BSBMGT502B - Manage People Performance

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BSBMGT502B Manage people performance March 2008 Version 1 Page i of 35

Diplomain

Management

Learning and Assessment Material

BSBMGT502B

MANAGE PEOPLE PERFORMANCE


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BSBMGT502B Manage people performance March 2008 Version 1 Page ii of 35

Contents

How can you plan a work schedule?............................................................ 3How do you know what work needs to be done?......................................... 3Whose job is it?............................................................................................ 3What resources will you need?..................................................................... 4How can you best manage your work time?................................................. 4Why should you revise your work schedule?............................................... 6Working as a team. 6Identifying a work team. 7How can we work together?......................................................................... 7Effective time management. 7Active participation of team members 8Negotiating.. 9Co-operating with and supporting others9

Making decisions as a team.. 10How should tasks be allocated?................................................................. 10Putting together an action plan.. 11Reviewing your teams performance.11Team leader skills 12Performance appraisal 16360 degree feedback...18Measuring outcomes against goals...19What is induction/orientation?.................................................................... 20

Key components of an induction programme. 21Sample induction checklist. 22Common pitfalls in planning induction programmes.. 24Performance indicators24Monitor and evaluate outcomes of agreements..25Actions open to employers if employee(s) fail to abide by agreements..25Monitoring and evaluation key points 25Seeking assistance. 26TRAINING AND ASSESSMENT ACTIVITIES AND QUESTIONS.. 27

Assessment task.. 28ASSESSMENT MODE A - Oral questioning29ASSESSMENT MODE B - Skills observation checklist. 30Participant survey of materials...34Suggested Answers.35

Hinson Institute of Training


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BSBMGT502B MANAGE PEOPLE PERFORMANCE

Element of competency:1. Allocate work2. Assess performance

3. Provide feedback4. Manage follow-up

How can you plan a work schedule?

Being effective in your workplace means getting a job done with the leastamount of time and fuss. To do this you will need to:

Identify what work needs to be done

Identify what resources (people and equipment) you need to complete

the work.

How do you know what work needs to be done?

It is a good idea to keep track of the work you need to do by making a list ofall the tasks and duties you and your work team must complete.

Make sure your list includes not only obvious jobs such as orders that need tobe filled, but also less obvious jobs such as maintaining equipment, cleaningand preparing for the job. These tasks may seem minor, but can cause bigproblems if they are forgotten.

Whose job is it?

One of the difficulties of identifying your work tasks is knowing what work youare responsible for and what is the responsibility of others.

You should be clear about what you need to do and what other people can beexpected to do. This requires a good deal of communication between yourworkers and workers in other areas. Always check before you assume that atask is someone elses responsibility.



What resources will you need?

What resources you need will depend on how much work you have to do, andwhat type of work it is. Some jobs require special equipment and skills so youwill need to arrange these things well in advance.

Once you have decided what jobs you need to do, estimate what people andequipment you will need to complete them. Make sure you have enoughpeople with the right skills and the correct operating equipment before youstart work each day.

How can you best manage your work time?

Another important aspect of workplace effectiveness is being able to make themost of the time that you have. This means organising your time carefully, anddeciding how to fit the work you need to do into the time you have available.

You can manage your time at work better by:

Prioritising your work tasks

Setting goals

Cutting down on time wasters.

Prior it is ing your t ime

Prioritising your time means organising your work tasks into order of urgencyor importance. By doing this you can be sure that your most important jobsare finished on time and not left to the last minute. When prioritising your workyou should consider the following factors:

When does the job need to be done by?

How big is the job will it need to be completed over a number of

days?

How does the job affect other jobs will getting one job out of the way

to free up people, space or time for other work that needs to be done?

Goal sett ing

Setting goals for yourself and your work team is also a good timemanagement strategy. Goal setting increases your motivation and helps you

to stay focused on the work you need to do. You should make sure that yourgoals are achievable and revise them from time to time. Write down yourdaily, weekly, or monthly work goals and place them where you can easily seethem.



Cutt ing d own on ' t ime wasters '

Being organised also means cutting out all the things which gobble up yourtime and make you inefficient. Some common time wasters include:

Unscheduled visitors

Daydreaming

Telephone calls

Socialising

Unmanaged conflict

Mistakes or ineffective performance

Indecision or procrastination

Duplication two people doing the one job, or doing the same job twice

A tendency to do it yourself rather than delegate work tasks

Unrealistic time estimates and attempting to do too much

No co-ordination or teamwork

No objectives or planning

Failure to set deadlines

Poor communication failure to get the right information or listen to

instructions correctly

Failure to cope with change

'Firefighting or crisis management.

Some usefu l t ips for cu t t ing d own on yo ur t ime wasters are :

1. Don't be a slave to your telephone. Organise your calls, and trainothers to call you at certain times.

2. Shorten the amount of time taken up by unannounced visitors. Offer toget back to a person later so that you can give them your undividedattention.

3. Learn the art of delegation. Ask yourself, What am I currently doingthat someone else could do?



Why should you revise your work schedule?

