Welcome to Learning with Switch
ElementCopy/typeNotesTextContents TOC \o "1-3" \h \z \u Welcome to Learning with Switch PAGEREF _Toc484954010 \h 3Managing Your Team PAGEREF _Toc484954011 \h 7Module 1: Managing people effectively PAGEREF _Toc484954012 \h 9Managing people effectively: The power of empowerment PAGEREF _Toc484954013 \h 11Managing people effectively: Motivation and productivity PAGEREF _Toc484954014 \h 13Managing people effectively: Team welfare PAGEREF _Toc484954015 \h 15Managing people effectively: Low team morale affects achievement PAGEREF _Toc484954016 \h 17Managing people effectively: Recruiting and selecting the right people PAGEREF _Toc484954017 \h 19Managing people effectively: The cost of hiring the wrong team member PAGEREF _Toc484954018 \h 21Managing people effectively: Managing performance PAGEREF _Toc484954019 \h 23Module 2: Understanding team behaviour PAGEREF _Toc484954020 \h 24Understanding team behaviour: Meet my needs: Maslow PAGEREF _Toc484954021 \h 25Understanding team behaviour: Motivating your team PAGEREF _Toc484954022 \h 26Understanding team behaviour: Motivating your team PAGEREF _Toc484954023 \h 27Understanding team behaviour: Expectancy theory and self-efficacy beliefs PAGEREF _Toc484954024 \h 28Understanding Team Behaviour: Ongoing motivation and rewards PAGEREF _Toc484954025 \h 29Understanding team behaviour: Decision-making effectiveness PAGEREF _Toc484954026 \h 31Understanding team behaviour: Employee welfare PAGEREF _Toc484954027 \h 33Understanding team behaviour: Motivating the demotivated PAGEREF _Toc484954028 \h 34Self-assessment questions: Module 2 PAGEREF _Toc484954029 \h 35Module 3: Recruitment and Selection: Overview PAGEREF _Toc484954030 \h 36Recruitment and Selection: Equality and diversity @ work PAGEREF _Toc484954031 \h 37Recruitment and Selection: Equality PAGEREF _Toc484954032 \h 39Recruitment and Selection: Discrimination legislation PAGEREF _Toc484954033 \h 41Self-assessment questions: Module 3 PAGEREF _Toc484954034 \h 43Module 4: Managing performance PAGEREF _Toc484954035 \h 44Managing performance: Managing team performance PAGEREF _Toc484954036 \h 45Managing performance: Managing individual performance PAGEREF _Toc484954037 \h 46Managing performance: From managing individuals to managing teams PAGEREF _Toc484954038 \h 47Managing performance: Performance reviews PAGEREF _Toc484954039 \h 49Managing performance: Dealing with poor performance PAGEREF _Toc484954040 \h 51Managing performance: Exploring performance issues with your team PAGEREF _Toc484954041 \h 53Managing performance: Yikes!! Disciplinary proceedings PAGEREF _Toc484954042 \h 55Managing performance: Team development needs PAGEREF _Toc484954043 \h 56Managing performance: Coaching PAGEREF _Toc484954044 \h 58Managing Performance: The ‘Price’ system PAGEREF _Toc484954045 \h 59Self-assessment questions: Module 4 PAGEREF _Toc484954046 \h 60Module 5: Recruitment and Selection: A typical process PAGEREF _Toc484954047 \h 61Recruitment and Selection: The job analysis PAGEREF _Toc484954048 \h 62Recruitment and Selection: Gaining approval by making the case PAGEREF _Toc484954049 \h 64Recruitment and Selection: Writing a job description PAGEREF _Toc484954050 \h 65Recruitment and Selection: The person specification PAGEREF _Toc484954051 \h 67Recruitment and Selection: Writing a person specification PAGEREF _Toc484954052 \h 69Recruitment and Selection: Deciding on the selection process PAGEREF _Toc484954053 \h 71Recruitment and Selection: Attracting the right applicant PAGEREF _Toc484954054 \h 73Recruitment and Selection: Handling applications PAGEREF _Toc484954055 \h 75Recruitment and Selection: The selection process PAGEREF _Toc484954056 \h 76Recruitment and Selection: Creating a shortlist PAGEREF _Toc484954057 \h 77Recruitment and Selection: Assessing candidates and deciding PAGEREF _Toc484954058 \h 79Recruitment and Selection: Communicating the outcome PAGEREF _Toc484954059 \h 80Self-assessment questions: Module 5 PAGEREF _Toc484954060 \h 81Summary PAGEREF _Toc484954061 \h 82Congratulations: You’re done! What’s next? PAGEREF _Toc484954062 \h 83Welcome to Learning with SwitchElementCopy/typeNotesImageCanva imageTextWelcome to learning with Switch Education for Business. Thanks for joining us – we’re delighted to welcome you to our programmes and to be guiding you on your leadership journey.Who we areWe are passionate educators who want to change the world through delivering leadership and management programmes focused on the concept of workplace empowerment. Our programmes will help to create a global community of empowering, collaborative, qualified leaders, and achieve our vision of helping build a world where empowered people thrive.Our approach to learningOur approach to learning is underpinned by Social Cognitive Theory (SCT) principles and practices. Using SCT as our learning framework means our primary focus is on building your confidence in your ability as a scholar to learn academic content and successfully apply this knowledge to your workplace environment.This approach helps boost your resilience to the many challenges faced by scholars and supports you in changing your behaviour at work. In contrast to many management and leadership programmes that create competitive environments and look for mistakes that usurp rather than boost scholar confidence, our focus is to nurture you while you undertake academic study and to actively encourage your success as an independent scholar.The Role of Self-Efficacy BeliefsAt its core, SCT is based on the concept of ‘self-efficacy beliefs’. Self-efficacy beliefs are based on your personal judgement about your capability to accomplish what’s necessary and achieve expected performance outcomes. The three foundational pillars of self-efficacy beliefs are:Confidence: Your confidence in your competence to undertake challenging tasksResponsibility: Your ability to act, influence your life and assume responsibility for your behaviourConviction: Your conviction that your efforts will lead to successful outcomesBy creating an environment where we help you ‘step up’ and become more confident in your ability, you’ll be more capable of achieving your goal to become a more effective leader and manager.Self-reflectionSelf-reflection is an integral part of learning and behaviour change. Only through self-reflection will you be able to make sense of your experiences, explore your own thought patterns and self-beliefs and engage in self-evaluation. This process will enable you to become more self-regulatory, alter your perspective and change your behaviour where necessary.In this and other Switch courses, there will be many opportunities for you to reflect on what you’ve read and watched as well as think about your own experiences. These reflections can be captured in the learning journal within the course or in the comments mentsIntroduce yourself using an example of a course that you have studies before and whether you have used self-reflection to help you understand what you are learning. Please remember that your comments are posted to a public forum that other members of the Switch community can read. Therefore any reflections or planned actions that could be considered confidential should be put in your personal learning journal or offline action ments icon in FlaticonTips for Course SuccessElementCopy/typeNotesImage to get the most out of the courseThe learning environment we have created and the activities you undertake within a Switch course are designed to boost your self-efficacy beliefs to undertake study and apply what you learn at work. In order to help you in that regard, you will come across a range of learning strategies such as:Relatively simple questions that prompt reflection and actionCreating a positive self-reinforcing cycle of successCelebrating your progress and performance against your own time framesGiving you the freedom to proceed at your own paceEncouraging you with consistent, credible and specific feedbackDigital Learning SupportIn all Switch courses, there is a learning journal in the form of a digital workbook designed to help you capture your reflections. If you’re planning to undertake the assessment to earn your CMI Certificate, these notes will give you a jump start.There is also a comments area for you to share your thoughts with your fellow scholars. Please remember that your comments are posted to a public forum that other members of the Switch community can read. Therefore, any reflections or planned actions that could be considered confidential should be put in your learning journal or offline action plan.We recommend you make full use of these tools. The process of sharing your thoughts is a great way to refine and reinforce your thinking as well as giving others the opportunity to learn from your reflections.Our ultimate aim is to help our scholars absorb more knowledge, feel better supported and develop the self-confidence they need to be successful in their careers as managers and leaders. What to do nextTo help scholars get to know each other, please take a minute to: Set up your profileIntroduce yourself using the comments section and share your aspirations for this course as well as any key leadership issues you are facing.Start exploring the content of this course at your own pace.Share this course with friends and colleagues – their support will make it easier for you to achieve your objectives.Let’s get started!CommentsWelcome to Managing Your TeamElementCopy/typeNotesImage to “Managing Your Team”, the second of the three SWITCH courses within our PATH Programme, “Managing for Success”. Thanks for taking the time to join us.Managing For Success has been endorsed by the Chartered Management Institute (UK), an organisation that for over 60 years has been dedicated to developing and supporting world class leaders and managers throughout their careers. It is the only chartered professional body dedicated to promoting the highest standards in management and leadership excellence.Leading For Success and Managing for Success are the two programmes we have developed in conjunction with CMI which enable you to be