Interact with others
· Get the work done
· Outline relevant legislative and regulatory requirements
· Outline relevant awards and certified agreements
· Explain performance measurement systems utilised within the organisation
· Explain unlawful dismissal rules and due process
· Describe staff development options and information.
Answer each question in as much detail as possible, considering your organisational requirements for each one.
1. How would you communicate expected standards of performance, effective feedback and to coach staff who need development? They are to be communicated in a timely and specific manners as well as being delivered in a supportive environment.
2. How would you use risk management skills to analyse, identify and develop mitigation strategies for identified risks? Risk would be analysed by quantifying vulnerabilities in the organization’s work plans.
3. How would you ensure a planned and objective approach to the performance management system? Realistic goals for different targets should relate to the activities in the work plan to ensure completion with certain timelines.
4. Document your company’s policies, or an organisation that you can use as an example, on Work Health and Safety, environmental issues, equal opportunity, industrial relations and anti-discrimination.
5. Identify three relevant awards and certified agreements. What are the benefits of attaining them?
6. What performance measurement systems are utilised in your organisation, or another organisation that you can use as an example?
7. As in the question above, what options do staff have for development and where can they find this information?
Major Activity
Estimated Time
1 Hour
Objective
To provide you with an opportunity to demonstrate your knowledge of the entire unit.
Activity
This is a major activity – you should let the learner’s know whether they will complete it during class or in their own time.
You must individually, answer the following questions in full to show your competency of each element;
1. Allocate work
2. Assess performance
3. Provide feedback
4. Manage follow up
1. What do you have to consider when allocating work? Employee competency and experience in the type of task to be completed. It also involves consultation of different groups to decide on the work to be allocated.
2. How would you assess performance? Performance is to be accessed through designing performance review processes and then monitoring employees performances based on their continuous tasks.
3. What is the difference between formal and informal feedback? Formal feedback includes written reports on employee performance evaluation while informal feedback is not usually documented and is verbal.
4. What is involved when managing follow up? (Discuss using all of the criteria). Writing and agreeing on performance plans. Help might be sought from human resource specialists whenever appropriate. Recognition and continuous feedback reinforces performance. Monitoring and coaching employees with poor performance. Provision of support when necessary. Counselling individuals who perform below expectations. Terminate staff according to legal requirements when serious misconduct takes place. Termination should occur if the staff continue to perform below expectations.
Appendices
Appendix One –Individual Work Plan
Goal:
Description for Year 1:
Measureable Objective for Year 1
Activities for Year 1
Impact for Year 1
Evaluation for Year 1
Appendix Two – Quantifiable Risk Analysis
Task description
Risks
Levels of risk
Appendix Three Performance Management
PERFORMANCE MANAGEMENT TIMELINE
General
Probationary staff
Special cases/interim reviews
Performance planning/review meetings
Documentation
Appendix Four Coaching plan
Name: _______________________________________________________________
Manager: _____________________________________________________________
Date of meeting: _______________________________________________________
Areas where excellence in performance has been demonstrated
Performance areas needing improvement
Additional items (i.e. training and professional development needed)
Next steps
Appendix Five: HR Professional Consultation Template
HR Professional Consulted:
Position: Date:
Feedback
Response
1.
2.
3.
Appendix Seven: Counselling Plan
Counselling Session Plan
1. Schedule a confidential meeting with the employee
2. Set and maintain a positive attitude
3. Be cooperative, professional and focused
4. Seek clarification
5. End on a positive note
6. Prepare a written summary
7. Follow up with the employee
Page | 36
MSA Training and Professional Development Phone: 03 9905 3180
Room 159, 21 Chancellors Walk Website: msatraining.edu.au
Monash University Clayton, Vic 3800
BSBMGT502 Manage people performance V3.2 22/07/2020
Appendix Eight: Performance Plan
Performance Plan
Key Result Area
Key Performance Indicator/Target
Activity
Targets/Measures/Milestones/Timing
Results/Comments
BSBMGT502
Manage people performance
Learner Guide
BSBMGT502
Manage people performance
Table of Contents
Unit of Competency
6
Performance Criteria
7
Foundation Skills
9
Assessment Requirements
10
Housekeeping Items
11
Objectives
11
1. Allocate work
12
1.1 – Consult relevant groups and individuals on work to be allocated and resources available
13
Strategic goals
13
Tactical goals
13
Operational goals
13
Activity 1.1
16
1.2 – Develop work plans in accordance with operational plans
17
1.3 – Allocate work in a way that is efficient, cost effective and outcome focussed
17
Methods of workplace communication
19
Communication Skills for Managers
20
1.4 – Confirm performance standards, Code of Conduct and work outputs with relevant teams and individuals
22
Performance standards
22
Developing performance standards
23
Code of conduct
23
1.5 – Develop and agree performance indicators with relevant staff prior to commencement of work
25
What are performance indicators?
25
How to develop key performance indicators
26
Developing Individual work plans
26
Work Plan Template
27
1.6 – Conduct risk analysis in accordance with the organisational risk management plan and legal requirements
29
Conduct risk analyses
29
Developing contingency plans
31
Activities 1.2 – 1.6
31
2. Assess performance
33
2.1 – Design performance management and review processes to ensure consistency with organisational objectives and policies
34
What is Performance Management?
34
Overview of performance assessment
34
The role of assessment in the performance process
35
What is a performance management system?
35
Essential elements of a performance management system
36
Follow your organisation’s policies and relevant legal requirements
40
What is a performance plan?
41
Developing individual performance plans
41
Activity 2.1
43
2.2 – Train participants in the performance management and review process
44
Adequate Training
44
2.3 – Conduct performance management in accordance with organisational protocols and time lines
46
2.4 – Monitor and evaluate performance on a continuous basis
47
Observational techniques to enhance performance
47
Activities 2.2 – 2.4
48
3. Provide feedback
49
3.1 – Provide informal feedback to staff on a regular basis
49
3.2 – Advise relevant people where there is poor performance and take necessary actions
52
3.3 – Provide on-the-job coaching when necessary to improve performance and to confirm
excellence in performance
53
Excellence in performance…
53
On-the-job coaching
53
Developing a coaching plan
53
3.4 – Document performance in accordance with the organisational performance management system
56
Sample coaching plan
56
3.5 – Conduct formal structured feedback sessions as necessary and in accordance with organisational policy
58
Activities 3.1 – 3.5
61
4. Manage follow up
61
4.1 – Write and agree on performance improvement and development plans in accordance with organisational policies
63
Performance management in action
63
4.2 – Seek assistance from human resources specialists where appropriate
65
4.3 – Reinforce excellence in performance through recognition and continuous feedback
66
4.4 – Monitor and coach individuals with poor performance
67
4.5 – Provide support services where necessary
68
4.6 – Counsel individuals who continue to perform below expectations and implement the disciplinary process if necessary
69
How to conduct a counselling session
69
Activities 4.1 – 4.6
70
4.7 – Terminate staff in accordance with legal and organisational requirements where serious misconduct occurs or ongoing poor-performance continues
70
What is underperformance?
72
Initiating and conducting terminations
73
Unfair dismissal
74
Unlawful termination
75
Discrimination & adverse action
75
Activity 4.7
77
Skills and Knowledge Activity
78
Major Activity – An opportunity to revise the unit
79
References
81
Unit of Competency
Application
This unit describes the skills and knowledge required to manage the performance of staff who report to them directly. Development of key result areas and key performance indicators and standards, coupled with regular and timely coaching and feedback, provide the basis for performance management.
It applies to individuals who manage people. It covers work allocation and the methods to review performance, reward excellence and provide feedback where there is a need for improvement.
The unit makes the link between performance management and performance development, and reinforces both functions as a key requirement for effective managers.
No licensing, legislative or certification requirements apply to this unit at the time of publication.
Unit Sector
Management and Leadership – Management
Performance Criteria
Element
Elements describe the essential outcomes.
Performance Criteria
Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Allocate work
1.1 Consult relevant groups and individuals on work to be allocated and resources available.
1.2 Develop work plans in accordance with operational plans.
1.3 Allocate work in a way that is efficient, cost effective and outcome focused.
1.4 Confirm performance standards, Code of Conduct and work outputs with relevant teams and individuals.
1.5 Develop and agree performance indicators with relevant staff prior to commencement of work.
1.6 Conduct risk analysis in accordance with the organisational risk management plan and legal requirements
2. Assess performance
2.1 Design performance management and review processes to ensure consistency with organisational objectives and policies.