Although it is important to organise your work, time, and resources well inadvance, it is likely that you will have to change your plans from time to timeto allow for unplanned events or interruptions.

For this reason it is important to be flexible about your schedule and preparedto revise it every now and again.

Working as a team

Now we need to look at some things that are very important to modernworkplace management the team and teamwork.

A workplace team is in many ways like a sporting team. In a football team, forinstance, some members are valuable because they are quick, some are

valuable because they are skilful, and some are valuable because they havethe power to keep going when others are tired or dispirited.

A good work team is similar to a sport team. Some of its members will begood thinkers, others will be very skilful in dealing with people, some will beable to concentrate well, and others may be able to notice when work matesare struggling and be able to help them. When working as a team you need totap into all of these strengths and use them to your advantage.

In the workplace the team model is used simply because it has proved to beextremely effective and productive. We know this from workplace experience

throughout the world.

Working in a team gives you the opportunity to:

Share a range of ideas and opinions

Improve your communication skills

Learn from your peers

Share a sense of responsibility for decision making and work projects

Meet new people and experience a sense of belonging.

It is also true that when people work together they are happier and moreproductive. They will also work harder to reach difficult targets, and will beproud of what they achieve together. Teamwork also gives people theopportunity to share their ideas on:

How the work should be done

What changes should be made

How responsibilities should be allocated Who needs extra recognition?

Who needs extra help?



Identifying a work team

A work team is a group of workers who have come together to achievesomething. Often they will be members of the same work section or area whoshare a common goal or purpose.

Some teams stay together for a long period of time. Others are formed to dealwith one issue or problem that has come up. However long the team plans tostay together, members of a team must be able to co-operate andcommunicate with each other if they are going to work well and be successfultogether.

Just like the football team described earlier, the most effective teams aremade up of different kinds of people with different strengths and backgroundswho can contribute a variety of skills and experiences.

How can we work together?

A successful work team needs to have:

Effective time management

Active participation by team members

Open negotiation

Supportive and co-operative members.

Effective time management

We have already discussed several time management techniques that youcan use to manage your own work time, and these are equally important whenmanaging the time of teams. When you are working as a team, good timemanagement means that everyone's time is valued. You will need to makesure that team meetings have definite starting and finishing times and thatthere is time for everyone to have their say.

Time wasters are as important for the team to avoid as they are for theindividual. You need to identify what they are for your team and think aboutways you can avoid them.



Active participation of team members

When teams participate actively, more ideas are contributed and work isshared more effectively. Active participation involves:

Making suggestions, even when you think other members of the group

know more about the subject than you do

Getting involved in decision making and organisation, and working hard

on your allocated task

Allowing other people's contributions to be heard.

You are not actively participating if you are:

Withdrawing from the group

Sitting quietly and letting others do the work Being aggressive or hostile

Wanting to do all of the talking and not giving others a turn

Turning other peoples contributions into a joke.

It is important that you avoid these kinds of behaviour and discourage them inothers.

You can influence a group to accept your ideas without being forceful.Contributing to the group in a positive and supportive way can do this. Youcan:

Put forward your ideas as open questionsWhat about if we'

Show empathy with other team members I understand why you feel

like that but

Actively listen to other group members ideas and points of view.



Negotiating

Negotiation is important to teamwork because it is through negotiation anddiscussion that team members can have a say in what and how things need tobe done.

When you are working with many different people you wont always agree onthe same things. However, unless you find a common path you cant evenbegin to achieve your aims. This is where negotiation becomes important.

Negotiation, as the dictionary tells us, is talking with others to achieveagreement. The heart of negotiation is compromise, which means giving andreceiving. When you make a compromise both parties give up somethingsmall but are happy with the outcome overall. When you are buying a car, forexample, you discuss a price with the salesperson and offer them an amountof money. The salesperson asks for more and the discussion continues until

you eventually agree on a price that you are both satisfied with.

When negotiating, aim for a win/win situation in which both sides give upsomething but are happy with the overall result. Avoid win/lose situationswhere one side feels they have won and the other feels they have losteverything these outcomes are likely to lead to unhappy future workrelations.

Co-operating with and supporting others

Teams often work under pressure to meet deadlines and deal with stressfulsituations such as equipment breakdown or incorrect deliveries. For thisreason it is important to encourage co-operation and supportive behavioursamong work team members. In general, when we work as a group we behavein one of two ways:

We look after ourselves

We look after the group.

Things people can do to look after themselves include:

Trying to dominate and control others

Trying not to get involved withdrawing from the concerns of the group

Calling attention to themselves attention seeking

Distracting the group from its main goals.



It is important to avoid these behaviours because they will destroy theproductivity and harmony of the group. Things people can do to look after thegroup include:

Trying to draw out other members by showing support and praise

Trying to sort out disagreements between team members

Offering to give in to something in order to achieve agreement being

prepared to compromise.

These are behaviours that should be encouraged in your work team becausethey promote co-operation and tolerance between group members, and willhelp you to get the job done.