awarded the CMI Level 5 Certificate in Management and Leadership. If you already have 5 years management experience, obtaining this Certificate will enable you to apply for a globally-recognised designation of Chartered Manager. Yay!If you are not yet ready to embark on your Chartered Manager journey, then no worries! This course is equivalent to 24 hours of continuing professional development which is recognised by the Switch Certificate of Achievement you will receive once you have completed 100% of the course content and responded in a meaningful manner to the reflection and action activities.You can find out more about the Switch/CMI Level 5 Programme and how to achieve global recognition with a Chartered Manager certification here.You can find out more about our Certificate of Achievement here.Down to business! How can this course help you become a better manager of teams of people?Being a manager means achieving objectives, goals and targets THROUGH and WITH people – you simply can’t accomplish what needs to be done on your own. As a result recruiting, selecting and managing your team effectively are crucial tasks for you as a manager. Many managers do not really consider members of their own team to be stakeholders in their success - but in many ways they are your most important ones and need special attention.By the end of this course you will have a better understanding of employee motivation, team welfare, team behaviour, recruitment and selection processes and performance management and should be able to:Articulate the principles that empower, motivate and engage your team.Assess the impact of encouraging team welfare on the achievement of objectives.Discuss the general principles and processes of recruiting and selecting staffDetermine a method that identifies poor performanceDetermine a process for supporting performance improvementSo let’s start learning about the importance of Managing Your Team.Module 1: Managing people and teams effectivelyElementCopy/typeNotesVideoStanford GSB: Managing the Team: Best Practices JournalTextTextReflect:What stood out for you in the video as the main issue managing teams? What is necessary to become a Best Practice Team Manager?As outlined in the video, the Stanford Graduate School of Business (GSB) provides pro bono consulting expertise through its Alumni Consulting Team (ACT) in a wide range of areas. The issues raised by the participants in this video are common for people managing teams – perhaps even amplified because people on the teams are working for free in what can be difficult environments.What does being an effective manager mean?Besides building the right team, being an effective manager means being able to set objectives, organise work, motivate team members and measure performance. These are three of the give basic operations defined by Peter Drucker in his seminal book Management: Tasks, Responsibilities, Practices (1974). Motivating staff and measuring performance are particularly important management tasks, particularly now that we operate in a world where work is often performed virtually. There are a number of key principles involved in managing people effectively – both individuals and teams. It starts with understanding key factors that influence motivation and performance such as empowerment, morale and team welfare. Hiring and keeping the right people is also critical as the cost of poor recruitment and selection is often overlooked. Finally, managers must know how to manage both individual and team performance and the principles behind an effective performance management system. By managing your people effectively, you’ll boost both individual and team productivity – and contribute towards your organisation’s success.Add Diary and Pencil IconLearning JournalCommentReflect:What do you see as the biggest obstacles to managing individuals and teams effectively? Act:Share your thoughts with your fellow scholars.Add Diary and Pencil IconAdd Act IconManaging people effectively: The power of empowermentElementCopy/typeNotesVideoAndy Berry: Empowerment and self-management JournalTextReflect:Have you had a similar experience to Andy Berry with respect to realising the “Power of empowerment”? If so, why did it work? Have you had ‘disempowering’ experiences as an employee or manager? As a manager, what’s the downside of NOT providing greater opportunities for empowerment to individuals in your team?The introduction to CMI’s checklist entitled ‘Empowerment’ states:‘Empowerment:Is based on the belief that staff abilities are often under-used and that, given the chance, staff can and will make a greater contribution once they are empowered to do so, and will accept the greater responsibility that this brings. Can reveal people’s talents, bring them closer to the centre of workplace action and give them more power and authority to innovate, participate in problem-solving and use their initiative.All of this should free up more time for team managers, as well as improve operations.’As a concept, empowerment has been around since the 1950s when Douglas McGregor talked about the difference between Theory X and Theory Y management. The large American business Proctor and Gamble instituted a Theory Y approach in one of its plants in the 1960s and it was so successful that they keep it a secret for two decades! In spite of this now widely reported case study and many books and speakers that have promoted the benefits of empowering teams and individuals, there are still many managers who have been slow to adopt this approach. Part of the answer is that it’s hard for managers to let go of control.Empowering individuals and teams has become even more important in recent years as digitally savvy organisations create more empowering environments for their employees and customers – and means that managers and organisations that don’t empower their people are at serious risk of losing them. Add Diary and Pencil IconEmpowerment PDF: Learning JournalCommentReflect:How empowering is your organisation from your perspective as a manager and for your team? How empowering are you as a manager? What can you do to help reveal people’s talents, give them more power and authority to innovate and use their initiative?Act: Share your thoughts with your fellow scholars. Make a commitment to experiment with an empowerment initiative if you aren’t already doing so.Add Diary and Pencil IconAdd Act IconManaging people effectively: Motivation and productivityElementCopy/typeNotesVideoAdam Grant: Motivation at Work JournalTextReflect:In Grant’s view, what’s the most important factor(s) influencing employee motivation? Do you agree or disagree? Why or why not?In their article in Professional Manager ‘Putting a new perspective on productivity’, Jordan and Cooper (Jan 2009) draw attention to the fact that organisations have tended to focus over much on increasing productivity, often in response to economic imperative demands. They consider the phenomenon of ‘reverse psychology’ and ask if this could usefully be applied. Reverse psychology they explain, is where you are asked ‘not to think about a giraffe’. The brain has to think about the giraffe in order to consider what not to do. They apply this concept to the world of work, and in particular to productivity. These days we are all being told to become more productive, effective and efficient. Are we, though, wasting time by focusing upon these labels, and stopping our activity to consider what to do, rather than as managers, creating the environment and infrastructure that facilitates an increase without anyone actually having to draw attention to it? Jordan and Cooper cite Samuel Johnson as saying ‘People need to be reminded more often than they need to be told’. They suggest that a reminding approach is likely to be more effective in achieving results. This means taking the statement ‘people are our greatest asset’ literally and start valuing people in this way. In short, by creating the right environment and NOT focusing on productivity, we’ll make our organisations more productive.Add Diary and Pencil IconAttach article by Jordan and Cooper CMI Learning JournalCommentReflect:Does your organisation focus on driving productivity by explicitly talking about it and measuring it? Or does it strive to increase productivity by creating the right environment? How could you apply the principles articulated by Grant, Jordan and Cooper in your organisation? Act: Share your thoughts with your fellow scholars. Pick one thing you could do differently as a manager and try it out with your team. Let us know how it went!Add Diary and Pencil IconAdd Act IconManaging people effectively: Looking out for your team’s welfareElementCopy/typeNotesVideoKelly McGonigal: How to make stress your friend JournalTextReflect:How can you make stress your friend rather than your enemy? What would you need to do differently – for yourself and your team?Your staff are what makes your organisation tick. Yet your team’s welfare is often overlooked or at best isn’t prioritised. Team members can become highly stressed – and while Kelly McGonigal’s video shows there are some benefits to being stressed – there’s lots of downsides too!So what are some of the key factors involved in team welfare?Sense of purposeWithout a sense of purpose, staff can stagnate in a role and become demotivated. Training, job rotation, new tasks and responsibilities and mentoring are all ways to boost their sense of purpose.Trust and confidenceIf your organisation is hierarchical, it’s time to remove the false formality that goes along with structure. Building the trust and confidence of your team through eating together at work and personalising communication are part of how to build great working relationships.Be transparentGood communication is crucial to building a team ethic and plays an important role in making staff feel they have joint ownership. Therefore, it’s important to be open about business performance.Don’t lose the spiritKeeping up an “esprit de corps” is important to build team welfare. Plan fun events, have weekly team meetings and find excuses to get people together