2.2 Train participants in the performance management and review process.
2.3 Conduct performance management in accordance with organisational protocols and time lines.
2.4 Monitor and evaluate performance on a continuous basis
3. Provide feedback
3.1 Provide informal feedback to staff on a regular basis.
3.2 Advise relevant people where there is poor performance and take necessary actions.
3.3 Provide on-the-job coaching when necessary to improve performance and to confirm excellence in performance.
3.4 Document performance in accordance with the organisational performance management system.
3.5 Conduct formal structured feedback sessions as necessary and in accordance with organisational policy.
4. Manage follow up
4.1 Write and agree on performance improvement and development plans in accordance with organisational policies.
4.2 Seek assistance from human resources specialists where appropriate.
4.3 Reinforce excellence in performance through recognition and continuous feedback.
4.4 Monitor and coach individuals with poor performance.
4.5 Provide support services where necessary.
4.6 Counsel individuals who continue to perform below expectations and implement the disciplinary process if necessary.
4.7 Terminate staff in accordance with legal and organisational requirements where serious misconduct occurs or ongoing poor-performance continues.
Foundation Skills
This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.
Skill
Performance
Criteria
Description
Learning
2.2, 3.3, 4.4
· Consolidates and improves own knowledge and skills by coaching, mentoring or training others
Reading
1.2, 1.6, 2.4
· Gathers, interprets and analyses texts in organisational documents to facilitate performance management
Writing
1.2, 1.4, 1.5, 1.6, 2.1, 2.3, 2.4, 3.4, 3.5, 4.1, 4.7
· Plans and prepares documents for allocating work and managing performance suitable for the target audience and in accordance with organisational requirements
Oral Communication
1.1, 1.4, 1.5, 2.2, 2.3, 3.1, 3.2, 3.3, 3.5, 4.2-4.7
· Uses language and structure appropriate to context and audience to explain expected standards of performance, provide feedback and coach staff
Numeracy
1.3, 1.4, 1.5, 1.6, 2.1, 2.4, 3.4, 4.1
· Extracts and evaluates mathematical information embedded in a range of tasks and text relating to performance standards and risk analysis
Navigate the world of work
1.2, 1.6, 2.1, 2.3, 3.4, 3.5, 4.1, 4.7
· Appreciates the implications of legal and regulatory responsibilities related to own work and the organisation as a whole
· Monitors adherence to organisational policies and procedures
Interacts with others
1.1, 1.3, 1.4, 1.5, 2.2, 3.1, 3.2, 3.3, 4.2-4.6
· Recognises and applies the protocols governing what to communicate to whom and how in a range of work contexts
· Collaborates with others to achieve joint outcomes, influencing direction and taking a leadership role on occasion
Get the work done
1.2, 1.3, 1.5, 1.6, 2.1, 2.4, 4.1, 4.2
· Sequences and schedules complex activities, monitors implementation and manages relevant communication
· Seeks advice, feedback and support as required to assist in the decision-making process
· Uses experiences to reflect on the ways in which variables impact on performance
Assessment Requirements
Performance Evidence
Evidence of the ability to:
· Consult with relevant stakeholders to identify work requirements, performance standards and agreed performance indicators
· Develop work plans and allocate work to achieve outcomes efficiently and within organisational and legal requirements
· Monitor, evaluate and provide feedback on performance and provide coaching or training, as needed
· Reinforce excellence in performance through recognition and continuous feedback
· Seek assistance from human resources specialists where appropriate
· Keep records and documentation in accordance with the organisational performance management system
Knowledge Evidence
To complete the unit requirements safely and effectively, the individual must:
· Outline relevant legislative and regulatory requirements
· Outline relevant awards and certified agreements
· Explain performance measurement systems utilised within the organisation
· Explain unlawful dismissal rules and due process
· Describe staff development options and information
Assessment Conditions
Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the management and leadership field of work and include access to:
· Relevant legislation
· Workplace documentation and resources
· Case studies and, where possible, real situations
· Interaction with others
Assessors must satisfy NVR/AQTF assessor requirements.
Links
Companion volumes available from the IBSA website: http://www.ibsa.org.au/companion_volumes
Housekeeping Items
Your trainer will inform you of the following:
· Where the toilets and fire exits are located, what the emergency procedures are and where the breakout and refreshment areas are.
· Any rules, for example asking that all mobile phones are set to silent and of any security issues they need to be aware of.
· What times the breaks will be held and what the smoking policy is.
· That this is an interactive course and you should ask questions.
· That to get the most out of this workshop, we must all work together, listen to each other, explore new ideas, and make mistakes. After all, that’s how we learn.
· Ground rules for participation:
· Smile
· Support and encourage other participants
· When someone is contributing everyone else is quiet
· Be patient with others who may not be grasping the ideas
· Be on time
· Focus discussion on the topic
· Speak to the trainer if you have any concerns
Objectives
·
Discover how to allocate work
·
Know
how to assess performance
·
Learn how to provide feedback
·
Understand
how to manage follow up
·
Gain
skills and knowledge required for this unit
1. Allocate work
1.1 Consult relevant groups and individuals on work to be allocated and resources available
1.2 Develop work plans in accordance with operational plans
1.3 Allocate work in a way that is efficient, cost effective and outcome focused
1.4 Confirm performance standards, Code of Conduct and work outputs with relevant teams and individuals
1.5 Develop and agree performance indicators with relevant staff prior to commencement of work
1.6 Conduct risk analysis in accordance with the organisational risk management plan and legal requirements
1.1 – Consult relevant groups and individuals on work to be allocated and resources available
One of the primary roles of a manager is to allocate work and delegate tasks to staff to make sure that the tactical objectives of the organisation are met. In turn, managers should also ensure that the organisation’s operational goals are met.
There are three main types of goals that organisations use as part of their planning process, they are:
Strategic goals
Strategic goals are statements of what your organisation would like to achieve over the next five to ten years. These goals are developed from the mission and vision statement and the SWOT analysis that you complete of the environment of the organisation. SWOT stands for an analysis of the Strengths and Weaknesses (i.e. strength – offer high level of customer service) internal to the organisation and Opportunities and Threats (i.e. market demand in your product has led to a larger share of the market) external to the organisation.
Tactical goals
Tactical goals and objectives must support the organisations strategic goals. They indicate what level of achievement is necessary in the departments of the organisation. For example, if the organisations strategic goal is to increase sales by 5% in the next year, then the sales staff in the sales department, for instance, may be trained in techniques used to enhance their customer service skills.
Operational goals
Operational goals are determined by the lowest level of the organisation and relate to specific teams within each department. They focus on the responsibilities of individual employees. Using the example where the tactical goal of the sales department is to receive training to increase sales by 5%, individual employees then apply their new skills to ensure that sales increases.
As a manager it is important to apply your work allocation plan so that people working for you have the best opportunity to meet the organisations performance standards. There are nine steps that you can follow to assist you in this task. The nine steps are:
1. Providing clear instruction
2. Identify and consult with key stakeholders
3. Making sure that work is allocated in alignment with operational plans
4. To allocate work as per the organisation’s policies and procedures and cost effectively
5. Communicating and collaborating plans with others
6. Confirming performance requirements
7. Following performance indicators
8. Developing individual work plans
9. Undertaking risk analyses in accordance with the organisation’s risk management plans and legal requirements.
These steps shall now be discussed in detail.
1. Clear instructions
A good manager is a manager who has an open door policy. Allow staff to approach and speak to you when they have a problem. Make sure that your staff are aware that there is a channel of communication that they should follow before they approach you. If they feel that this line is not helping them, then they should approach you.
For example, staff should be made aware of the reporting procedure for their department. For example, if they are a part of a team and they have a problem with another team member, they should first try to resolve the problem with them. If this does not work then they should discuss the problem with the team leader. If the team leader is unable to resolve the problem, then the supervisor should be approached. If the staff member feels that other avenues are closed to them, then they should discuss the problem with you.
To give clear instructions, is to
Be clear and concise when you give instructions to staff.
Make sure that they are informed of the task and how long the task should take to perform. If there are any special requirements to the work, inform them.
Give staff time to ask questions to ensure that they understand the instructions given.
This can save you time as it ensures that the staff member does not perform an incorrect task.
2. Identify and consult with stakeholder
A stakeholder is someone within the organisation that has a direct or indirect stake in the organisation who can be affected by the organisations actions, objectives and policies. Key stakeholders include:
External groups and individuals
External groups and individuals can include suppliers, external training companies and network providers. They are the people who you can consult with before you start a project.
Internal groups and individuals. Your team knows their job and their work area. Ask for their opinion and listen to them when they provide feedback.
Every decision you make as a manager will impact on how well everyone performs. The decision will also impact on the rest of the organisation at some level. If, for example, you asked the opinion of one of your team members and followed their recommendation, they will probably take ownership of the decision and work to the best of their capability.
Activity 1.1
1.2 – Develop work plans in accordance with operational plans
3. Allocate work according to operational plans
As a manager, it is important to be aware of the skills and knowledge each employee has. Work should be allocated to employees based on their ability to perform the task and according to the organisation’s operational plans. This ensures that your team completes their tasks correctly and that you work within the budget allocated to the task.