Making decisions as a team

Making decisions means choosing one solution or one option from two ormore possible solutions or options. One way to make good team decisions isto use Ifthen processes. This means asking yourselves: If we do this, thenwhat will happen?

Using this technique you can consider your options, alternatives and likelyoutcomes before a decision is made.

How should tasks be allocated?

Not sharing responsibilities is a certain path to ineffectiveness and lowproductivity. When working in teams it is the team leaders job to make surethat work is allocated fairly.

When allocating work tasks:

Give each member of the team the chance of doing different jobs andencourage them to build up skills and confidence in new areas

Get input from team members about where they would like to work andhow they think tasks should be allocated

Let people know that they are trusted to perform the task you have set

for them.



How do you allocate work tasks? You might like to use the following steps tohelp you delegate tasks:

1. List all the tasks done by the section in order of importance.

2. Mark the tasks that you personally must do (and show why).

3. Work out a pattern that gives everyone in the section a chance to

learn and complete a range of tasks.

Putting together an action plan

All of the skills we have just discussed can be used to help you set up anaction plan for your work team. An action plan is a set of ideas about what youneed to do as a team and how you need to do it. When there is a job to bedone you should set up an action plan that needs to be followed.

When writing an action plan you should consider:

What is the task at hand?

What are the major steps you need to follow?

What order should these steps take?

Which people should be involved?

What materials and resources will you need?

What are the deadlines for this job?

What major risks or hazards might be involved?

Which steps, if any, can be done at the same time?

Reviewing your teams performance

We review performance so that we can see what we have done well and what

we might do better. Reviewing is critical in the workplace because it is fromreviews that change and progress can occur.

When reviewing your teams performance, you should ask the followingquestions:

Have we completed all our set tasks?

Were all our deadlines met?

Was the work done to an acceptable standard?

Did we run into any problems? Why did we run into problems?

Was there any conflict between team members?



Team leader skills

Listening

Listening is a very important skill in terms of your own as well as teamdevelopment. In fact, it can be said to be crucial to many work processes.

What we are referring to here is active listening. When you have supervisoryresponsibilities it is good to be well-trained in the art of listening, and you maywish to train further on this if you lack skills in this area.

What distinguishes a good listener from a bad one? Good listeners:

Are motivated to listen to what other people have to say

Make eve contact, because this shows that they are interested in whatthe other person has to say

Show interest through body language (nods of approval, facialexpressions of interest, amazement etc) and recognise it in others

Are not distracted (going through papers on the desk, picking up thephone etc)

Show empathy, i.e. try to switch off their own prejudices andpreconceptions

Are not afraid to hear emotions as well as facts, but know how to focuson the business at hand

Ask pertinent and clarifying questions

Paraphrase, i.e. repeat things the speaker has said in other words

Do not interrupt but allow the other person to finish speaking

Allow the speaker plenty of time and do not talk too muchAlso, good listeners are aware of:

Boredom - if you know what the other person is going to say and youswitch off, you might miss an unexpected track of thought. You willhave to have the skill, therefore, to stay alert. It helps to use some ofthe active techniques above.

Being judgemental - if you dont like somebody its hard to listencarefully. So, practise saving your judgements for the appropriate time.

Always wanting to win the argument. If you do you are so focussed onwinning that you dont actually listen. As leader or coach it is not yourjob to win, it is your job to motivate.

The tricks memory and hearing plays on people: some people sufferfrom:



- Selective memory (remembering only what we want toremember)

- Selective expectation (the well-known self-fulfilling prophesy:what you expect is what you get)

- Selective perception (we only hear that which lies close to our

own views and beliefs).

Coaching

As a manager of a team it is important to have the skills that allow you todevelop your team. In the preceding topics we have focussed on many skillsthat team members should develop; this topic deals with the manager of ateam. Note, though, that coaching is not necessarily done by managers. Infact, many (larger) organisations have people specialising in this function

(often in the human resource department) or have set up a buddy system.

Coaching aims at improving an employees performance at work. A coach canoffer advice, an actively listening ear and motivating encouragement through asupportive climate. Organisations will fill in these roles differently, but a coachis not a personal counsellor (who can deal with employees on a personallevel), and is not a mentor (who can serve as role models for employeesperforming specific, often technical, tasks).

Coaches will generally peek around the corner when either the employee hasindicated having trouble at work, or when a manager has observed the same.

A coach is genuinely interested in the employee and critically asks why theperson in question approaches work in such and such a way. He activelylistens and empowers the employee by offering advice, demonstrating skills,consulting with the employees manager (if these are not the same person)and generally collaborating with the person in question to improve life at work.Coaching can improve communication within a team and help in managingconflict. A team manager, in a coachs role, can strive to reinforce the goalsthe team has been set or set for themselves.Coaches:

Can give both positive and negative feedback, depending on what isrequired

Do not assign any blame: they are impartial but do want to develop theemployee in the direction the organisation requires

Encourage two-way and open communication: there has to be a basisof trust between coach and employee

Manage conflict: if there is disagreement between the employee andothers in the organisation, the coach can help the employee to choose

the right strategy to find a solution

Meet on a regular basis with employees in one-to-one talks

Help employees set up and maintain their personal development plans



Feedback

One of the coachs special tasks is to give feedback to the employee.Feedback is information that needs to be an incentive for the employee toimprove performance or change their approach to work, responsibilities orduties. Giving feedback is not easy. It has to be impartial, but at the same timehonest; it has to be encouraging, but at the same time not run away from

confronting difficult issues.