so they can talk and feel the spirit.Add Diary and Pencil IconLearning JournalCommentReflect:Think about the activities listed above. How many of them do you regularly use with your team? What other ones do you use? What could you do more of build team welfare? Make notes in your learning journal.Act: Share your thoughts with your fellow scholars. Make a commitment to implement at least one new team welfare initiative in your workplace. Let us know how it goes!Add Diary and Pencil IconAdd Act IconManaging people effectively: Low team morale and productivity ElementCopy/typeNotesVideoJason Fried: Why work doesn't happen at work JournalTextReflect:How much do you as a Manager slow down the speed at which work gets done? How productive are meetings in your managerial life? Besides the obvious impact that Jason Fried describes on productivity and outcomes, what impact do unnecessary meetings and your interference as a manager have on your team’s morale? And on yourself? By now you will have realised that for a team to perform well, not only must you have the right people in the right jobs, but they must know what is expected of them, and how well they are doing. This means that one of the main roles of an effective manager is to provide the infrastructure that supports the team and its welfare. Unfortunately research suggests managers aren’t providing this infrastructure as often as is necessary. A previous CMI study into health and productivity by Worrall and Cooper highlighted that 42% of managers had reported an increase in sickness rates in their organisation. The survey, which centred most of its activity around managers, also noted that one in two managers (51%) did not feel motivated and only 36% of managers felt they were operating at peak. The survey concluded that poor well-being had a negative influence on motivation, which in turn adversely affected outputs.In terms of management styles, the survey noted that bureaucratic (37%) and authoritarian (30%) were the prevailing styles — styles that have a negative impact on motivation, well-being, team welfare and ultimately on productivity. Finally, the report concluded that ‘Too many organisations are implementing change based on narrow definitions of cost and benefits that fail to reflect the effect that badly managed change can have on the social and cultural environments of organisations.’ Clearly something needs to change!Add Diary and Pencil IconLearning JournalCommentReflect: Describe your reaction to the CMI study that showed the high percentage of bureaucratic and authoritarian management styles. Were you surprised? Do you believe there’s a connection between these styles with high levels of sickness and low levels of motivation? Why?Act:Share your views with your fellow scholars.Add Diary and Pencil IconAdd Act IconManaging people effectively: Recruiting and selecting the right peopleElementCopy/typeNotesVideoRegina Hartley: Why the best hire might not have the perfect resume JournalTextReflect:What was your reaction to Regina Hartley’s video? Why do you think ‘scrappers’ often succeed whereas ‘silver spooners’ don’t? In what ways could this influence your own approach to recruiting and selecting people?‘Having the right person in the right job at the right time is critical to success’ The Effective Manager, Jon BilsberryWhile this statement may seem obvious, many managers often find themselves working with the wrong people in the wrong job. Not only is this frustrating, achieving successful outcomes also becomes extremely difficult. Understanding and applying an effective recruitment and selection process is therefore paramount to success.Some organisations have Human Resources divisions to help with this process, but many don’t. In that instance, the job of recruiting and selecting people may involve an external recruiter….or often falls back on the manager who needs to hire someone in the first place. Yet many managers have no training and limited experience at recruitment and selection – and the outcomes aren’t pretty.An effective recruitment and selection process comprises two main stages:Recruitment: This involves all the steps that lead up to applications being receivedSelection: This is about identifying the right person for the job from the applicantsThe goal of the recruitment process is to ensure that there are sufficient number of suitably qualified applicants for a job. The goal of the selection process is to appoint the ‘right’ person for the job – not necessarily the ‘best’ person. The reason for the distinction between right and best is that managers often seem to appoint the ‘best’ of those who apply. While this is understandable, if only poor candidates apply, then the best applicant is still a poor choice. The right person is the one who fits the criteria for the job.Add Diary and Pencil IconLearning JournalCommentReflect:Think about your organisation’s recruitment and selection process. What involvement have you had in recruiting and selecting your team? What have you learned about the process? What do you do well? What could you do better?Act: Share your thoughts with your fellow scholars.Add Diary and Pencil IconAdd Act IconManaging people effectively: The cost of hiring the wrong team memberElementCopy/typeNotesImage High Cost of Turnover and Retention: Facts and FiguresRead the following article: data sources quoted by Catalyst are a stark reminder the war on talent is heating up. For example:In 2015, the percentage of talent shortages reported by global employers was at a seven-year peak (38%).Talent shortages among Asia-Pacific employers are higher than the global average, and may particularly be an issue for employers in Japan (83%), Hong Kong (65%), India (58%), and Taiwan (57%).The median amount that organisations spend to replace an employee is about one-fifth (21.4%) of that worker’s salary, meaning it would cost about $10,700 to replace a worker earning $50,000 a year.Workplace flexibility promotes talent retention, cost savings, job satisfaction, less stress and reduces negative employee behaviours such as absenteeism and accidents.In 2016, just under half (44%) of Millennials surveyed expect to leave their current employer in the next 2 years.Clearly the cost of turnover is high and the benefits of retention even higher when the disruption attached to replacing employees is taken into account. ?No doubt, you’ve had your own experience at the importance of hiring team members and why it’s essential to get the recruitment and selection process right. Staff turnover is a time consuming process and uses up resources – both people and financial. The costs associated with staff turnover include:administrationrecruitment (e.g. advertising)selection (e.g. assessment centres, interviews)vacancy coverlost productivityinduction and trainingThe Catalyst findings are supported by a report produced by the Chartered Institute of Personnel and Development (CIPD - cipd.co.uk) entitled ‘Recruitment, retention and turnover’ which illustrates the high cost of staff turnover. This report showed that the average recruitment cost of to fill a job vacancy is ?4,000 per employee. While the average cost of turnover is estimated to be ?6,125 per employee. The high cost of recruitment and turnover underscores the importance of effective recruitment and selection processes.Two additional factors need to be taken into account in recruiting and selecting the right people. When the recruitment process is not effective, the individual given the job may quickly become demotivated and leave. As a result the recruitment process has to be undertaken all over again – at considerable expense.There is a reputation issue risk for the organisation in the way recruitment and selection is carried out. A poor or poorly executed process may lead applicants to spread the word about unprofessionalism in the organisation.Learning JournalCommentReflect: What are some of the consequences of poor recruitment and selection in your organisation? What do you believe should be done to improve the recruitment and selection process?ActShare your thoughts with your fellow scholars. Add Diary and Pencil IconAdd Act IconManaging people effectively: The role of performance managementElementCopy/typeNotesImage and selecting the right people is only the first step to creating a high performing team. Being able to get the best from your team is important for long term success.Unfortunately, despite the best intentions (and processes) of recruiters and managers, there will occasionally be individuals who aren’t performing to the required standard. So what do we do when this happens? Happily, there are a range of tried and tested processes that can be used to ensure that poor performance from an individual is dealt with ethically and legally while also ensuring that the team’s performance doesn’t suffer as a result. Many of you will have worked in a team where someone isn’t pulling their weight – and have experienced the resulting negative impact on the team.Learning JournalCommentReflect: Think about an individual you manage who’s not performing (either currently or in the past) or a team that you’ve worked on where an individual wasn’t pulling their weight. What steps were taken to address the issue? How effective were they? Why or why not? Act:Share your thoughts with your fellow scholars.Add Diary and Pencil IconAdd Act IconModule 2: Understanding team behaviourElementCopy/typeNotesImage team behaviour starts with understanding the needs of individuals in your team, the types of rewards that motivate them and their expectations as employees. Besides motivation and rewards, the environment that a manager creates for her/his team to work in also contributes strongly to their motivation.Are they involved in decisions or not?Do they feel their welfare is being looked after?Does their manager understand them – both as individuals and as a team?Managing people effectively depends on you as a manager taking time to know their people and what’s important to them. Only then can you be an effective manager yourself.Learning JournalCommentReflect: How much do you know about your team’s motivations? What steps could you take to learn more? How much do you consider team welfare when making decisions? What might you do differently to improve team welfare and therefore morale, motivation and productivity?Act: Share your thoughts with your fellow scholars.Add Diary and Pencil IconAdd Act IconUnderstanding team behaviour: Meet my needs: MaslowElementCopy/typeNotesImageFig. 