External parties should also be consulted with. Most organisations will have procedures that state the frequency in which the parties should be contacted. Continuous contact with suppliers for example will let you keep abreast of special deals, who the credible suppliers are and who to contact to service the supply of a resource for you.
1.3 – Allocate work in a way that is efficient, cost effective and outcome focussed
4. Allocate work as per the organisation’s policies and procedures and cost effectively
For example, your organisation uses a Printing Company to print their reports. An external supplier has been chosen because it was determined that the printing company could meet all of their needs better than an internal staff member. They were more experienced in the quality required to meet their customers’ needs.
Your organisation decided at the last minute to enter a Trade Show. This meant that demand for the printing services increased exponentially within a tight time frame. When you contacted your regular supplier, you found that they were unable to supply the printing material on time. Instead, they referred you to another larger organisation that was running a special.
As a manager it is important not only to ensure that the person or team allocated to perform a task have not only got the correct skills and knowledge, but also the capability of meeting the needs of the operational plan. When making decisions about the allocation of work and being cost effective, it is important to make sure that you are aware of the resources you have available and any time constraints
When making decisions about the allocation of work and being cost effective, you need to be aware of your resources and any time restraints. Trusting work to an employee is good for morale, however if you are on a tight schedule it is important that you ensure that your productivity is not affected.
5. Communicating your plans and collaborating with others
The way in which you communicate with others will vary according to their needs and the organisation’s policies and procedures. For example; as a full time manager you may prefer that staff send you an email so you can peruse them at your leisure. However, if an emergency arises, they may have no choice but to call you via telephone. In a globalised world, you will need to be familiar with all forms of communication which include:
Faxes
Meetings
Conference calls
Memos
Intranet
By developing your own communication skills, and setting up a basic communication plan, you will help to minimise confusing situations and unexpected obstacles from impeding the success of your plans.
Methods of workplace communication
The method of communication you use will vary according to your needs. Ted, for instance is a manager of a Linen Factory. During the busy season, he invariably finds it hard to contact all of his staff. This is difficult because staff in the warehouse work three separate shifts with some of the staff working shorter hours due to family constraints. Group meetings will allow him to reach most of the staff during and between shifts.
However, Ted still cannot reach the staff who work varying hours. To ensure that he reaches these staff, Ted always sends out a memo that must be signed by staff to demonstrate that they have read the memo and are aware of changes to procedures.
Instead of arranging individual meetings, it is more cost effective to book in group meetings. Group meetings are good for sounding out ideas and minimising confusion. Memos and e-mails may be more appropriate when dealing with staff that are on different time schedules.
Individual meetings usually occur when management needs to discuss things pertinent to that staff member. These meetings may be about an individual’s inability to meet schedules or performance with other staff.
The different methods of communication can include:
Group meetings
Individual meetings
Informal meetings
Intranet and bulletin board
Memo
Group briefings
Scheduled conference calls
E-mail
Using constructive communication techniques in the workplace
For communication to be effective, it needs to be two way.
When communication is one way, in which A speaks to B, there is no opportunity for B to ask questions to confirm or clarify instructions.
When communication is two way, A speaks to B and B is given an opportunity to confirm their instructions through questioning and clarifying the instructions they have received.
As a manager you need to give your staff members a chance to ask questions. It is very important that the manager responds and clarifies any questions with clear and concise answers.
Communication Skills for Managers
Attentiveness: Listening to others and being receptive to their needs.
Diplomacy: The skill to tactfully handle a delicate issue or situation.
Discretion: The ability to make wise decisions about topics which are suitable for discussion and dissemination and those which are not.
Empathy: Showing interest in others and sensitivity toward how they might be feeling.
Enthusiasm: A positive outlook and friendly attitude.
Flexibility: The ability to compromise when necessary to achieve the organisation’s goals.
Judgement: Being able to make thoughtful and appropriate decisions.
When you make decisions about work allocation and the deployment of your resources always remember that you should make sure that you:
· Communicate and consult with staff members, managers and any external stakeholders
· Allocate work to people with the experience, skills and knowledge
· Use your knowledge of job descriptions to delegate tasks effectively
· Know what your staff are doing, including increases and decreases to their jobs.
Communicating and collaborating plans with others to develop deadlines
Check to make sure that all of your work processes and outputs for each department are met. Make sure that the team is responsible for the operations of workflow and follow your organisations procedures to ensure that these details are communicated with them.
For example, one of the objectives in your operational plan might be to attract and maintain interest in the organisations new product line. Successfully marketing these activities to internal and external customers is a key result area for your section. The role then of you and your staff is to organise the company’s resources (money, capital and equipment) and develop action plans aimed at realising that goal.
To develop an action plan, it is important to clarify all of the roles of your staff with each person. Both you and your staff member should be in agreement with deadlines. Once deadlines have been negotiated, then the action plan can be performed. This will allow you to know what is going on at all times and allows you to make sure that all deadlines are met.
1.4 – Confirm performance standards, Code of Conduct and work outputs with relevant teams and individuals
6. Confirming performance requirements
Performance requirements include:
Performance standards means the level of performance sought from an individual or group which may be expressed either quantitatively or qualitatively.
Code of Conduct means the agreed (or decreed) set of rules relating to employee behaviour/conduct with other employees or an agreed (or decreed) set of rules relating to employee behaviour/conduct with other employees or customers
Performance indicators are the measures against which performance outcomes are gauged.
These performance requirements shall now be discussed in more detail.
Performance standards
Performance standards will give you a list of each team member’s job down to:
The tasks that they have to perform
The dates in which these tasks need to be completed; and
The standards of performance that they must acquire.
Always pay more attention to the important jobs first. When deciding what the performance standards will be for a particular task, you should always determine which actions will be a minimum standard of acceptable performance for the task.
In most cases, you should assess your performance standards against the following criteria:
1. Cost/budgets
2. Customer satisfaction
3. Quality
4. Quantity
5. Revenue/profit
Developing performance standards
To create a performance standard you need to know what the task is that needs to be performed and the minimum standard to complete the task.
Example 1
Description of task:
Market seminars
Performance standard:
Create, produce and distribute marketing materials for seminars as required.
Example 2
Description of task:
Use Computer
Performance standard:
Turn on program, enter log on password and username and open the correct program you will need to complete a specific task.
Checklist
The Performance Standards used in my organisation are:
Achievable Clear Realistic
Agreed to Specific Time-framed
Measurable Understood
Code of conduct
A code of conduct (sometimes referred to as a code of ethics) is a set of rules outlining the responsibilities or proper practices for an individual or organisation. In most cases, the code of conduct should reflect the organisation’s mission statement.
A code of conduct is a document of overriding principles which govern the way employees of an organisation deal with customers, clients and each other. Ideally the code of conduct should be tied in to the mission statement.
A code of conduct includes:
A benchmark which is something that can be measured and judged
Acceptable levels of conduct to assist the organisation in assessing performance.
A code of conduct responsive to the demands of the market today
Acceptable behaviours in the workplace of all staff, including presentation, legislative
Examples of codes of conduct include:
Competitiveness;
Excellence in customer service;
Honesty in all dealings with customers and each other;
Quality of work performed; and
Open and honest communication.
1.5 – Develop and agree performance indicators with relevant staff prior to commencement of work
7. Following performance indicators
What are performance indicators?
Performance indicators or Key Performance Indicators (KPIs) is industry jargon for a measure of performance. KPIs are commonly used by organisations to evaluate its success or the success of a particular activity that the organisation is engaged in. They will differ from organisation to organisation.
Performance indicators must
Reflect the organisation’s goals
Must be quantifiable
Can be financial and/or non-financial
Non-financial indicators should include a range of elements, depending on the particular requirements and objectives of the organisation. Some common examples include:
Environmental performance
Innovation
Quality
Social performance
An organisation can break these down into specific performance indicators for each employee, for example
Profit per employee
Revenue per employee
Customer satisfaction standards met per employer
Quality standards attained per employee
In this way, the performance indicators for individuals are derived from the goals and objectives of the section or department, which in turn support the mission and goals of the organisation.
For example
Key result area
Performance Indicator
To achieve a high level of customer satisfaction.
More than 90% of customers surveyed are very satisfied.
How to develop key performance indicators
Identify each step of the process and what needs to be achieved.
You need to first identify each particular step in the work process, what must be achieved at each step in the process as well as how it is to be achieved. For instance, the client must recognise the need for further education in order to provide work opportunities.
Performance indicators need to be developed for each stage. Be aware that some stages will overlap. For example, what indicators need to be available to identify the need for education?