Feedback given by a coach or manager to the employee should have thefollowing characteristics.

Characteristic Bad example Good example

Specific There have been rumoursabout some problems in the

team.

I have been told that youhave been absent from

various meetings over thepast few weeks.

Non-personal I think you are wrong. Obviously there are differingopinions but yours is notshared by the other teammembers.

Work-related You are spending an awfullot of time with your familythese days.

I have noted that you havebeen leaving work early oflate.

I feel you are getting behindwith your work.

Descriptive You are not interested inwhat I say.

I would appreciate it if youwould carry out anyinstructions I give you.

Timely Now, a couple of months agoI noticed that some studentswere dissatisfied.

This morning a studentrepresentative saw me toexpress their dissatisfactionwith student services. Id liketo discuss that with you.

Constructive This months financial reporthas not been writtenaccording to the newguidelines that we discussedlast month.

I think this months financialreport is excellent and clear.In future could you take theguidelines that we discussedlast month as your guideline?



Interactive OK so lets put theseguidelines into practice nexttime right?

How do you feel about thenew guidelines issued by theboard?

How do you think we shouldinterpret them?

Additionally, it is important to ensure that feedback is frequent (hold regular,short meetings and observation), recorded (avoid acting on rumours),appraising but not moralising (as this is likely to make people defensive) andfocused (dont touch on too many things in one go).

Feedback can be based on a variety of sources, such as:

On-the-job observation

Performance appraisals

Information from supervisors and colleagues, or even clients

Personal, reflective reports

Routine methods monitoring service or product delivery

Styles

Coaching styles can vary; in fact they should vary depending on the person

you are coaching. The following matrix summarises what style you should beable to adapt, in order to find the correct balance that will challenge yourcolleague:

Strongly motivated Supervise Delegate

Weakly motivated Direct Motivate

Expert Non-expert

The aim of coaching is to move all your employees into the top right-handquadrant where you can delegate. Whatever their source, if both managersand employees believe in continuous learning, it can make a largecontribution to improved performance and job satisfaction.



The f ive-min ute coach

Sometimes you do not have enough time on your hand to have a longcoaching session. There is, however, an easy tool to start off the thinkingprocess in somebodys head.

1. Let your colleague describe the problem, as they see it.

2. Let your colleague describe the ideal situation they want to be in.

3. Together with your colleague list the obstacles that might be in the wayof achieving that ideal. Divide the obstacles in:

- Having to do with the employee (skills, attitude etc)

- Having to do with others (conflict, dissatisfied customer etc)

- Having to do with the situation (insufficient means, deadlines

etc)

4. Together with your colleague brainstorm how to avoid these obstacles

5. Together, decide on a short-list of measures and actions

Performance appraisal

An accepted method to use to develop teams you are working with or in, is the

performance appraisal. Where in the past such interviews between managerand employee were mainly used to determine whether somebody deserved apay raise or not, nowadays their potential for further development of theemployee is stressed.

Once or twice a year an employees performance is discussed. The aim is toidentify strengths and weaknesses (see topics 6 and 8) and to offeropportunities for improvement. As a manager you need to be able to performappraisals (take on the role of coach, be able to give feedback); as anemployee you need to be able to receive them (be responsible andaccountable for your own development).

Opinions on performance appraisals vary enormously - some people arestrongly in favour of them, others think that they are unreliable andcondescending. Nevertheless, the fact is that they are used on a large scalethroughout the world to improve performance and reward accomplishment. Ifthe instrument is used in an unbiased way; if trust and belief in developmentform the starting point of any such discussion; if the employee gets theopportunity to comment on the reporting of it; and if the appraisal is not usedto judge, then with all its shortcomings it may be an excellent tool for individualand team development. If inappropriately used the result can be resentment

and serious morale damage, leading to workplace disruption, souredrelationships and productivity declines.



There are lots of ways in which you can take an appraisal. Organisations use:

Questionnaires

Interviews

Rating scales

Reports about employee performance.

Studies and practice have shown that employees prefer an interview situationwhere they are able to talk freely and without bias about their performance,and where the interview is a two-way tool. The employee must also be givenan opportunity to discuss the managers performance and their expectationsof the managers performance. The most important features of any interviewset-up are open-mindedness, honesty, clarity and a clear purpose andstructure.