3.3 Maslow’s hierarchy of needs of you may already have seen Abraham Maslow’s classic hierarchy of needs – after all, he first published it way back in 1943! Its enduring popularity speaks loudly to the simple way he was able to show people’s needs in a way that resonated deeply with people.Maslow introduced his hierarchy of needs, saying that at different points in our lives we each need different things, and the lower order needs have to be fulfilled before the higher order can start to become important to us. Therefore people at work won’t be able to participate socially until their physiological and security needs are met.Similarly, people’s need to ‘self-actualise’ in a way that means they reach their full potential suggests their self-esteem needs must be addressed first. You as a manager can play a significant role in helping people’s self-esteem and therefore their desire and ability to perform at their highest level.Attachment JournalCommentReflect:Think about yourself in terms of Maslow’s hierarchy of needs. How well does your manager attend to your needs? Now think about your team. How well do you attend to their needs?Act:Share your thoughts with your fellow scholars.Add Diary and Pencil IconAdd Act IconUnderstanding team behaviour: Motivating your teamElementCopy/typeNotesImageFig. 3.4 Herzberg’s two factor theory TextFollowing Maslow’s lead in recognising how fulfilling employee’s needs can influence their behaviour, work by Frederick Herzberg provided a strong foundation for the factors that influence individual and team motivation. Herzberg’s two-factor theory suggested there were two basic types of motivation:Hygiene factors (or satisfiers) which provide the basic infrastructure and conditions for work (pay, conditions of service) and,‘Motivators’, which are associated with the nature of the work itself and the way in which you are valued, responded to and treated (sometimes called the ‘feel-good’ factor). Even though Herzberg published his work nearly 60 years ago, his core idea still influences management thinking today.Personal relationshipsPicking up Herzberg’s ideas, Rantz, Scott and Porter (2007) undertook a small study to compare the two-factor theory with current thoughts on management effectiveness and the effect on motivation. In their article they reported that interpersonal relations now ranks first as a motivational factor, with recognition, the work itself and responsibility still ranking highly. They suggest that these factors should not only influence managerial approaches, but also feature highly in job design or redesign activities.The Rantz et al study largely confirms earlier research and models of motivation.Learning JournalCommentReflect: What hygiene factors are important to you? What about your team? What are your motivating factors? And what about your team?Act:Share your thoughts with your fellow scholars.Add Diary and Pencil IconAdd Act IconUnderstanding team behaviour: Motivating your teamElementCopy/typeNotesImage Purpose and motivationA recent study by Lanfranchi et al explored differences in motivators within for-profit and not-for-profit contexts. They found that different types of worker seem to hold different job values, which in turn lead to different motivators.For ‘non-profit workers’ they identified a higher level of intrinsic motivation, mainly driven by the wish to work with goods and services that generate social benefits. When additional money was offered for additional hours, this extrinsic motivator appeared to ‘crowd out’ the intrinsic loyalties, and often then reduced the motivation by appearing controlling. The conclusion was that non-profit workers actually prefer shorter working weeks and are likely to accept lower financial reward, as long as the work value of social benefit was clear.The opposite appears to be the case with for-profit workers. They seem to be more motivated by extrinsic factors, especially financial reward, and expect to be properly recompensed for the hours that are worked — an increase in hours attracting a significant increase in reward as compensation. Drawing attention to any social benefit of the required additional hours, for example, has no motivational effect at all.Learning JournalCommentReflect:Are you surprised by the difference between non-profit and profit workers when it comes to the role of intrinsic and extrinsic rewards? Why or why not? Act:Share your thoughts with your fellow scholars.Add Diary and Pencil IconAdd Act IconUnderstanding team behaviour: Expectancy theory and self-efficacy beliefsElementCopy/typeNotesImage/Video Theory Victor Vroom introduced the basic idea of expectancy theory in which he highlighted the importance of the link between effort, performance, reward and motivation. He explained that motivation would only follow if the reward was deemed to be fair for the effort that was being made (even if the actual performance did not always meet expectations). In effect, our effort to achieve a goal is influenced by the value and perceived equity we attach to the reward we obtain when the goal is achieved.Self-efficacy TheoryAlbert Bandura built on Vroom’s work when he introduced the concept of self-efficacy beliefs and their relationship to effort and performance. Before we put in effort to achieve something of value to us, we need to have the confidence and sense of personal agency and control to undertake the effort in the first place.The relationship between self-efficacy beliefs and effort have been proven time and time again in hundreds of laboratory and field experiments. Bandura’s research has had a major influence in some education and training sectors but not as much in management and leadership which is one of the reasons why Switch is using these principles in our courses.Vroom CMI MD Attachment Learning JournalCommentReflect: What are your expectations as far as “fair” rewards are concerned? Can you think of times where you weren’t motivated because the rewards on offer didn’t meet your expectations? How about for your team? How well do the rewards on offer meet their expectations?What could you do differently?Act:Share your thoughts with your fellow scholars.Add Diary and Pencil IconAdd Act IconUnderstanding Team Behaviour: Ongoing motivation and rewards ElementCopy/typeNotesImage previous section highlighted how different things motivate different people and that rewards can be either intrinsic (performing an activity for its own sake) or extrinsic (performing a behaviour to earn a reward or avoid punishment). Manager’s comments and support can make or break how employees feel, which can affect their motivation, and therefore their outputs.Contemporary ideas put forward strategies for dealing with team motivation under a range of different headings, such as engagement, empowerment or well-being. See the attachment for Staff Wellbeing for more information.In 1995 Mitchell suggested the 4-Rs of motivation. Here they have been built further upon to link to current issues:Reasons: People want to know what they are doing and how it contributes to the recognised. They want to know what is going on and to understand the issues. Ignorance is not motivating.Responsibility: People want responsibility and ownership, not necessarily of the whole, but of that which falls to them. They want to decide when and how things should be done, and only want deadlines and guidance, not instructions.Rewards: People want to feel valued by having their contribution recognised. This might be in monetary terms, thanks, a gift, time off, taken to lunch … but something.Relationships: People want to enjoy interacting with others, and that this will be part of working life. Relationships are an important part of life and to be fostered, not ignored or squashed.CMI Checklist Staff wellbeing: JournalCommentReflect: Think about the 4 R’s of motivation. How do they apply to you? How do they apply to your team?Act:Share your thoughts with your fellow scholars. Add Diary and Pencil IconAdd Act IconUnderstanding team behaviour: Decision-making effectivenessElementCopy/typeNotesImage nearly 50 years, Victor Vroom has studied the influence of management style on decision making and the level of empowerment and involvement in decisions available to individuals and the team.Vroom’s key findings:When time is the most crucial factor, the manager needs to take into account their skill/knowledge level to make the decision as well as what implications there are if s/he doesn’t involve their team in the decision from a quality and implementation point of view. In situations where s/he is confident that these other factors support a timely decision, then they can either ‘decide’ or ‘consult with individuals’.Where employee/team development is the most critical factor, managers must involve their team in the decision. S/he should either ‘facilitate a discussion with the group’ or ‘delegate’ the responsibility for the decision to the team or an individual.Where neither time nor development is a primary focus Vroom suggests ‘consulting with the group’ is the most appropriate management style.Ultimately the most appropriate style a manager chooses to use will be informed by a wide range of factors. Vroom’s research and model allows managers to see the risks of being overly consultative or overly directional more clearly from a time and team development point of view.A management style that is consultative and inclusive and pays a great deal of attention to the needs of the team and its development as a team is certainly commendable. However this management style may not necessarily focus enough on the needs of the task. In addition, another disadvantage is that working closely on team development might take too long and can result