The same process must be undertaken when developing key performance indicators for developing individuals. Once a list of key performance indicators for a particular individual has been agreed to, these should be added into that person’s performance plan.
Developing Individual work plans
Action plans must be broken down into a set of tasks and allocated to various individuals and groups in order to achieve the required goals. The main benefit of undertaking this kind of detailed work planning is to subdivide what began as a large mass of organisational work into a set of clearly defined and manageable units. By allocating work in this way, you will ensure that the work of both individuals and your section or department as a whole are focused on the achievement of the organisation’s strategic goals.
The purpose of a work plan is to organise several projects into one plan in order to make recommendations. It should include the project objective, list of staff required, list of equipment and facilities that are required, a breakdown of the project into tasks and assignment, along with a budget and a relevant schedule.
Goal: A broad statement that captures the overarching purpose of the intervention – not measurable. The work plan can have more than one goal.
Measurable Objectives: Realistic and tangible targets for the intervention – objectives should relate to the activities column of your work plan and set specific numbers/types of activities to be completed by a certain date. The objectives should be for the first and second year of the intervention.
Activities: Events or actions that take place as part of an intervention. Activities are what is actually done to bring about the desired effects or changes of the intervention and are supportive of the objectives. The activities should be for the first and second year of the intervention.
Impact: The intended effects or changes that directly result from the intervention. The impact should represent the results of the first year of the intervention.
Evaluation: How the activities and impact are measured. Includes both process and outcome evaluation for activities and impacts in the first and second year of the intervention. Each objective does not need both process and outcome evaluation; however, the entire work plan should include both process and outcome evaluation.
Work Plan Template
Goal:
Description for Year 1:
Measureable Objective for Year 1
Activities for Year 1
Impact for Year 1
Evaluation for Year 1
1.6 – Conduct risk analysis in accordance with the organisational risk management plan and legal requirements
Conduct risk analyses
A
Risk analysis
is the determination of the likelihood of a negative event preventing the organisation meeting its objectives and the likely consequences of such an event on organisational performance.
No matter, how much you plan, there is always risks associated with all work plans and projects. It is important to take these risks in performance into consideration allowing for all vulnerabilities (that can then be quantified) to be worked into a suitable risk management plan. ‘Quantification’ is the process of determining the degree of risk in each of the identified areas. Risks are usually graded as high, medium or low.
Consider the following example for how risk is quantified.
Task description
Risks
Levels of risk
Primary tasks
Meet deadlines
Achieving sales targets
Increasing brand
Awareness
Project management
Overload/overlap of tasks
Unidentified tasks
Unforseen meetings
Fixing mistakes
Dispute resolution
Equipment issues
M
M
M
M
L
L
Secondary tasks
Technical improvement
Quality improvements
Project improvements
Team meetings
External meetings
Participating in
Organisational training
Overlap/overload of tasks
Unidentified tasks
Unforseen meetings
Fixing mistakes
Equipment issues
Dispute resolution
Change management
M
M
M
L
L
L
H
Other
Holidays
No project time
Professional
Development training
Travel
Sickness
Absence
Staff turnover/ learning curve
M
L
M
Once risks have been identified and quantified, there are a number of mitigation strategies you can implement to manage the risk:
Avoidance:
If the risk is too great, you may need to consider whether it is worth continuing on with a particular project or initiative.
Acceptance:
If the likelihood of risk is too small, you should document the risk, but consider continuing with the project or initiative.
Control:
For medium level risks, you should continually monitor the risk, and develop a contingency plan.
Deflection:
If unsure about the level of risk you might consider deflecting or transferring it over to a third party (i.e. outsourcing a particular function).
Developing contingency plans
Contingency plans (otherwise known as a backup plan) is a secondary or alternative course of action that can be implemented if the primary plan goes wrong. This will allow businesses to quickly adapt to change and remain in operation, sometime with very little inconvenience or loss of revenue.
Contingency plans are similar to operational plans in that they cover the short term and outline specific actions to be taken. However, the level of detail should be kept to a minimum to ensure there is enough flexibility to change the plan as required.
It is important that contingency plans are realistic and capable of meeting the program and project requirements. It is also important to ensure that any contingency plans you develop are in line your organizations’ risk management plan and any specific legal requirements that may be relevant to your organisation. Familiarise yourself with these and use them as a guide when undertaking contingency planning.
Activities 1.2 – 1.6
2. Assess performance
2.1 Design performance management and review processes to ensure consistency with organisational objectives and policies
2.2 Train participants in the performance management and review process
2.3 Conduct performance management in accordance with organisational protocols and time lines
2.4 Monitor and evaluate performance on a continuous basis
2.1 – Design performance management and review processes to ensure consistency with organisational objectives and policies
What is Performance Management?
Performance management is a method used to measure and improve the effectiveness of people in the workplace (Luecke and Hall, 2005, p.xi). Performance Management starts with goal setting. As a manager, you need to not only look at individual goals, but at the group as a whole so that you can develop and manage and develop in a way in which you can increase the probability that you will be able to ensure that both long and short term goals are met.
The key is ensuring that the individuals and their teams obtain a clear and concise shared understanding of what they are trying to achieve.
Overview of performance assessment
Now that you have established work processes, performance standards and indicators and codes of conduct have been established and agreed to, you need to think about how you plan to assess and manage performance.
To remain competitive, it is essential to make sure that your human assets are effective. Measuring performance allows you to measure your team members’ ability to apply their skills and knowledge, to work effectively together and to use service excellence to meet and surpass the customer’s needs.
Assessing performance is important to all organisations in terms of promoting employee performance. It is not good for any organisation to establish outcomes and performance requirements unless they are supported by a functional system of assessment. As a manager you need to manage your staff members’ performance to see how well or badly individual staff and teams are performing.
The role of assessment in the performance process
The management and assessment of performance is integral to the development and success of an organisation. It makes sure that the employees are aware of what they are doing.
For example
Fred is employed in your organisation’s administration office. His job involves answering customer enquiries, processing new customers and handling complaints. To be effective in his job, he has to answer the phone within three rings and handle complaints while, processing all new customer information and entering it into organisations’ database within 24 hours of the customer’s initial call.
You have recently been appointed as a manager and schedule a meeting with him to see how he is performing in the job. He tells you that he is doing well and everything is fine. You would like to verify this by looking at some relevant data, but you discover that:
Your organisation has no system for tracking the number of the calls he receives and that he processes all of the required information into the database.
You database software states exactly where information has been entered and by who. You can see that every new customer has spoken with has been entered into the database, but you have no way of knowing whether this was done within 24 hours of the initial call.
Notes you have found from Fred’s previous supervisor indicate that he passed on very few customer complaints; however there is no way of knowing whether the amount of complaints passed on exceeded 25%.
This example illustrates why performance cannot be managed unless an organisation puts in place a framework and set of specific procedures for assessing performance.
What is a performance management system?
A performance management system provides management with the key elements for the recruitment, assessment, appraisal, and follow up of performance. It relies on documents and procedures that guide management and employees through performance and review process supplying feedback in regards to performance issue.
For performance management to succeed, it is essential that there is an ongoing communication process shared by the employee and the supervisor that establishes a clear understanding of what each party’s expectations are including:
What the employees’ essential job functions are?
How employees’ can contribute to the goals of the organisation.
Having a clear and concise understanding what “doing the job well means”.
How performance can be improved.
Identifying barriers and removing them.
Ensuring that all parties are aware of how performance will be measured.
Essential elements of a performance management system
The actual documents and procedures used as part of a performance management system will vary from workplace and consist of:
1. Clear job descriptions are created
When a new employee is employed; they are usually supplied with a job description that is an essential part of a performance management system. Job Descriptions clearly state the nature of the role, the expectations of the job, will have shown applicants to decide if they are initially interested and will assist the organisation to select the right applicant.
Conversely, as a manager you are supplied with the skills, knowledge and experience the applicant requires in meeting the goals of the job. The closest match is usually considered for the job.
2. Recruitment and selection processes are implemented
The right person for the right job is an essential requirement if the performance management process is going to succeed. Managers and HR officers usually have the responsibility to make sure that the selection process is closely matched between an applicant’s skills, knowledge and experience and the organisations’ job description.
3. Performance requirements, standards and measures are negotiated and implemented
Performance standards and codes of conduct, along with performance indicators, measures and processes are agreed to from the start.
4. Individual performance plans are created
Both the manager and employee should jointly work out and agree to a performance plan for a set period of time (generally 12 months). This plan should incorporate individual goal setting which is linked to section and departmental goals, and a development plan for that employee.
5. Performance is tracked and formal or informal assessments are made
Formal and informal methods can be regularly used to measure performance. Periodical meetings should be set up throughout the year with each employee to enable the employee and their manager to make assessments about performance, discuss any problems, and work out strategies to improve performance in the short term.