There are many different formats you can use to conduct an appraisalinterview. You can, in fact, find many interesting examples on the internet, thatyou can adapt for your own organisation. What is important is that theemployee is made aware of the format you are using, the criteria that youapply and has been given the opportunity to prepare for at least a weekbeforehand. The following general format can be used:

Have a preliminary meeting: Sit down with the person involved todiscuss the performance appraisal process if the team member isunaware of the format; if the employee has been through it before,written information should be sent around at least a week beforehand.

Give the employee a worksheet to fill out.

Schedule the time and select a location for the meeting.

Complete worksheets: Each of the parties completes the written reportin preparation of the interview. Base your assessment on your record ofemployee performance compared against the objectives, assignmentsor requirements you have previously communicated in your ongoingplanning process. Take into account improvements made by theemployee in response to your coaching or training.

Meet to share and discuss the results of the performance appraisal.Seek agreement on job duties, assignments and priorities. Review thejob duties and goals and work on the development plan. Praisestrengths and achievements. Discuss concerns. Clarify goals andrequirements for the future. Discuss development needs.

The employee completes the process by either adding comments to yourreport, or signing the form and returns the form to the supervisor. Thesupervisor provides a copy of completed appraisal to the employee, andretains a copy.

Throughout the year this process is informally followed-up, unless there isreason for more formal assessment.



360 degree feedback

Managers should often give feedback to employees, as described above. The360 feedback model allows feedback about performance of the managerfrom various directions, including staff. It helps the manager develop and,through that, the teams performance improves. 360 feedback is also known

as:

Multi-source feedback

Multi-rater assessment

Upward feedback, where managers assess managers

Peer evaluation.

Each of these labels describes the process in which you evaluate yourself on

a set of criteria, your manager evaluates you, as do your peers and directstaff. You receive an analysis detailing how you perceive yourself versus howothers perceive you. One-on- one coaching sessions are used to guide thedevelopment process. This type of feedback can also be used for teammembers.

The process goes through the following steps:

1. Manager, team and the managers manager(s) provide feedback onyour performance. This can either be done through interviews orquestionnaires, sometimes even on-line. As soon as this is complete,

the managers profile can be created.

2. There will be a team session in which, on the basis of the gatheredinformation, the managers performance can be discussed. First,however, the managers manager or the external consultant has adebriefing session with the manager preparing him for the TeamSession.

3. A Team Session helps the manager and team understand the feedbackand brainstorm better ways to work together. This is literally on-the-jobdevelopment.

4. The managers manager and/or the consultant help to draw up anAction Plan for manager and team. This plan can be drawn up with thewhole team or with the manager.

5. Manager and team continue development and learning, and follow-upon action plans.

6. After a set time another debriefing session will see if the manager andthe team have fulfilled the agreed action plans. The process has comefull circle with this: this is why it is called 360 appraisal.

Depending on company culture feedback can be anonymous and themanager himself can be in charge of the process.



Measuring outcomes against goals

It is one thing to monitor your teams progress, but this monitoring is not muchgood if it isn't compared to your original team goals.

Outcomes are successful if they meet these goals. A team that has a target of

delivering 500 orders by the end of March cannot say they have reached theirgoal if the products aren't ready until the end of April.

When reviewing your goals you will find one of three situations:

The goals are achieved

The goals are exceeded

The goal is not achieved.

Whatever the result, you should recognise the efforts of those involved withpraise and supportive comments. It is important that everyone is given theopportunity to comment on the results.

If the goals have been achieved, you should re-examine your processes tosee if further improvements can be made. However, if the standard is to beraised to higher levels, more resources such as new equipment or greaterrewards must be made available. If the standard is raised without propersupport, people will lose their motivation.

If the goals have been exceeded you need to ask why the performance hasbeen so spectacular. The success might be because the goals were too easy,or because they were not assessed correctly. On the other hand, it might bebecause of the increased efficiency of your work team or work processes.If a goal has not been achieved there should be a thorough but non-threatening investigation.

There may be a number of reasons why goals were not achieved including:

Failing to recognise or correctly evaluate the performance standard

Failing to gain support of the people involved with the process

Overestimating the capacity of the process.

When one goal has been achieved, new goals can be set. Improvementsworked out in the review process can then be implemented.



What is induction/orientation?

Induction and orientation guide a newly recruited employee through thesettling-in process in the organisation and its work environment. While thesetwo terms are often used interchangeably orientation acquaints the employeewith more general organisation matters, while induction introduces the new

recruit to the immediate work environment.

Orientation aims to inform employees of organisation policies, valuesand benefits. In addition it makes employees aware of importantlocations, procedures and services, which are available to them.

Induction, on the other hand, is usually more concerned withintroducing the new employee to the job, the work environment,immediate manager or supervisor and other team members.

Orientation and induction are thus used to achieve the following:

Begin the process of organisational socialisation by which theemployee is introduced to the organisation culture.

Help the new recruit to settle into the job and thereby influence moraleand attitudes. No matter how vast the experience of the new recruits,they need to see how their job is undertaken in a differentorganisational setting. Thus induction and orientation should be carriedout for all new staff.

Have a look at the following objectives and benefits of induction:

Object ives

To create a favourable impression and help the recruit to develop apositive attitude toward the organisation.