in unworkable needs and wishes that can’t be fulfilled easily or quickly. The management style advocated by Vroom supports a manager in attending to the team’s development needs without falsely raising expectations while also taking into consideration the importance of time and cost.Therefore, management styles should be used flexibly to approach team development in the most appropriate way for the aspects needing development.PDF of VROOMLearning Journal CommentsReflect: Is your default management preference:DecideConsult IndividuallyConsult with the GroupFacilitate a discussionDelegate In what ways does your management style affect team development? What are the risks of each of these management styles from a time and development point of view? What can you do to adapt your management style to reduce those risks?Act:Share your thoughts with your fellow scholars. Make a commitment to make more decisions that support employee development.Add Diary and Pencil IconAdd Act IconUnderstanding team behaviour: Employee welfareElementCopy/typeNotesImage/Video ‘welfare’ can mean a variety of things to different people, particularly in an organisational context. In general, term welfare refers to factors such as:Feeling good about your position in the job, team and organisation.Being motivated and interested in the job, team and organisation.Keeping well and healthy in body, mind and spirit.Having a quality of life that balances work, relationships and home life.Being valued and thanked for the efforts you put in at work, even where things don’t always go according to plan.Team welfare can have a major impact on your team’s effectiveness – both good and bad!Learning JournalCommentReflect:From your team’s perspective, how would they rate their ‘welfare’ against the five factors listed above? What needs to change to improve their welfare? How might you support this change as their manager?Act: Share your thoughts with your fellow scholars.Add Diary and Pencil IconAdd Act IconUnderstanding team behaviour: Motivating the demotivatedElementCopy/typeNotesImageKerry Goyette: Stop Trying to Motivate Your Employees previous section has illustrated that there is a firm link between welfare and motivation. In turn, motivation is clearly linked to the achievement of objectives. The first item in the attached checklist entitled ‘Motivating the demotivated’ sums up the key learning point from this discussion when it says ‘Find out what does motivate them’. You might get a surprise!Key activities of effective managers are getting the right people, keeping them by ensuring their well-being and motivation, and supporting them where enhancement or improvement in performance is necessary. People are more likely to be motivated if they know what is expected of them, how they will be measured and how and when they will be rewarded. Reward might be intrinsic or extrinsic, depending on individual contexts and the nature of the organisation, but must be perceived as fair and appropriate to the efforts being made.You probably have found that people's motivations are different across your team. The secret of an effective manager is to know what motivates each of them, so you can provide the best possible environment for them to be motivated.CMI checklist entitled ‘Motivating the demotivated’ Learning JournalCommentReflect: What do you know about your team’s motivations? Are they intrinsic or extrinsic? Outline ways you might be able to find out more about your team’s motivations.Act: Share your thoughts with your fellow scholars.Add Diary and Pencil IconAdd Act IconSelf-assessment questions: Module 2ElementCopy/typeNotesImageCanvaTextUse these questions to check whether you have understood the key issues in this section. If you are not sure, or really don’t know the answers, this suggests you need to work through parts of this section a second time.Why are each of Mitchell’s 4 Rs of motivation important?What is reverse psychology and how might it be helpful when developing your team?How might rewards play a part in motivating your team?Why is team wellbeing important for achievement?Module 3: Recruitment and Selection: OverviewElementCopy/typeNotesImage and selection can be a thankless task as it takes up considerable time and resources, even in organisations where HR divisions are able to help. However the cost of not doing recruitment and selection properly takes up even more time and resources if you don’t get it right. The cost of staff turnover is high while the benefits of staff retention are even higher when the disruption attached to replacing employees is taken into account. In addition to the basic recruitment and selection process, there are ever increasing legislative requirements with respect to equality and diversity in many countries. This is another issue that needs to be managed carefully during the recruitment and selection process. Not only are there significant direct costs associated with not complying with legislation, there are also indirect reputational costs to consider. Finally, society’s attitudes towards groups of people who were treated less favourably than others or discriminated against has changed dramatically over the past couple of decades. There is now an expectation that women in economically developed societies have the same potential as men and should be treated equally amidst demands for social justice.Learning JournalCommentReflect:How much importance is placed on recruitment and selection in your organisation? What steps have been taken to increase diversity and reduce discrimination?Act:Share your thoughts with your fellow scholars.Add Diary and Pencil IconAdd Act IconRecruitment and Selection: Equality and diversity @ workElementCopy/typeNotesImage need to comply with the ever increasing legislation on equality and diversity in many countries is another issue that needs to be managed carefully during the recruitment and selection process. The process needs to:be set within the framework of your organisation’s policies and proceduresmeet legal requirementsYour policy and process will be individual to your personal context, as will your initial thoughts. As part of the process, you will need to access your organisation’s policies and procedures as they set the framework for how you should handle recruitment and selection. In some organisations, managers are responsible for the process while in others the human resource, personnel or people and culture department takes control of the process with input from managers where necessary.Once you’ve obtained these documents, you should compare them with the recruitment and selection practices outlined in this course. By comparing your organisation’s process with the practices outlined in this course, you’ll develop a better understanding of any areas where they might be enhanced or where your own Acts and activities could incorporate better practice within these policies and procedures.The link below provides a good overview of the fundamentals associated with effective recruitment and selection processes. JournalCommentReflect: What was your initial reaction when you read through your organisation’s recruitment and selection policies and procedures? What struck you as a strength or weakness?Act: Share your thoughts with your fellow scholars.Add Diary and Pencil IconAdd Act IconRecruitment and Selection: EqualityElementCopy/typeNotesVideoSheryl Sandberg: Why we have too few women leaders JournalTextReflect:As the Chief Operating Officer for Facebook, Sheryl Sandberg is one of the world’s most powerful executives. As the author of “Lean in”, Sandberg has also contributed strongly to the debate about the issues associated with why we have too few women leaders. Do you agree with her perspective? Why or why not?Starting in the second half of the twentieth century and accelerating in the first half of the twenty-first century, society’s attitudes towards groups of people who were treated less favourably than others or discriminated against has changed dramatically. For example, there is now an expectation that women in economically developed societies have the same potential as men and should be treated equally amidst demands for social justice. Similarly, there is greater participation by women in economically developing societies than previously. Although women are on average still being paid less than men for the same work and are under-represented compared to men in management and senior leadership positions, there has been a shift in expectations. The issue now is implementing these changes through legislation and ultimately in attitude and behaviour.For example, the passing of legislation in the UK to outlaw many types of discrimination, such as discrimination based upon gender, race, disability, age, sexual orientation religion/beliefs, marriage and civil partnership, pregnancy/maternity and gender reassignment have all become law. These forms of discrimination are known as “protected characteristics” and are now brought under one umbrella in the Equality Act 2010.Other countries such as Australia and New Zealand have passed similar legislation but much work remains to be done throughout Asia and Africa.Add Diary and Pencil IconLearning JournalCommentReflect:What does your organisation do to encourage greater participation amongst women? What are the barriers preventing it from doing more? What could it do to address this issue?Act: Share your thoughts with your fellow scholars.Add Diary and Pencil IconAdd Act IconRecruitment and Selection: Discrimination legislationElementCopy/typeNotesVideoTypes of Discrimination JournalTextReflect:What are the types of discrimination described in the video? Which ones have you experienced yourself? Which ones have you seen occur in your organisation?In the UK, the best place to seek information as a starting point is the government advice website at .uk and search the site for discrimination. Although this information is specifically relevant to the UK, it outlines the broader direction that countries around the world are adopting at different rates according to local custom.If you are based in the UK or similar