Facilitator guide WRITTEN QUESTIONS : Each single Question carrying 5 marks, each sectional question 10 marks ( e.g. parts a,b and c) Q1-13 FROM CHAPTER 11: Marketing Strategies and Skills, Dwyer and Hopgood 1. a) What is the chain of command? See Section 11.1 Clarify roles and responsibilities. See definition. The term chain of command describes how authority is passed down from the most senior position in an organisation through to the lowest level and clarifies who reports to whom. b) Distinguish the differences between authority, responsibility and accountability. See Section 11.1 Clarify roles and responsibilities. See definitions. Authority is the right to decide what is to be done and who will do it, conferred formally by an organisation. Responsibility is the duty or obligation to perform satisfactorily any assigned duty or task. Accountability is the requirement to provide satisfactory reasons for significant deviations from duties or expected results. 2. Identify the steps to delegation. See Section 11.2 Clarify Delegate for results. See Table 11.3 Steps to delegation. 3. a) What are the possible causes of negative responses to delegation? See Section 11.2 Clarify Delegate for results. See heading 'Dealing with negative responses to delegation. Typical negative responses include: • 'I already have too much to do.' • 'I haven't completed my last assignment.' • 'There is never any recognition for the extras we do.' • 'I don't know how to do it.' • 'It's your job not mine.' b) Briefly explain how managers can deal with these negative responses. See Section 11.2 Clarify Delegate for results. See heading 'Dealing with negative responses to delegation. Managers are able to apply the skills of active listening, questioning, empathy, assertion, negotiation and conflict management outlined in Chapters 2 and 5 to acknowledge the employee's concerns and work with them to clarify the reasons for the negative response. Talk through the reasons for the negative response. Attend to what is said and retain objectivity. A consultative approach to task assignment and delegation builds understanding, confidence, motivation and positive responses. A manager who provides a timely response to a team member's negative response and explains the reasons for the delegation clearly will enhance understanding and hopefully achieve ongoing cooperation. 4. a) What is motivation and how can it enhance work outcomes? See Section 11.3 Facilitate outcomes. Through motivation managers seek to secure staff commitment, and develop and manage them to give their best to support the team and organisational objectives. b) List five factors that facilitate work outcomes. See Section 11.3 Facilitate outcomes. Effective work outcomes are facilitated through: • a clear link between individual performance and organisational priorities • open, regular and consistent discussion about work tasks and operations that builds trust and cooperation • giving and receiving feedback about the way in which tasks are progressing • recognition of successful task completion and sustained effective performance • identification of future learning and development needs and opportunities to underpin both work tasks and personal goals. c) Briefly describe the keys that unlock the ability to perform well. See Section 11.3 Facilitate outcomes. See Table 11.4 Keys to unlock people's ability to perform well. 5. Describe the features of an effective performance management system. The features of an effective performance management system are not explicitly described in this chapter. However, the answer may include some or all of the following: • effective induction, orientation, training, mentoring and coaching • accomplishment-based performance standards, and negotiation of requirements, outcomes and measures • clarification with employees of job performance requirements and motivation to work towards them • empowerment of employees through regular, comprehensive and constructive appraisals of performance and achievements • demonstration of the value of employees through recognition of achievements and planning for future job performance and career development • achievement of organisational and team goals by improving performance through feedback and ongoing coaching opportunities for promotion and career development • compensation and recognition systems that reward people for their contribution. 6. a) Identify the two primary functions served by performance appraisals. See Section 11.4 Performance appraisals. See heading 'The performance appraisal interview'. The two functions are evaluative and developmental. b) Discuss the advantages that flow from well-conducted performance appraisals. See Section 11.4 Performance appraisals. See Table 11.6 The advantages of performance planning and review. c) Identify three commonly used performance appraisal methods and their benefits. See Section 11.4 Performance appraisals. See Table 11.7 Appraisal methods. 