6. End of year performance reviews are conducted
Structured, formal meetings are booked with employees either annually or bi-annually to review their performance called a Performance review. It will be the manager’s responsibility to formally appraise their team member’s performance based on either specific goals and/or competencies. People with jobs that are not goal-based should be assessed on competencies, or standards of performance.
Give your team members the opportunity to prepare for the review. This means that they should be advised ahead of time about when the performance review will occur.
7. Action is taken by management where necessary
If any employees fail to meet their objectives, you should counsel them. Identify areas that require further development. Employees who refuse to perform to the required standard or undertake counselling or development should be disciplined or terminated according to the facts in each case.
In the case that poor performance is identified, you should:
1. Identify the problem
Make sure that you understand the cause of the problem. Be specific and give clear reasons what area/s that the underperformance is occurring.
2. Assess and Analyse the problem
How long has the problem been a problem and identify the size of the problem by performing a gap analysis. Always let the employee know the purpose of the meeting and ask if they would like to bring someone with them to the meeting.
3. Meet with the employee and discuss the area of underperformance
Meet in a comfortable place free from distractions and interruptions. Discuss outcomes, positive items and their strengths. Let them know what is going on and work together to resolve in a relaxed atmosphere.
4. Consult and get both parties agree to a solution
A clear understanding should be obtained, stay focused and positive and consider offering a mentoring program. Reinforce the value of the role they perform and how you should work together to fix misunderstandings.
5. Monitor the problem
Monitor employee’s progress and provide ongoing positive feedback.
6. A performance plan is developed
Key data and information is taken from the original performance plan and new goals and development objectives are added and agreed upon to create a new, updated plan.
Keeping performance management and review processes in line with your organisation’s objectives
To be successful, integrate the performance management system into the organisation’s overall planning cycle. As a manager you play a key role in implementing the system. It needs to correlate with the organisation’s strategic and operational objectives.
The ultimate goal of performance management is to help achieve the company vision and mission. For this to happen; you will need to answer the following questions:
1. What does your organisation hope to achieve by using a performance management system?
Some of the expected answers should include:
To identify any inefficient systems or internal processes which adversely affect performance?
To identify areas for organisational learning and development.
To identify areas where capital expenditure is required.
To identify problem employees or employees demonstrating exceptional performance.
To improve the organisation’s overall performance.
To objectively measure performance.
To provide essential operational and performance feedback to management.
2. What particular steps and procedures are necessary to make the system work?
For this question, you need to have the ability to explain why it is essential for your organisation to manage and measure performance. Once you understand this; then you can implement steps and procedures to make your performance management system work. This means that you can then implement the practical steps and procedures to make it functional. If you do not do this, then you will be wasting time and resources.
Follow your organisation’s policies and relevant legal requirements
Policies and procedures are written to ensure that you perform your tasks legally by adhering to employment law and industrial relations. Policies and procedures will also ensure that you are consistent.
Failure to meet performance standards can cost individuals their job. People who exceed the performance standards may obtain a pay raise.
Copies of all organisational policies and procedures guiding working conditions and relationships can be obtained by your Human Resource Manager. Be familiar with all policies and procedures pertaining to performance issues.
The types of policies you may receive from the HR Manager include:
Annual leave policies
Carers leave/ special purposes leave
Conditions of employment
Grievance procedures
Recruitment policies and procedures
Termination policies and procedures
Wage conditions and bonus requirement
Job descriptions and the recruitment process
Get it right from the start. To do this, match the applicant’s skills, knowledge and experience in their resumes with the job description. Ensure that individuals understand what is required of them including the conditions of their jobs and the goals of their jobs.
A job description should provide the following information about:
All specific job functions and tasks to be performed in the position.
Any special requirements of the position.
Conditions of employment.
Details as to management or reporting lines (i.e. who the employee will report to).
Estimate of time spent performing each function or task.
Level of skill, training, and ability needed to successfully perform the job.
The strategic or operational objectives of the position.
If your organisation can find an applicant who is a good ‘fit’ for a particular position then there is a greater chance they will be able to perform to the organisation’s expectations.
What is a performance plan?
A performance plan can be utilised to assist you in the employee’s performance appraisal. It is a comprehensive written report that sets out all the outcomes and performance requirements on which that individual is to be assessed. Essentially, the performance plan is an agreement between managers or teams or individuals determining what needs to be achieved within the required time frame. Performance plans can help provide staff members with an understanding of their roles and responsibilities and their link to the team and the organisation’s objectives.
Developing individual performance plans
Individual performance plans must link the following elements:
An individual’s key result areas.
The various tasks an individual must perform.
The key performance indicators for each task (note: meeting performance standards should also be a key performance indicator.
Time-frames, deadlines.
Development plan.
To develop an individual performance plan, you must:
1. Review organisational goals associated with results in term of performance, its quantity, quality, cost and timeliness. Turn your goals into smart goals; goals that are:
2. Specify the results that you require. Consult with both your internal and external customer.
3. Ensure that the desired results from your goals will contribute to the organisations results.
4. Prioritise the goals in the form of ranking, percentages, time spent. For example, 80 % of the employees’ role is customer service, 10 % is training and 10% is developing knowledge.
5. Outline the measures used to evaluate if and how well the desired results are achieved. Without measures, you are unable to evaluate the results. Measures include timeliness, cost, quality and quantity. For example, to measure whether the customer service representative consistently met its 150 calls a day average.
6. Identify more specific measures for the first-level measures if needed from the measures in point 5. For example, if the customer service representative consistently received calls, were they processed in two minutes? If so, what percentage was processed in this time period?
7. Identify standards for evaluating how well the results were achieved. For example, did the customer service representative meet expectations?
8. Document the performance plan. You must include the desired results, measures and standards.
http://www.managementhelp.org/perf_mng/prf_plan.html
Goal:
Conducting performance planning meetings
When you meet with staff members, the initial planning begins. Make sure that performance objectives are discussed, clarified and agreed upon. This makes sure that management and employees know what they and the rest of their team are doing. All changes to performance plans need to be documented and agreed upon.
Activity 2.1
2.2 – Train participants in the performance management and review process
Adequate Training
All staff must be trained in the management and review of performance. They must clearly understand their role in the process. Provide staff with ongoing feedback through meetings so that they can be updated on what is going on.
Take care when you consider who should be involved in the performance management and review process. Organisations must be clear on why each party is involved. This process usually takes place in meetings that are conducted with a mixture of:You
Line managers
HR officers
Union representatives (as necessary)
Training should include how participants should conduct themselves and on what questioning techniques should be used. If the person being assessed reports directly to you makes sure they are briefed on:
The specific job functions, jobs, goals and key competencies of the individual being assessed.
What you intend to measure and how.
The criteria by which decisions about discipline, redundancy or reward must be made.
Training and development opportunities available.
The specific documentation in use by the organisation for writing performance plans, providing feedback and performance appraisals.
Employment contracts, performance standards and organisational policies.
Make sure that the managers, employees and other people involved in the performance management and review process know how to analyse results effectively in order to make informed decisions.
2.3 – Conduct performance management in accordance with organisational protocols and time lines
It is essential to follow all steps within the performance management process. It should be monitored, assessed and reviewed on a regular basis.
Consider the following example:
Performance Management Timeline
Revenue Finders Pty Ltd
General
All staff, except for those in probationary appointments, will participate in a performance review and receive a written evaluation of their performance at least once a year, normally December or January.
Probationary staff
Probationary staff will receive a formal, written evaluation of their performance at least once during the probationary period. A second performance evaluation must be completed prior to confirming permanent status for an employee.
Special cases/interim reviews
A manager or evaluator may conduct an evaluation of an employee’s performance at any time where a special case can be made to either recognise unusually outstanding performance or prevent unsatisfactory performance. An employee may also request an evaluation of his/her performance at any time if she/he believes it would be beneficial.
Performance planning/review meetings
An employee is entitled to a meeting with the evaluators to discuss their performance over the 12 month period. After receiving a written performance evaluation, an employee must request a follow-up meeting with the evaluator to discuss the performance evaluation. This meeting will take place within 14 days of the request unless there are exceptional circumstances.
Documentation
Written performance evaluations are to be kept in the employee’s personnel file after the employee is provided with a copy.
If you do not follow your organisation’s performance management system, you will not be able to keep track of your employee’s performance. If problems in performance are not found, then poor performance will remain unchecked and this can cause serious problems for the organisation.
2.4 – Monitor and evaluate performance on a continuous basis
To manage performance successfully, you need to create a performance plan, yearly review and continuously process which staff you need to monitor. You also need to be able to give the staff feedback, provide coaching and develop them on an ongoing basis.