jurisdiction, you should approach your HR, personnel or people and culture department to find out more specifics about discrimination legislation. Alternatively, there are professional bodies such as CMI have advice or an adviser available. Finally, .uk (the arbitration and conciliation service in the UK) also has comprehensive guidance (search for ‘Discrimination’).Regardless of whether you live in the UK or not, if you have never explored these issues, this would be a good point to visit these websites to see exactly what is covered by legislation and the depth and style of guidance offered. One point you should be clear upon is that whatever your organisational policies and procedures you must follow them. Should there ever be a complaint, the first thing that a tribunal will want to see is that you have followed your organisational procedures to the letter.If you think the procedures are wrong, or not as good as they might be, then you should not go it alone and make local changes. Instead you should refer the issue to those responsible for the policy and procedures, so that they can be amended, for use by everyone. Failure to comply with your organisational procedures will almost certainly lose any case that an individual might bring against you and your organisation.Add Diary and Pencil IconLearning JournalCommentReflect:How well do you know your organisation’s policies and procedures with respect to discrimination? What could you do to fill in your knowledge gaps? What differences (if any) are there between the policies and government legislation?Act: Share your thoughts with your fellow scholars.Add Diary and Pencil IconAdd Act IconSelf-assessment questions: Module 3ElementCopy/typeNotesImageCanva imageTextUse these questions to check whether you have understood the key issues in this section. If you are not sure, or really don’t know the answers, this suggests you need to work through parts of this section a second time.List at least two places where you can find information about UK discrimination laws.List at least two places where you can find information regarding discrimination laws for two other jurisdictions.Module 4: Managing performanceElementCopy/typeNotesImage the performance of your team – both individually and collectively – is a major focus for effective managers. The good news is there are a range of tried and tested processes that can be used to ensure that lack of performance from an individual is dealt with ethically and legally while also ensuring that the team’s performance doesn’t suffer as a result.This section will connect individual with team performance, introduce the importance of performance reviews and provide insights into how best to deal with sub-standard performance. In addition, it is critical to understand the implications of dealing with poor performance inappropriately – it can cost your organisation lots of time and money!Finally, the importance of being an effective coach as a manager will be introduced.Learning JournalCommentReflect: How much emphasis on performance is there in your organisation? What processes are in place to address poor performance? What could be done better?Act: Share your thoughts with your fellow scholars.Add Diary and Pencil IconAdd Act IconManaging performance: Managing team performanceElementCopy/typeNotesImage TextAs a leader you need to manage the performance of your team as well as individual members of your team. The outcomes of managing team performance are directly related to and interact with the outcomes of managing individual performance and vice versa.While team performance is a crucial part of an organisation’s success, in many organisations performance management systems focus on the individual through such things as annual appraisals, bonuses and pay reviews rather than the team. As a result, managing team performance is often overlooked by managers.Learning JournalCommentReflect: How much focus do you put on managing your team’s performance as opposed to individual performance on the team? What could you do differently? In what ways does your organisation measure team performance? What are some specific ways it could be done differently to balance team and individual performance?Act: Share your thoughts with your fellow scholars.Add Diary and Pencil IconAdd Act IconManaging performance: Managing individual performanceElementCopy/typeNotesImage you have found the right person for your team, you then have to support them as they build their performance to meet your needs. Performance management is about making sure that the work done by each member of your team – including the new member - contributes to achieving the overall team objectives.Managing your team’s performance involves developing a supportive working environment, within which you:set individual objectives for team members (which contribute towards achieving the overall team’s purpose)monitor and evaluate performance against those objectivesprovide feedback on performanceLearning JournalCommentReflect: How do you support a new team member(s) contribute to your team’s performance in order to meet overall team objectives? What do you need to continue? What could you improve?Act: Share your thoughts with your fellow scholars.Add Diary and Pencil IconAdd Act IconManaging performance: From managing individuals to managing teamsElementCopy/typeNotesImage from managing individuals to managing a team is easier than you think. The principles for managing team performance are similar to the principles of managing individual performance. The Hay Consultancy Group study described earlier in this course emphasised the importance of communication as a key tool in managing team performance and keeping everyone on track. In their report of the Hay study, Lamb and McKee wrote that leaders must communicate regularly with employees in order to:help them understand the organisation’s business focusensure they understand how their work contributes to the organisation’s goalskeep everyone advised upon the extent to which the organisation and individual departments are doing wellIn summary, managing team performance requires leaders to focus on two key areas:Leaders must consciously manage team performance in addition to individual performance even when their organisation’s systems don’t. Leaders must regularly communicate the connection between their team’s work and the organisation’s business focus and keep everyone up to date with the department and organisation’s progress against goals and objectives.Learning JournalCommentReflect: To what extent do you consciously manage your team’s performance? What could you do more of to improve performance? How often do you communicate your organisation’s business focus with your team? Should you do more? How, when and where?Act: Share your thoughts with your fellow scholars.Add Diary and Pencil IconAdd Act IconManaging performance: Performance reviewsElementCopy/typeNotesImageScrubs: Performance Evaluation JournalTextReflect:To what extent do the performance review or evaluation processes in your own organisation mimic what you just watched?! What needs to be done differently to improve the quality of the performance review process?It’s an ongoing process and should be carried out in regular work reviews. Many organisations have a performance management system which takes the form of annual performance appraisals. As long ago as 2004, annual performance appraisals had fallen into disrepute with research showing systems are now merely annual ‘tick-box’ processes, and have little merit, with as few as 31% of managers following up anything identified within the process.Over the past couple of years, global organisations including Microsoft, IBM, Accenture and General Electric have ditched annual performance appraisals with frequent, informal check-ins between managers and employees. These check-ins are most effective when they are scheduled as a regular one-to-one reviews. The main purpose of the one-to-one meetings between yourself and your team members is to agree:each individual’s key objectivesa work plan that will enable each person to achieve those objectiveshow and when these will be reviewedhow and when progress will be measuredA work plan is a straightforward statement of:what needs to be donewhat output is to be provided (often called a ‘deliverable’)to what standardby whomthe date when the work will be completedA work plan may also include details of agreed development opportunities. For example, a member of staff may require training to acquire the skills or knowledge they need to complete the tasks outlined in the plan.Learning JournalCommentReflect:Think about your last performance review and whether it included setting objectives, monitoring and evaluating performance and provided feedback. What could have been done better?Act:Share your thoughts with your fellow scholars.Add Diary and Pencil IconAdd Act IconManaging performance: Dealing with poor performanceElementCopy/typeNotesVideoSally Shankland: Have difficult conversations early and often from CMI Management Direct – Need to supply loginLearning JournalTextReflect:Think about how you currently manage poor performance. What works? What doesn’t work? How might having difficult conversations early and often improve your ability to have a positive impact on poor performance? One issue that may arise from time to time is that of a team member providing performance that is below the required standard. This brings in a new component — how do you know that performance needs to improve or can be enhanced? Clearly, there must be some measurement system in place to enable performance to be checked. Provided a sound work plan has been agreed to, the measures and criteria against which performance should be judged will also have been agreed. However, addressing sub-standard performance isn’t always that simple. The figure below shows the generic control loop which shows that other actions need to be taken into consideration before deciding that a team member’s performance is poor. Whenever performance issues are being addressed, it is always wise to think through control