7. a) Define the terms 'key expected results' (KERs), 'key result areas' (KRAs) and 'key performance indicators' (KPIs). See Section 11.4 Performance appraisals. See definitions. Key expected results (KERs) are the agreed key tasks that are to be completed over the next period of the performance cycle. Key expected results (KERs) are the agreed key tasks that are to be completed over the next period of the performance cycle. Monitoring methods include observation, discussion, anecdotal evidence, logbooks and measurable performance indicators. Key performance indicators (KPIs) are quantifiable measurements that reflect the critical success factors of a team or organisation. b) Managers, supervisors and team leaders gather objective data about four main dimensions of a team member's performance. List the four dimensions. See Section 11.4 Performance appraisals. See heading 'Key expected results and key result areas'. Managers, supervisors and team leaders gather objective data about technical and general areas by monitoring four main dimensions of an individual's work performance: results, skills, attitudes and knowledge. c) Why are both technical and general areas of performance discussed in a performance appraisal? Give examples of three general areas of performance that are likely to be reviewed. See Section 11.4 Performance appraisals. See Table 11.9 Areas for review. 8. a) List and explain the purpose of the two major elements in a formal performance appraisal. See Section 11.4 Performance appraisals. See Table 11.8 Elements in a formal performance appraisal. b) List and explain the phases in conducting a performance appraisal interview See Section 11.4 Performance appraisals. See Table 11.11 Three phases of the performance appraisal interview. c) Describe what should happen before and after the interview. See Section 11.4 Performance appraisals. See Table 11.12 Information shared during feedback on performance. After—ensure follow-up of Action Plan. 9. a) What is the purpose of feedback in a performance appraisal interview? See Section 11.3 Facilitate outcomes. Purpose of feedback clearly states the situation, the actions, intent and the options. b) Discuss the relationship management and verbal communication skills that managers use as they discuss past performance and future expectations with a team member. See Section 11.4 Performance appraisals. See Table 11.14 Verbal communication skills. c) Why should managers acknowledge and praise performance that meets or exceeds the expected standard? Acknowledging performance builds motivation, reinforces desired behaviour, ultimately enhances effectiveness and efficiency. d) List four tips managers can apply to receive feedback gracefully. See Section 11.4 Performance appraisals. See heading 'Give and receive feedback'. Tips for receiving feedback gracefully include: • listening to understand, suspending judgment and learning from the views of the other • summarising, reflecting what is heard, asking questions to clarify and restating • asking for examples and stories that illustrate the feedback to improve understanding and share meaning • being approachable with open body language, facial expressions and manner • focusing on understanding and trying to avoid any feelings of hostility or anger • controlling defensiveness because others will hesitate to give feedback for fear of hurting or having to deal with conflict • waiting until emotions are under control before entering into discussion about disagreement with the opinions expressed in the feedback. 10. a) Describe four strategies that managers can use to discuss underperformance in the performance appraisal interview. See Section 11.5 Constructive solutions to problems. Four strategies are SCOOP model, Crucial Conversations, Coaching Conversations and Re -Grow model. b) Why should managers provide feedback and discuss with the team member how to correct underperformance or fill performance gaps? See Section 11.4 Performance appraisals. See Table 11.13 Planning a formal feedback session. 11. a) Identify the key characteristics of an effective performance plan. See Section 11.6 Value of individual performance plans. The performance plan: • defines roles and job expectations • identifies training and career development needs • sets out what should be achieved during the next performance period • allows feedback on work performance and achievements in the last performance period. b) What do managers and team members discuss and agree upon together as they create a performance plan? See Section 11.6 Value of individual performance plans. See Table 11.20 Creating a performance plan. c) Why should the performance plan be signed off by both the manager and team member? See Section 11.6 Value of individual performance plans. See heading 'Performance plan guidelines'. The performance plan is signed as it is a confidential document and indicates commitment. 12. a) What is the purpose of a rating scale? See Section 11.6 Value of individual performance plans. See heading 'Rating scales'. The purpose of a rating scale is to assist in the performance review process. b) Identify three specific work areas that could be reflected in a rating performance appraisal form. See Section 11.6 Value of individual performance plans. See heading 'Rating scales'. Specific work areas that could be reflected in the rating scale and in other evaluation tools include: • technical skills • punctuality and attendance • ability to work in a team • ability to take on more responsibility • adherence to WHS policies • effective communication, problem-solving skills and demonstration of initiative. 