You should see staff sometimes to discuss their development. Most organisation’s see staff on the quarterly basis and on a 12 month cycle for the performance review. These reviews can be productive and provide managers and staff with the opportunity to openly discuss performance issues in an informal way. The reviews can be used to highlight problems and identify goals and challenges for the team member.
In some instances, employees may take control of their own performance plans, accessing them online and allowing them to review and update them. These types of performance plans are ‘live’ documents which change over time and as the demands of a particular job change.
Observational techniques to enhance performance
When observing the performance of your staff members, it is important to focus on both their activities and the behaviours they display in the workplace.
The types of activities you need to identify and monitor include:
Level of output generated by the employee
Revenues generated by the employee
Accuracy or quality of work
Impact of their work on others
Special projects or achievements
Behaviours which you need to observe on a regular basis include:
Friendliness/ professionalism in the workplace
Enthusiasm and commitment levels
Initiative
Punctuality
Teamwork
Observation is not a sufficient way to provide information to assess performance. You must communicate with staff and detect unproductive behaviour and activity as it occurs.
Activities 2.2 – 2.4
3. Provide feedback
3.1 Provide informal feedback to staff on a regular basis
3.2 Advise relevant people where there is poor performance and take necessary actions
3.3 Provide on-the-job coaching when necessary to improve performance and to confirm excellence in performance
3.4 Document performance in accordance with the organisational performance management system
3.5 Conduct formal structured feedback sessions as necessary and in accordance with organisational policy
3.1 – Provide informal feedback to staff on a regular basis
Feedback is important because it provides management and staff information on areas where they can improve. There should be a system of ongoing feedback on issues of performance which creates an open dialogue with staff about concerns and allows them to make recommendations on how they can improve their performance.
Feedback is a two way process. Employee’s need to be encouraged to seek out feedback; to ensure that they are performing to the expectations of the organisation. Feedback should be a positive learning experience, thus it should be given in a professional and tactful way.
Before giving feedback ask yourself the following questions:
1. Why are you assessing this staff member?
2. On what functions, skills, behaviours, or activities is this assessment based?
3. On what standards is this assessment based?
4. What are the facts of the situation?
5. What do you plan to do with the results of your feedback?
If you can answer all these questions satisfactorily, you can be sure that the need to provide feedback is appropriate in the situation, and you are doing it for all the right reasons.
Employees should also be given informal feedback. They become motivated and respond correctly when you are tactful and professional. The types of processes you might consider implementing include:
Regular written reports outlining a staff member’s progress.
Regular short meetings to discuss general performance issues and identify areas for improvement.
Periodic evaluation of your staff member’s output eg: products or tasks they are responsible for.
Informal peer assessment
Spot checking for quality
Using these types of procedures will provide you with an up-to-date and accurate picture of just how well any of your employees are performing at any given time, and will ensure that any feedback you give is relevant and based on fact rather than speculation.
Timely feedback provides you and your team member with an opportunity of remedying the behaviours or activities which have led to the poor performance- before it creates any major problems for the organisation. Poor performance will be much more difficult to rectify if it is not identified until a formal performance appraisal has been conducted.
Checklist
The feedback I provide to members is:
Clear
Provable
Factual
Specific
Fair
Timely
Non-judgemental
Understood
3.2 – Advise relevant people where there is poor performance and take necessary actions
If a manager is to manage a decline in performance, then performance must be clearly defined. Without performance standards you will not be able to measure a decline in performance. All employees will have a slight deviation in work performance over time. You should watch for when there is a significant drop from the performance standards.
Poor performance is not always deliberate. Some employees have not been correctly briefed or are operating under a misunderstanding. Personal issues may also give rise to poor performance. Discussing your observations and trying to rectify the problem, helps you uncover the reason for the poor performance.
Your observational skills will assist you in identifying whether you need to intervene. It is important that you make sure that two conditions are satisfied and they are that:
The problem must be affecting work performance.
The employee must agree to accept the assistance offered.
Make sure that your focus stays firmly on work performance. Do not become involved in private issues. They are none of your concern, even if they affect performance. Only concern yourself with work performance.
Care should be taken when providing feedback for poor performance. You should
Language – both verbal and body – plays a crucial part in the way you are perceived by others, so try to avoid coming across as being too critical. Be aware that using language which is overly harsh and disapproving will be very counter-productive as the person concerned will immediately become upset or defensive, and this may well result in a lessening of their overall commitment to the job, or respect for you as their manager.
When giving someone feedback on performance issues, you must ensure any statements you make are delivered in a non-judgemental fashion in order for the feedback process to be effective. You also need to avoid making assumptions or generalisations about a situation if you wish to discover the real reason behind the poor performance.
· Do not become emotional and focus on facts, clearly explaining your observations and how they can rectify their poor performance.
If an event remains unresolved then refer the matter to your HR officer or your manager. Your organisation will have procedures for addressing resolving disputes. You should be familiar with them.
3.3 – Provide on-the-job coaching when necessary to improve performance and to confirm excellence in performance
Excellence in performance…
Means regularly and consistently exceeding the performance targets established while meeting the organisation’s performance standards.
www.ntis.gov.au
Business Services Package – BSBMGT502A
To maximise the performance of employees while maintaining high levels of morale and retention, is the key to an organisation obtaining a competitive edge. Coaching is the process that assists employees to deepen their learning and improve their performance.
On-the-job coaching
Giving feedback on performance issues is part of coaching. You need to be consistent when providing information on the strengths and weaknesses of your staff performance. Individuals that perform well are coached into developing their skills further. However, those performing below acceptable standards are given advice and coached or counselled to help improve their performance.
Coaching is a learning process that is aimed at bringing out the best in a person. It can assist in long and short term goals that in turn assist in career development. Coaching helps individuals improve their general skills as well as helping in areas that need improvement. For this reason, it is a valuable tool for increasing an organisation’s overall productivity as well as increasing morale.
Developing a coaching plan
To ensure the coaching process is effective you should:
Make an assessment on how quickly you think the individual can be coached to an appropriate performance level.
Identify and brief the person or persons who will be conducting the coaching.
Set clearly defined performance targets and deadlines in conjunction with the employee which are agreed to in writing.
Identify and follow up any particular training needs for that individual.
If the individual is able to meet these specific goals or targets within the timeframe given then you can be sure that the coaching program has been a success.
Larson and Richburg (2000) write that there are Seven Key Elements of Coaching. They are:
3.4 – Document performance in accordance with the organisational performance management system
As a part of any continuous improvement, it is important to leave a paper trail. A coaching plan is a document that outlines the gaps in an employee’s skills that need to be closed. A sample coaching plan is shown below.
Sample coaching plan
Name: _______________________________________________________________
Manager: _____________________________________________________________
Date of meeting: _______________________________________________________
Areas where excellence in performance has been demonstrated
Performance areas needing improvement
Additional items (i.e. training and professional development needed)
Next steps
3.5 – Conduct formal structured feedback sessions as necessary and in accordance with organisational policy
Feedback should not only be ongoing, there should be times when it should be formal. For ongoing, informal feedback to be effective, it should be:
Timely – Provide feedback as soon as you can to when it occurred. If you wait until the annual performance appraisal to address poor performance, your staff will resent that you did not give them a chance to correct the problem.
Specific – Be specific and address the behaviour in a performance in terms of measureable outcomes. Staff will be less likely to dispute any perceived problem if they are involved in the goal setting process.
“Owned’ by the giver – Use “I” and “my” when giving feedback so that you can take responsibility for your own thoughts and actions.
Understood by the receiver – Ask your employee to rephrase the feedback to ensure that they understood it. Offer them access to any resources or tools that are available that can assist them in fulfilling these expectations.
Delivered in a supportive environment – Provide support. Make it clear that the purpose of the feedback is to assist the employee in achieving success. Give the employee an opportunity to explain why their performance is lower than normal and discuss ways in which they can be motivated.
Followed-up with an action plan – Work with the employee to find ways to improve his or her performance or reinforce the positive behaviour that they have demonstrated. Agree to deadlines and goals and schedule any follow up meetings if they are required.
Given with no surprises – Do not put any surprises in the feedback session. If a problem is not discussed in feedback then it should not be discussed in the performance appraisal.
Formal reviews are an essential part of the performance management process for many organisations. Even though, managers offer ongoing feedback, when it comes to the formal review, there is a negative stigma to it. As managers, you need to make the formal review process a positive experience. This can be done by:
Focusing on the positive.
Be objective; however discuss the positive feedback as it will lift performance considerably. Emphasise specific outcomes of the review such as rewards such as promotions, raises or bonuses.
Emphasise the future.
Communicate their long-term potential within the organisation as staff are tending to stay longer in workplaces.
Discuss weaknesses without emphasising them.
Move away from just giving negative feedback. Accompany negative feedback with suggestions on how they can perform their job better.