loop issues. This process enables you to check that the original objectives are still required, that the targets and standards being applied are still appropriate, and — most importantly — that the measurement method being used to judge the performance is not only the right method to use, but is also being effectively applied.Fig. 3.1 Control loop268605882651. Set aims and objectives2. Set standards and targets4. Take a measurement5. Compare with standards and targets7. Improve performance6. Make decision: performance OK?10. Check aims and objectives9. Check standards and targets3. Set measurement methods8. Check measurement methodsNoYes001. Set aims and objectives2. Set standards and targets4. Take a measurement5. Compare with standards and targets7. Improve performance6. Make decision: performance OK?10. Check aims and objectives9. Check standards and targets3. Set measurement methods8. Check measurement methodsNoYesAdd Diary and Pencil IconATTACH CMI checklist ‘Establishing a performance measurement system’Learning JournalCommentReflect: Review the generic control loop diagram above. Which of these steps do you already include when you’re dealing with poor performance? Which ones don’t you already use? How could you add them to your process?Act: Share your thoughts with your fellow scholars.Add Diary and Pencil IconAdd Act IconManaging performance: Exploring performance issues with your teamElementCopy/typeNotesImage ongoing performance management will help to prevent most performance issues from developing.However, if you feel someone really isn’t meeting the standards, don’t be tempted to hope they will improve in time on their own. They probably won’t get better and may get much worse. As soon as it’s clear to you their performance is slipping or could be further enhanced, you should explore the issues with the individual concerned at an informal interview.There are four main stages in an interview to explore performance issues.Identify the problem clearly:This leaves no room for misunderstanding. Providing you have prepared for the meeting, you can present the facts. Once they are established, then you can take things forward.Establish the reason for the problem:Poor work performance can be related to many factors, including personal problems, lack of training and development opportunities, inadequate resources or a personality clash with a colleague. It’s important to find out why a team member thinks they have not been performing well.Agree a plan of action:The plan of action will depend on the person and the problem but may include a number of options. You may consider upgrading available resources, clarifying objectives, setting new objectives, and/or organising development opportunities. It’s important to discuss and agree plans with the person involved so you are both happy with them.Monitor the situation:You will also need to check to see how things are going. If they are going well and there are measurable improvements, you will be able to provide positive reinforcement to encourage the person to keep improving. If things are not going well, you will need to discuss the situation further.Many situations benefit from a discussion. By using a range of interpersonal skills, trying to understand the situation and being patient, you should be able to iron out most problems and get things back on track.ATTACH CMI Checklist on Performance Management‘id=82355Learning JournalCommentReflect: Think about the last person you worked with where there was a ‘performance’ issue. Were the four steps listed above used to address the issue? If not, what should have been done differently? How would it have helped?Act: Share your thoughts with your fellow scholars.Add Diary and Pencil IconAdd Act IconManaging performance: Yikes!! Disciplinary proceedingsElementCopy/typeNotesVideoEmpire HR - Disciplinary Hearing JournalTextReflect:What are the key steps advocated in the video to avoid the risk of you and your organisation avoiding a formal disciplinary hearing?Unfortunately, not all situations can be dealt with as simply as previously outlined. At some point in your career as a manager you may be involved in disciplinary proceedings against someone who works for your organisation.When you find it necessary to institute disciplinary proceedings against and employee, the first thing you must do is refer to your organisation’s disciplinary procedures and note down the system that is in place relating to verbal, written and final written warnings. No matter the situation, you must always ensure that the Act you take is:in line with your organisation’s code of disciplinary practice and proceduresin accordance with legal requirementsIf you are unsure of the legal requirements, this would be a good place to review them, using the sources identified earlier in this course.If you think that you have spotted an issue or found an area where your organisational processes or policies may not be fully up to scratch, you should take Act to raise the matter with the person who holds responsibility for the process within the organisation.Add Diary and Pencil Icon ATTACH CMI checklists ‘Undertaking a disciplinary interview’. Learning JournalCommentReflect: Think of a situation where a disciplinary hearing could have been initiated either with you as the manager or someone you know. What could have been done differently to reduce the risk of a disciplinary hearing?Act: Share your thoughts with your fellow scholars.Add Diary and Pencil IconAdd Act IconManaging performance: Team development needsElementCopy/typeNotesImageSituational leadership important way of supporting your team to enable the best performance possible is to think about their development needs.As outlined in Managing Your Self, Hersey and Blanchard developed their situational leadership model to identify that there are two characteristics that can be applied to development:supportive styledirective styleBoth styles have advantages depending on the context. Plotting the two styles together as axes gives their model four quadrants that indicate the types of management behaviours that might be appropriate.Although originally conceived as a leadership model, Hersey and Blanchard’s ideas can be quite helpful in assisting you to plan with a member of your team the enhancement or improvement of their performance.Directing: Defining roles and tasks, close supervision, making decisions, one-way communication.Supporting: Routine decisions passed down. Leader facilitation and involvement, but not controlling.Delegating: Followers decide on the level of leader involvement in decisions and problem solving.Coaching: Defining roles and tasks, but encouraging suggestions and input. Communication more two-way, though decisions made by leader.You can develop your skill at the first three management behaviours over time with practice. The fourth management behaviour – coaching – is explored in more detail in the next section.Learning JournalCommentReflect: Which of the four quadrants is your default management behaviour? How well is it supporting your effectiveness as a manager? What do you need to do more of? What do you need to do less of? Act: Share your thoughts with your fellow scholars.Add Diary and Pencil IconAdd Act IconManaging performance: CoachingElementCopy/typeNotesVideoMarshall Goldsmith Coaching For Leaders:Watch first 6 minutes of this video (6 Questions) JournalTextReflect:Marshall Goldsmith is one of the world’s foremost coaches. What are the six questions you need to ask when you have a one on one dialogue with your direct reports?As a management behaviour, coaching is one development technique that has grown rapidly in favour in recent years with research showing that 71% of organisations are now using coaching methods. Coaching is defined as ‘a method of helping people to develop their skills and knowledge through a one-to- one relationship with a coach … who provides guidance and support through a range of work-based activities.’Coaching is a process of extracting wisdom from the person being coached, making them more aware of their own learning and experience. One common approach is for the coach to ask the person being coached ‘well you tell me what you think’, and then helping them reflect on the key learning points from the activities under consideration.Add Diary and Pencil IconRead this article: ‘Coaching is a key skill for managers’ Professional Manager (March 2008) ATTACH CMI checklist ‘Coaching for improved performance’ JournalCommentReflect: Think about a time where you’ve tried to coach someone or where someone has tried to coach you. What went well? What could have been done better?Act: Share your thoughts with your fellow scholars. Try using the 6 Question process with your direct reports.Add Diary and Pencil IconAdd Act IconManaging Performance: The ‘Price’ systemElementCopy/typeNotesVideoKen Blanchard: The One Minute Manager his book ‘The One Minute Manager’, Ken Blanchard describes the PRICE system — a five-step process for effective performance management:Pinpointing: Defining key performance areas in measurable terms.Recording: Gathering data to measure actual performance and keep track of progress.Involving: Sharing the information recorded with whoever is responsible.Coaching: Providing constructive feedback on improving performance.Evaluating: Part of coaching; also part of reprimanding or praising.What is clear from all of these ideas is that close appraisal, monitoring of performance and letting people know how well they are doing is important. Also, where problems do arise, it’s important for you to remember that one of your roles is to identify what people need. You can do this by keeping in touch with them, so they feel supported at the emotional level, not just the task achievement level.CMI attachmentOne Minute Manager Learning JournalCommentReflect: What kind of a performance manager are you? How could you use the Price system to improve your effectiveness as a manager of people?Act: Share your thoughts with your fellow scholars. Try using the Price system with your team.Add Diary and Pencil IconAdd Act IconSelf-assessment