13. a) What are the likely results from subjective performance appraisals? Subjective performance appraisals undermine credibility of the process; lead to grievance appeals etc. b) List four guidelines that managers can follow to ensure their ongoing feedback is objective and constructive. See Section 11.6 Value of individual performance plans. See Table 11.23 Guidelines for ongoing and year-round performance management. Q 14-16 FROM CHAPTER 10 SECTION 5 14. a) Define the terms 'voluntary termination' and 'involuntary termination' and give examples of each. See Section 16.5 Termination of employees. Voluntary termination occurs when an employee resigns from an organisation. Involuntary termination happens when the organisation terminates an employee. b) Identify the two stages in an involuntary termination. See Section 16.5 Termination of employees. Involuntary termination is typically conducted in two stages: 1. Selecting the workers to be dismissed and then terminating them. 2. Providing benefits to ease the transition, including severance packages, unemployment compensation and outplacement services. c) Explain the reasons for planning and documenting the termination process clearly? See Section 16.5 Termination of employees. The termination process should be planned and documented clearly. Selecting and terminating employees must be handled with care to avoid losing talent and key employees or breaches of Commonwealth and State Laws. Downsizing terminations cannot be based on bias against minority groups in the workforce. 15. a) Describe the process that must be administered when an employee's performance is unsatisfactory to ensure the termination is 'reasonable'. See Section 16.5 Termination of employees. See heading 'Reasonable termination'. Reasonable termination occurs only after administering a process that includes adequate warnings, counselling and training. Opportunities for improvement are provided to the employee prior to dismissal. b) Define the terms 'unlawful termination' and 'unfair dismissal'. See Section 16.5 Termination of employees. See definitions. Unlawful dismissal occurs when the termination is based on one or more of a number of reasons listed in the Workplace Relations Act (including discrimination). See Table 10.14 Unlawful reasons for dismissal. c) Identify at least six unlawful reasons for dismissal. See Section 16.5 Termination of employees. See Table 10.14 Unlawful reasons for dismissal. d) Explain how an organisation can prevent allegations of unlawful termination and unfair dismissal. See Section 16.5 Termination of employees. See heading 'Dispute resolution or grievance procedure'. To prevent allegations of unlawful termination and unfair dismissal: • all employees should be aware of the process and have confidence in the process • the process should provide an opportunity to listen to and respond to all aggrieved parties • grievances should be investigated in a way that is transparent, fair and without bias to either party. 16. What types of behaviour can lead to on the spot dismissal? See Section 16.5 Termination of employees. See heading 'Dispute resolution or grievance procedure'. An employer can dismiss an employee for proving serious misconduct without notice or compensation. Allegations of theft, assault, fraud and other illegal matters must be substantiated to warrant termination without notice. Project and case studies PART A: To complete the tasks in this unit, you will need to take the job description that you developed for Unit BSBHRM405: Manage recruitment, selection and induction processes as a starting point TASK 1:STEPS 1-4 Students demonstrate ability to identify specific job tasks and responsibilities for the role and then set performance goals against these. The next step is to create a Performance Agreement to identify any areas that development may be needed to assist the employee in reaching the desired standard of performance. Students prioritise development areas for the next 6 or 12 months that they will focus on and the actions needed to reach the development goal. Risk Analysis – basically this asks the question – what factors could cause me not to reach my performance targets and what contingency plans can I put in place to minimise the risk of this happening PART 2 Students should demonstrate ability to identify possible short term solutions to employee’s problem – maybe change in working hours or days, or shorter hours, or time off work for a period, as an interim solution Supervisor failing to solve issue is the crucial problem as potential loss of contract through poor performance could cost both staff and others, their jobs,. Meeting would need to • identify if supervisor had any training in managing underperforming staff, • review or create performance goals for supervisor • put in place devt. plan if required – will coaching be required. • Create monitoring and performance review process Both staff need to understand the importance of two way communication to prevent issues escalating and importance of maintaining expected performance levels..