To convey important information about the job and the organisation.

To inform the new recruit about how the job contributes to the

organisation.

To identify performance expectations and standards which must bemet.

To enable the new employee to reach full productivity as soon aspossible.

To build working relationships based on trust and confidence.

To reduce the anxiety normally experienced by new recruits andprovide a sense of security, acceptance and competence.

To make the employee aware of occupational health and safetyrequirements.



Benef i ts

Reduced turnover and absenteeism.

Positive attitudes and morale are developed.

Builds good communication and develops a positive relationship withimmediate supervisor.

Facilitates learning.

Instils safe working practices.

Informs staff of organisation culture.

Reduces training time and leads to higher levels of productivity sooner.

Key components of an induction programme

All relevant information imparted at the orientation/induction program must besupplemented with an induction booklet that the employee can refer towhenever necessary. The induction booklet can also be used as a contract ofunderstanding that is signed by both the hr department and the employee.

In order for the program to be effective the right personnel must be involved:

1. Senior management: the presence of senior staff suggests to theparticipants that the process they are going through is important.

2. Human resources representative.

3. Departmental head.

4. Team members who are appointed as mentors.

5. The organisation's Health and Safety officer.

An effective orientation/induction program is based on the following

guidelines:

Provides information as needed.

Conducted over a period of days, weeks or months.

Presents a balance of technical and social information.

Focuses on orientating each recruit and therefore caters to theirparticular needs.

Fosters two-way communication.

First day should make a positive impression.

Involves immediate supervisors in the process.



Recruits are gradually introduced to people with whom they interact.

Is stress-free.

The recruit's needs are diagnosed and met over the period; theseneeds are evaluated and induction information is updated to reflect this.

Sample induction checklist

The following checklist presents primary tasks and actions that need to beundertaken in order to prepare and run an effective induction programme.

1. Emp loy ee pre-arrival

Inform staff members of new arrival.

Prepare new employee's work area, organise supplies and equipment.

2. Adm inistrat ion form ali t ies

Receives outline of orientation/induction program.

Completes employment forms.

Receives information about wage/salary, deductions, pay dates,

method of payment and location of pay office.

Receives information about award coverage.

Furnishes bank account number (if applicable) and Tax File Number (inAustralia).

Leave entitlements are explained.

Procedure outlined for union membership and payment of dues (whereapplicable).

Procedure outlined for any other allowable direct debit payments.



3. Introd uct io n to organis at ion

Provide copy of job description - duties and responsibilities,performance standards.

Provide information on:

- Organisation polices including WH&S, EEO, harassment, dressstandards

- Performance appraisal system

- Normal hours of work, overtime approval, method of timekeeping, lunch and tea breaks, rosters

- Sick leave - expectations of employee regarding earlynotification, accrual of sick leave

- Workers' compensation entitlement and procedures

- Annual leave and other leave entitlements, scheduling, methodof application

- Other payments eg lunch, coffee, tea, etc

- Job related amenities - uniforms, protective equipment, travelallowance

- Committees such as safety committee, staff council, etc

- Social functions eg Christmas party, sports activities, social club,etc

- Local facilities - shops, banks, medical centre, recreational areas

- Child care facilities, if any

- Public telephones

- Staff discounts and other employee benefits and services

- Safety and security regulations and procedures

- Organisation policies on smoking, alcohol and drugs,misconduct, private phone calls, dress, confidentiality of guests

- First-aid arrangements, accident reporting

- Other amenities e.g. car parking, cafeteria, photocopying

- Telephone etiquette.

Note that some of the above information requires only a preliminaryexplanation with detailed explanation provided at a later date.



Common pitfalls in planning induction programmes

The following are some common problems with induction and orientationprogrammes:

Too much emphasis on paperwork.

Information overload.

Irrelevant information given.

Scare tactics used.

Formal one-way communication.

Lack of evaluation of the programs.

Lack of follow-up with new recruits.

Over-reliance on previous experience.

Lack of contact with departmental head and colleagues.

Performance indicators

As HR manager, you, along with the other managers, need to be accountablefor the effectiveness of the industrial relations policies within the organisation.Industrial relations key performance indicators assist in monitoring andevaluation as they are a measure of the effectiveness of the organisationsindustrial relations practices.

Key performance indicators include:

Levels of absenteeism

Labour turnover rates

Time lost through strikes and stop-work meetings

Reported grievances

Accidents and injuries (impact on or result in poor moral and indicate

poor processes)

Staff moral (staff moral surveys).

Key performance indicators can:

Help accountability

Help measure the effectiveness of the organisations industrial relationspractices.



Monitor and evaluate outcomes of agreements

Agreements should be reviewed by managers and employees, or theirrepresentatives, at a mutually agreed time.

Workplace/enterprise agreements may specify a nominal expiry date,

although this date cannot be longer than three years after the agreement hasbeen signed.

Actions open to employers if employee(s) fail to abideby agreements

Once approved by either the AIRC or the OEA, the agreement is both legallybinding and enforceable.