Do not emphasis the two extremes of the negatives and the positives. Find a balance and use it.
As a manager, when you give feedback in formal reviews, make sure that:
Staff are given an opportunity to prepare for the review.
Make sure that you have the experience to give the feedback constructively. Avoid being blunt, not discussing a subject because it might cause conflict and be clear and concise with the feedback you give.
Make sure that the review process is two ways. Let the employee also give you feedback.
Don’t just concentrate on the last year; let the employee know what lies in their future.
Follow up. You will lose credibility if you don’t follow up on the actions that you say you are going to make then you will have a long fight in regaining the integrity of the review process.
Activities 3.1 – 3.5
4. Manage follow up
4.1 Write and agree on performance improvement and development plans in accordance with organisational policies
4.2 Seek assistance from human resources specialists where appropriate
4.3 Reinforce excellence in performance through recognition and continuous feedback
4.4 Monitor and coach individuals with poor performance
4.5 Provide support services where necessary
4.6 Counsel individuals who continue to perform below expectations and implement the disciplinary process if necessary
4.7 Terminate staff in accordance with legal and organisational requirements where serious misconduct occurs or ongoing poor-performance continues
4.1 – Write and agree on performance improvement and development plans in accordance with organisational policies
Once the performance appraisal for the previous year is complete, it is up to you as a manager to thoroughly discuss specific development goals with individual staff members and work on creating a realistic plan for achieving these goals.
A Performance Improvement Plan is a document that is designed for a member of the team who is not performing up to expectations in their current role. Helping the develop employees is an essential part of the continuous cycle of learning and growth for both the employee and the organisation as a whole. Utilising this type of ongoing assessment, appraisal, and development system allows an organisation to manage performance issues by focusing on developmental plans and opportunities for each employee, which in turn increases organisational effectiveness.
Performance management in action
The types of activities you may wish to consider when discussing and identifying development opportunities with an employee include:
Attending courses with external providers
Attending internal development classes
Attending seminars or conferences
Career counselling
Coaching
On-the-job training
Online training programs
Participation or membership in professional organisations
Participating in job rotation
Participating in special projects
University or certificate programs
Working with a mentor
As a manager it is important that you help employees develop their careers. This means making recommendations on development. You should make sure that any recommendations you make take into consideration not only the interests of the organisation, but the staff member’s interests. Any training and development should be pursued immediately.
Before finalising any development plans ensure that you get the necessary approval from senior management and check that there are sufficient resources available to allocate to the development activities. Carefully consider what impact the development plan will have on other employees. This is especially important if the employee is going to be training for an extended period. You may need to find staff to replace them on the floor.
Once the specific development activities for an individual employee have been identified, they must be agreed to in writing and added to that person’s performance plan.
4.2 – Seek assistance from human resources specialists where appropriate
Human resource specialists are specifically trained in all aspects of employee relations and industrial relations, so a HR expert is the best person to turn to if you are unsure about how to tackle a particular performance issue.
Employee relations
refer to the nature and quality of relationships between individuals and groups in the workplace, whereas
industrial relations
are concerned more specifically with the rules governing the relationships between parties to an industrial arrangement or contract.
Industrial relations issues can arise when an employee believes their employer has breached one or more of their conditions of employment, or has acted in a manner which is contrary to employment law. Employees in this situation may seek assistance from a union, staff association or industrial tribunal in order to achieve redress from the organisation.
Staff grievances and performance problems, whether they fall under the category of employee relations or industrial relations, must be managed and resolved if the working relationship is to continue.
Organisations that employ HR officer often encourage staff to contact the HR officer with queries that issues like personnel policies, terms and conditions of employment or leave entitlements directly. In these situations, the HR officer is also generally available to provide confidential counselling to staff on request.
4.3 – Reinforce excellence in performance through recognition and continuous feedback
Staff that have proven that they are a valuable asset to your organisation should receive positive feedback. The areas of performance you should consider providing special recognition for include:
Sales performance
Productivity
Teamwork
Initiative
Quality of service
Quality of communication
Participation in special projects
Once you have identified specific examples of excellence, you need to determine what type of recognition will be most appropriate. For example
Personal recognition
Verbal praise (one-to-one, or in a group situation)
Written praise
A letter of commendation
A thank-you card
A small gift
Personalised certificate of achievement
4.4 – Monitor and coach individuals with poor performance
Any employee who is not meeting their performance expectations should be given coaching and retraining. To determine whether the coaching or training program was successful you should:
Obtain feedback from the coach or trainer
Speak to the employee to find out whether they feel the coaching or training program has been a success.
Observe the employee’s performance to detect improvements in performance.
Evaluate the employee’s achievements in light of agreed performance targets.
Conduct a review meeting with the employee at the conclusion of the coaching or training program.
If the poor performance continues, you need to consider what action needs to be taken.
In certain cases, i.e. where the poor performance can be linked to personal problems or learning difficulties, it may be appropriate to provide further, specialised support to that person. However, in cases of persistent and deliberate poor performance you may need to consider terminating the person’s employment with the organisation.
4.5 – Provide support services where necessary
Support services should be made available to provide staff with access and counselling by external professionals. This is usually paid by the employer. It is called the Employee Assistance Programs (EAP). If your organisation does not have access to an EAP, it may engage external professionals. It will still be feasible to engage an outside professional to assist employees in overcoming their performance problems.
Counselling, or workplace mediation are the main support services provided to employees who are experiencing difficulties.
Counselling is an appropriate option in cases where the employee is going through personal problems such as:
Family breakdowns
deaths
Divorce
Depression
Counselling may also be helpful for specific work related difficulties such as:
Lack of confidence
Feeling undervalued
Career crisis
Workplace stress
In cases where the performance problem is a direct result of workplace bullying, personality clashes or other interpersonal difficulties, you should strongly consider engaging a professional counsellor to conduct structured mediation sessions in your workplace.
These types of sessions are very effective in that they involve the whole team or group in identifying those behaviours or activities which have caused the problem, and working toward achieving outcomes that are acceptable for both the group and the wider organisation.
4.6 – Counsel individuals who continue to perform below expectations and implement the disciplinary process if necessary
Counselling can be conducted by managers, HR officers or external professionals. The employee has the right to have a representative, such as a union or workplace representative, in attendance at any counselling sessions. If outside professionals are used, the employee needs to attend. You should monitor the employee’s performance to make sure the counselling sessions are working.
Make sure you are prepared before attending a counselling session.
You should only conduct counselling sessions yourself it you have been trained in the counselling process. Prior to conducting and counselling sessions with an employee, you must ensure you are adequately prepared. Use operating manuals, guides and other tools to improve the employee’s performance.
How to conduct a counselling session
1. Schedule a confidential meeting with the employee – Provide the employee with sufficient notice and remind them that they may choose to bring along a representative if they wish. It is important that you do not schedule a meeting straight after this one, as you do not want to have to rush off in the middle of a counselling session. Allow enough time for the employee to ask questions and give feedback and make sure that you take notes.
2. Set and maintain a positive attitude – While you are primarily there to discuss the reasons for the poor performance and to help the employee to identify ways to overcome it, you should always focus your discussions on issues of good performance and why it is important for both the individual and the organisation.
3. Be cooperative, professional and focused – You must be objective and calm at all times. Do not let your personal opinions or feelings enter the discussion. Give the employee an opportunity to respond to your comments and listen, don’t lecture.
4. Seek clarification – Ask pertinent questions and stop now and again to get confirmation from the employee that he or she understands the performance problems and your expectations.
5. End on a positive note – At the conclusion of the meeting, emphasise the positives that have come out of the discussion, reinforce the fact that the employee is valued by the organisation, and stress that improving the employee’s performance is a mutually beneficial goal.
6. Prepare a written summary – Having a written summary of the discussion is beneficial. Keep a copy yourself and give one to the employee. This must be kept confidential from other staff.
7. Follow up with the employee – Schedule a follow-up session to check on the employee’s progress.
Activities 4.1 – 4.6
4.7 – Terminate staff in accordance with legal and organisational requirements where serious misconduct occurs or ongoing poor-performance continues
Page | 2
Termination
means the cessation of the contract of employment between an employer and an employee, at the initiative of the employer within relevant industrial agreements
MSA Training and Professional Development Phone: 03 9905 3180
Room 159, 21 Chancellors Walk Website: msatraining.edu.au
Monash University Clayton, Vic 3800
BSBMGT502 V3 24.01.19
For more information on Termination and your rights, please refer to the Offices in your State.