A range of actions is available to employers should the employee or group ofemployees fail to abide by the certified or approved agreement.

The Australian Workplace Relations Act 1996 prohibits employees from takingindustrial action during the life of an agreement. Should employees decide totake industrial action, however, employers are able to:

Refer to the AIRC

Seek damages and injunctions through the supreme courts

Seek damages through the court system.

Monitoring and evaluation key points

There is no point in working to a plan if there is neither the opportunity nor thewill to ensure that the plan is working.

Monitoring and evaluation allows you to ascertain if you are achieving your

targets.

For an organisations industrial relations policies and practices to be effective,resources must be committed to ongoing monitoring and evaluation.

Monitoring and evaluation acts as an early warning system for signs ofconflict.

Effective monitoring and evaluation may supply you with the solution to apotential or actual conflict through feedback from the personnel involved.

Managers must be responsible for industrial relations within their area.Industrial relations monitoring and evaluation should be undertaken by aperson trained in the area.



Seeking assistance

An HR professional cant be expert in all that he or she does. There will becertain strengths as well as some weaknesses. Even in a large HRdepartment, there will be some skills and tasks that will benefit from calling inoutside experts.

There are two choices you can call for help from within the organisation orseek external assistance. Internally, you might ask the marketing departmentfor help in designing communications with staff, or the IT department for helpin producing an HR intranet site for the computer network. If you go outsidethe company, you could hire consultants or technicians for their short termsupport in projects. This is known as outsourcing.



BSBMGT502B MANAGE PEOPLE PERFORMANCE

TRAINING AND ASSESSMENT ACTIVITIES AND QUESTIONS

The Trainee will be required to demonstrate competence on the job, in

practical demonstration; observation, question/answer and role-playsituations, incorporating verbal questions and written work, includingcompleting workplace forms, either to the RTO Trainer or Supervisor, underthe guidance of the RTO Trainer.

Element of competency:1. Allocate work2. Assess performance3. Provide feedback4. Manage follow-up

1. How do you plan a work schedule?

2. Why do work schedules need to be revised?



3. Why do we need to conduct performance reviews?

4. What is induction/orientation?

Assessment task

Provide your workplace assessor with an in-depth written report that identifieshow you are able to:

Allocate work

Assess performance

Provide feedback

Manage follow-up

Include samples and examples of workplace forms and documents used forthis task, where appropriate.



ASSESSMENT MODE A - Oral questioning

Trainee name:

Name of Workplace:

RTO Trainer name:

Unit/s of competency: BSBMGT502B

Unit Name: MANAGE PEOPLE PERFORMANCE

Date of training/assessment visit:

Instructions: In addition to written answers provided above, the trainee is required toprovide verbal answers to the following questions that will be asked by the RTO Trainer.Read the questions prior to the Trainers visit, and be prepared to answer them, obtaininghelp where necessary.

Did the trainee satisfactorily answer the following questions: Yes No

1. How do you plan a work schedule?

2. Why do work schedules need to be revised?

3. Why do we need to conduct performance reviews?

4. What is induction/orientation?

5. How do you deal with an under-performing staff member?

6. What are KPIs and why are they used?

The trainees underpinning knowledge was:

Satisfactory Not Satisfactory

Notes/comments :

Question 1:

Question 2:

Question 3:

Question 4:

Question 5:

Question 6:

RTO Trainer signature:

Trainee signature:

Date of assessment:



ASSESSMENT MODE B - Skills observation checklist

Trainee name:

Name of workplace:

RTO Trainer name:

Unit/s of competency: BSBMGT502B

Unit Name: MANAGE PEOPLE PERFORMANCE

Date of training/assessment visit:

During the demonstration of skills, did the trainee: Yes No N/A

Consult relevant groups and individuals on work to be allocated andresources available

Develop work plans in accordance with operational plans

Allocate work in a way that is efficient, cost effective and outcomefocussed

Confirm performance standards, Code of Conduct and work outputswith relevant teams and individuals

Develop and agree performance indicators with relevant staff prior tocommencement of work

Conduct risk analysis in accordance with the organisational riskmanagement plan and legal requirements

Design performance management and review processes to ensureconsistency with organisational objectives and policies

Train participants in the performance management and review process

Conduct performance management in accordance with organisationalprotocols and time lines

Monitor and evaluate performance on a continuous basis

Provide informal feedback to staff on a regular basis

Advise relevant people where there is poor performance and takenecessary actions

Provide on-the-job coaching when necessary to improve performanceand to confirm excellence in performance

Document performance in accordance with the organisationalperformance management system

Conduct formal structured feedback sessions as necessary and inaccordance with organisational policy

Write and agree performance improvement and development plans inaccordance with organisational policies

Seek assistance from human resources specialists where appropriate

Reinforce excellence in performance through recognition andcontinuous feedback

Monitor and coach individuals with poor performance

Provide support services where necessary

Counsel individuals who continue to perform below expectations andimplement the disciplinary process if necessary

Terminate staff in accordance with legal and organisationalrequirements where serious misconduct occurs or ongoing poor-performance continues



The trainees performance was: Not Satisfactory Satisfactory

Feedback to trainee:

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Trainee signature:

RTO Trainer signature:

I confirm competence for this unit BSBMGT502B _________________(Manager signature)

_________________(Date)



C O M P E T E N C Y R E C O R D B S B M G T 5 0 2 B

After assessment the assessor, the supervisor and participant should sign the competency record. If competency is not achieved at the first attempt, strategies toaddress the performance gaps need to be identified and a time for re-assessment organized.

Assessor Comments

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

Valid Sufficient Authentic Current

The participant is competent has shown competence in all of thefollowing elements:

Allocate workAssess performanceProvide feedbackManage follow-up

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ D A T E _ _ _ _ _ _ _ _ _

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ D A T E _ _ _ _ _ _ _ _ _

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ D A T E _ _ _ _ _ _ _ _ _

D A T E F O R R E A S S E S S M E N T : _ _ _ _ _ _ _ _ _ _ _

Assessment Strategies

C U R R E N T

C O M P E T E N C I E S

Oral/written questions

Activities

Workplace project

Supervisor/3rd party report

Self-Assessment

Other

The evidence supplied is:

Trainee Signature:

Supervisor Signature:

Trainer Signature

The Trainee isNOT YET COMPETENT:

Strategies to address gaps in

trainee performance:


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Off-the-Job Training Log

BSBMGT502B Manage people performance March 2008 Version 1 Page 33 of 35

Trainee Name:____________________________________ Supervisor signature:_________________________________

Company: __________________________________________________________________ Date:______/______/200____

Certificate: II III IV in

Business (Office Admin/Admin) Civil Construction Extractive Industries Food Processing

Hospitality Process Manufacturing Retail Operations TDT (Road Transport)

TDT (Warehousing) Telecommunications (Call Centres) _________________

List below the times allocated to Off-the-Job training for: BSBMGT502B Manage people performance

DateActivity

code Duration DateActivity



code Duration

Activity Code1. Read self-paced guides 2. Developed knowledge of use and safety requirements3. Met with Workplace Coach 4. Worked on assessment tasks5. Discussion on phone 6. Discussed assessment tasks

7. Researched store policy and procedures 8. Researched legislative requirements9. Researched workplace policies and procedures 10. Researched industry codes of practice11. Observed other staff member/s managing performance 12. Performance appraisal13. Other research 14. Read relevant industry publications15. Staff training 16. Talking to the supervisor17. Complete appropriate paperwork relevant to task 18. Other: (specify) __________________________________________


34/35

BSBMGT502B Manage people performance March 2008 Version 1 Page 34 of 35

Participant survey of materials

Unit code: BSBMGT502B Unit name: Manage people performance

Date..

Instructions:

Please complete the questionnaire by circling the one number that best describes your answer to eachquestion. Please read each question carefully. For mailed surveys, place the completed questionnaire inthe enclosed reply paid envelope and post it back within seven days

Q1. Thinking in general about the material you were given for this unit, how would yourate it overall?

Circle only one answerPoor .... 1Fair .. 2Good ... 3Very Good .. 4Excellent ..... 5Dont know ........ 6

Q2. How strongly do you agree or disagree with the following statements about the unitmaterial?

Circle one answeronly for each statement

Strongly

Disagree

Disagree

Neither

Agreenor

Disagree

Agree

Strongly

Agree

Dontknow

/NA

a. The layout of the reading material made it easy to use/read 1 2 3 4 5 6

b. The layout of the assessment material made it easy to use/read 1 2 3 4 5 6

c. The font size of the material was large enough 1 2 3 4 5 6

d. The reading material assisted me to complete the assessment 1 2 3 4 5 6e. The material was easy to understand 1 2 3 4 5 6

f. The graphics/pictures were useful 1 2 3 4 5 6

g. The graphics/pictures were sufficient in number 1 2 3 4 5 6

h. The graphics/pictures were legible 1 2 3 4 5 6

i. The materials was free from typing errors 1 2 3 4 5 6

j. The material was relevant to my job/workplace 1 2 3 4 5 6

Comments: Please expand on the above points if you rated any of them less than 3______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________


35/35

Suggested Answers

BSBMGT502B Manage people performance

1. How do you p lan a work schedule?

To do this you will need to:

Identify what work needs to be done

Identify what resources (people and equipment) you need to complete the work.

2. Why do work schedules need to be rev ised?

To allow for unplanned events or interruptions.

3. Why do we need to cond uct performance rev iews?

We review performance so that we can see what we have done well and what we might dobetter. Reviewing is critical in the workplace because it is from reviews that change andprogress can occur.

4. What is indu ct ion/or ientat ion?

Induction and orientation guide a newly recruited employee through the settling-in processin the organisation and its work environment. While these two terms are often usedinterchangeably orientation acquaints the employee with more general organisationmatters, while induction introduces the new recruit to the immediate work environment.

BSBMGT502B - Manage People Performance

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