If you have been dismissed or unfairly treated at work because you’re being discriminated against you can complain to the Fair Work Ombudsman or to:
Fairwork Australia at www.fwa.gov.au
Australian Human Rights Commission at www.hreoc.gov.au
There are also state laws that protect you against discrimination. If you want to lodge either a harassment or discrimination complaint that relates to a state law, complain to:
State
Office
URL Address
ACT
Human Rights Commission
http://www.hrc.act.gov.au/
NSW
Anti-Discrimination Board
http://www.lawlink.nsw.gov.au/adb
NT
Anti-Discrimination Commission
http://www.nt.gov.au/justice/adc/index.htm
QLD
Anti-Discrimination Commission
http://www.adcq.qld.gov.au/
SA
Equal Opportunity Commission
http://www.eoc.sa.gov.au/
TAS
Office of the
Anti-Discrimination Commissioner
http://www.antidiscrimination.tas.gov.au/
VIC
Equal Opportunity and Human Rights Commission
http://www.humanrightscommission.vic.gov.au/
WA
Equal Opportunity Commission
http://www.eoc.wa.gov.au/Index.aspx
More information can be found at:
National Anti-discrimination Information Gateway
If your matter relates to general bullying or harassment, you can contact your relevant state or territory OH&S body:
State
Office
URL Address:
ACT
WorkSafe
http://www.ors.act.gov.au/workcover/index.html
NSW
WorkCover
http://www.workcover.nsw.gov.au/pages/default.aspx
NT
WorkSafe
http://www.worksafe.nt.gov.au/
QLD
WorkCover
http://www.workcoverqld.com.au/
SA
WorkSafe
http://www.safework.sa.gov.au/
TAS
WorkCover
http://www.workcover.tas.gov.au/
VIC
WorkSafe
http://www.worksafe.vic.gov.au/wps/wcm/connect/wsinternet/WorkSafe
WA
WorkCover
http://www.workcover.wa.gov.au/Default.htm
Consistently discipline poor performers
What is underperformance?
Underperformance or poor-performance can be demonstrated in the following ways:
Inability to perform the duties of their position or at the standard required
Not following organisational policies and procedures
Behaviour that is not acceptable in the workplace
By displaying behaviour that is negative and disrupts co-workers
Discipline is not the same as punishment. Disciplining staff is an effective tool to rectify poor staff performance. Avoid disciplining staff if their skills are not up to scratch. They may require further coaching or training first. No matter how good your planning and performance management procedures are, there will be occasions where you will need to discipline staff on undesirable behaviour.
Make sure that discipline occurs as fast as possible while it is still in the employee’s mind and rectify it before it goes too far. Always give the party a chance to bring someone with them to the counselling session. If you do not do this, then the problem could become worse for the whole organisation.
Underperformance arises for many reasons including:
The organisations workplace policies and procedures are not clear and the employee does not understand what the consequences are.
Interpersonal differences and cultural misunderstandings.
Workplace bullying.
Negative experiences or workplace leading to low morale and lack of personal motivation.
Personal issues such as family stress.
No positive reinforcement so they do not know if they are performing their duties correctly.
Initiating and conducting terminations
Terminating a staff member’s employment is a serious act and should never be undertaken lightly. If you do decide to initiate a termination process, you must make sure that it is done in accordance with your organisation’s policies and any overriding legal requirements.
By law, an organisation can terminate the employment of an employee for serious misconduct, or ongoing poor performance. The rules and requirements are very different in each of these categories.
For the rest of this unit, we shall refer to you as a Manager acting as a representative for your employer, thus when we write employer, we are referring to you. As a manager, acting for your employer under law it is illegal to dismiss or make redundant any staff if the actions were considered harsh, unjust or unreasonable or if the dismissal is consistent with the Small Business Fair Dismissal Code.
When Fair Work Australia considers whether a dismissal is harsh, unjust or unreasonable, they take into account a range of factors including:
If there’s a valid reason for the dismissal relating to the employee’s conduct or capacity
If the employee is notified of the reason and given an opportunity to respond
If the dismissal relates to unsatisfactory performance, then whether the employee is warned about it before the dismissal.
From 1 January, 2010, The National Employment Standards (NES) replaced the non-pay rate provisions of the Australian Fair Pay and Conditions Standard (the Standard). Under the NES the rules relating to redundancy and redundancy pay have been modified. The NES also requires a cover notice when an employee is dismissed.
Under law, a dismissal is harsh, unjust or unreasonable if:
There is a valid reason why the employee acted the way in which they did.
The employee is advised of the dismissal and is given a chance to respond.
If the employee does not perform at a specific level and they were warned about it before they were dismissed.
Unfair dismissal
Unfair dismissal arises when an employee:
Cannot give a valid reason for underperforming; are advised of said underperformance and makes no effort to address the issue
Does not take the chance to respond when they are notified of the dismissal
Is not given an opportunity to have a support person present during dismissal discussions; and
Any other factors that fair work Australia considers relevant.
It’s not an unfair dismissal if the employer is a small business employer and they follow the Small Business Fair Dismissal Code. Note from 1 January 2011, a small business will be determined by a headcount of each employee, irrespective of hours worked. The headcount includes casuals employed on a regular and systematic basis, employees of associated entities, and the employee/s being dismissed.
There are special arrangements for small business including:
1. Small businesses are recognised as not having sufficient resources, time and can’t find employee’s for specific positions.
2. An easy to understand fair dismissal code to make sure that the employers are not unfair.
3. Specialist service from the office of the fair work ombudsman.
4. The time for unfair dismissal has been extended to 12 months from the original 6 months.
There are special unfair dismissal arrangements that apply to small businesses.
When FWA considers whether a dismissal is harsh, unjust or unreasonable, they take into account a range of factors including:
If there’s a valid reason for the dismissal relating to the employee’s conduct or capacity.
If the employee is notified of the reason and given an opportunity to respond.
Any unreasonable refusal by the employer to allow the employee to have a support person present at any discussions relating to dismissal.
If the dismissal relates to unsatisfactory performance, whether the employee is warned about this unsatisfactory performance before the dismissal.
The impact of the size of the employer’s enterprise on the dismissal process, including the absence of dedicated human resource management specialists or expertise.
Any other factors FWA considers relevant.
http://www.fairwork.gov.au/termination/unfair-dismissal/pages/small-business-fair-dismissal-code.aspx
Unlawful termination
Unlawful termination is where an employee’s employment is terminated for a discriminatory reason, or otherwise against the law.
There are protections for employees who have been unlawfully terminated.
Discrimination & adverse action
There are laws to protect employees and prospective employees from job-related discrimination.
It is essential that as a representative for your employers that you are aware of this issue and provide discrimination-free workplace.
What is discrimination?
Under Commonwealth workplace law, an employer must not take ‘adverse action’ (as set out below) against any employee or prospective employee because of the following attributes:
Race
Colour
Sex
Sexual preference
Age
Physical or mental disability
Marital status
Family or carer’s responsibilities
Pregnancy
Religion
Political opinion
National extraction
Social origin
What is adverse action?
The following are all examples of adverse action when taken because of any of the above attributes:
Dismissing an employee.
Damaging an employee’s ability to do their job.
Changing an employee’s job to their disadvantage.
Treating one employee differently from other employees.
Refusing to employ a potential employee.
Not offering a potential employee all the terms and conditions normally in a job.
Exceptions
There are also certain exceptions, where an action may not be considered discrimination.
The Fair Work Ombudsman cannot investigate discrimination claims, if the alleged discrimination:
Is not illegal under any Australian anti-discrimination law where the action is taken.
Is based on the inherent requirements of the job.
Is taken against a staff member of an institution conducted in accordance with religious beliefs in good faith and to avoid injury to the organisation’s religious beliefs
Is it really discrimination?
General bullying, harassment or workplace conflict is not the same as unlawful discrimination, and such matters should be directed to your state or territory OH&S body.
Treating someone differently may not necessarily be a case of unlawful discrimination.
Unlawful discrimination only occurs when someone is treated differently because of their race, colour, sex or one of the other attributes outlined above.
Activity 4.7
Skills and Knowledge Activity
Nearly there…
Major Activity – An opportunity to revise the unit
At the end of your Learner Workbook, you will find an activity titled ‘Major Activity’. This is an opportunity to revise the entire unit and allows your trainer to check your knowledge and understanding of what you have covered. It should take between 1-2 hours to complete and your trainer will let you know whether they wish for you to complete it in your own time or during session. Once this is completed, you will have finished this unit and be ready to move onto the next, well done!
Congratulations!
You have now finished the unit ‘Manage people performance’
References
Bacal, R (1999), Performance Management McGraw Hill
FairWork Ombudsman, 09-Best Practice Guide – Managing Underperformance
URL Address: www.fwa.gov.au ,Date: 02.02.2011
Larson, P.S & Richburg, M, (2000) Leadership Management URL Address: http://www.khup.com/download/15_keyword-on-the-job-coaching/leadership-coaching
Access Date: 1.01.2011
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