questions: Module 4ElementCopy/typeNotesImageCanva imageTextUse these questions to check whether you have understood the key issues in this section. If you are not sure, or really don’t know the answers, this suggests you need to work through parts of this section a second time.What are the four categories of Hersey and Blanchard’s leadership model and what relevance do they have for you?What is the PRICE system and what is it for?How can performance issues best be managed?What elements are in a work plan?Module 5: Recruitment and Selection: Introduction to case studyElementCopy/typeNotesImage is no single, correct recruitment and selection process. However there are a number of core components that should really be in place every time a recruitment and selection process is undertaken. The ACAS website (.uk) has a section with useful guidance on the process and the details.In order to make the numerous steps involved in running a suitable recruitment and selection process relevant and memorable, we’ve created a case study to help you work through the process. The case study will be based on you and your job in order to make the tasks involved more meaningful and useful.The case study assumes that you’ve been given the opportunity to move to a different part of your organisation for a 12 month secondment as part of a project team dealing with an important organisational initiative. There’s also a very real chance that the project will be extended or become a permanent secondment. You’re excited about the opportunity this project offers for your career development.However, your manager has only agreed for you to be seconded provided you find an appropriate replacement for yourself. S/he have given you complete latitude to find a suitable person.Use the Learning Journal section at the bottom of each page to complete the specific steps (including documentation) required in order for you to find your replacement. There will be some elements of the process that you won’t be able to complete but what’s crucial is to develop a deeper understanding of how to use the process effectively. Who knows when opportunity may knock!!!!Recruitment and Selection: A typical processElementCopy/typeNotesImage’s an example of a recruitment and selection process incorporating the key issues to be included (Source: Favell in Muller-Camen et al. 2008)identification of the basic need and job analysismake a case and gain approval to recruitjob descriptionperson specificationdecision regarding selection methodsdecisions regarding advertising and application methodsdesign and place advertisementsreceive applicationsshortlistinterviews and testsselection decisionacceptance and rejection lettersreferencescontractual issuesinductionAlthough this list may seem “unnecessary” in certain situations, the cost of NOT following it has been outlined earlier in this course. Of course depending on the size of your organization, you may have access to an HR officer or department to review this list and get their insights.If you don’t have access to people internally, you may be able to reach out to a specialist recruitment and selection consultant to get their insights. Or surf the net and see what people in the know say about recruitment and selection processes.Learning JournalCommentReflect: Think about the outlined steps and any additional information you’ve been able to obtain. What surprised you about the list if anything? Are there any steps to be added or emphasised with respect to hiring your replacement? Make sure you write down your ideas.Act: What stood out for you when you reflected on this page? Share your thoughts with your fellow scholars.Add Diary and Pencil IconAdd Act IconRecruitment and Selection: The job analysisElementCopy/typeNotesImage potential vacancy gives you an opportunity to review requirements and answer the following questions:Is it a straightforward replacement? Or are there organisational or team plans that may mean the existing role needs to change? Or are there budget constraints that may demand reorganisation of job roles within a department?Have the job needs changed? If so, then the job may need to be advertised as the role may have evolved since the last time the job description was written.Is the vacancy full or part time? Permanent or temporary (i.e. to cover maternity leave)?Can the work be covered through other means?You need to be open-minded and creative and explore options:Could you reallocate work? A reorganisation of responsibilities within existing staff may give development opportunities or simply be sensible.Could you contract out all or part of the work? Many organisations now assess the costs of employing people against the costs of contracting out the work. Is using agency staff an option?Could you cover the responsibilities by introducing more flexible working hours for existing staff?Could you use an internal secondment?Could you upgrade software and train existing staff?What’s important is that you rigorously question the need to fill a vacancy and the nature of the vacancy.Learning JournalCommentReflect: Review the first four questions above. How do they apply to replacing your position given the context of your secondment? Then review the next five questions. What additional options could you explore and get creative with your replacement? Make sure you write down your ideas.Act: What stood out for you when you reflected on this page? Share your thoughts with your fellow scholars.Add Diary and Pencil IconAdd Act IconRecruitment and Selection: Gaining approval by making the caseElementCopy/typeNotesImage most organisations you will probably need to make a case to senior managers to recruit. This step is about gaining the authority and resource to do so, and agreeing such things as salary, grading and contractual constraints you need to apply in this specific case.Learning JournalCommentReflect: Although your manager has given you permission to recruit your replacement, the issues raised above still need to be considered. How do they apply in this case? What changes may need to be made to salary, grading and contract in particular? Make sure you write down your ideas.Act: What stood out for you when you reflected on this page? Share your thoughts with your fellow scholars.Add Diary and Pencil IconAdd Act IconRecruitment and Selection: Writing a job descriptionElementCopy/typeNotesImage job description sets out the details of the job. Historically, a job description was a list of tasks to be achieved. However in recent years, subject matter experts in the field such as Stephen Taylor and Rosemary Lucas stress the importance of focusing more upon the achievements and outputs required, rather than the tasks or specific activities involved. It’s very important the job description describes the job accurately, as it the job description conveys a number of important facts:It communicates to applicants what the job involves.It ensures that everyone involved in the recruitment process is clear about what the job involves.It lays the foundation for what the job holder needs to achieve in the post.It’s also important that job descriptions are kept up to date. Outside the recruitment and selection process, job descriptions can be used:during inductionin an appraisal meetingto identify development needsin restructuring activitiesin job evaluation projectsYou should be aware that a job description forms part of an individual’s contract of employment and as such you can’t easily make major changes to it during the course of employment without the individual’s agreement.Learning JournalCommentReflect: Take a look at your current job description. How could you update it to focus more upon the achievements and outputs required, rather than the tasks or specific activities involved? If you don’t already have a job description, now would be a good time to create one. A wide number of job descriptions are now readily available on the net. Make sure you write down your ideas.Act: What stood out for you when you reflected on this page? Share your thoughts with your fellow scholars.Add Diary and Pencil IconAdd Act IconRecruitment and Selection: The person specificationElementCopy/typeNotesImage person specification sets out the skills, knowledge, experience and behaviours needed to do the job. It’s very important part of the recruitment process as it:clarifies exactly what you are looking for in a personcommunicates to potential applicants what you are looking forallows you to compare applicants against these pre-set criteriaprovides a structure for interviews and main areas of questioninghelps you to be objectiveensures the selection process is fair and transparentThere are three main approaches to person specifications:The attributes needed to complete the outputs required of the job. The applicant is then expected to learn about the organisation and fit in with the team.The attributes to fit in with the organisation and the team. The applicant is then expected to learn about the completion of the job outputs later.A competency based approach in which skills, knowledge and behaviour for both the task and team aspects are both clearly identified and the applicant is measured against these competency statements.Each item on a person specification should relate to some aspect within the job description. After all, the person specification is to identify the personal attributes that will enable an individual to be effective in the job, within the team and the organisation. It’s for this reason that many organisations are moving to a competency approach, so that both the criteria and measures are clearly spelled out for all those involved. The CIPD Annual Survey Report of 2009 says that currently 69% of organisations were using competency-based interviews as their most frequently used selection method.Learning JournalCommentReflect: Think about the skills, knowledge, experience and behaviours needed to do YOUR JOB! What attributes are needed to complete the outputs? What attributes are required to fit in with your organisation? And which skills, knowledge and behaviour are needed for the task and team. Make sure you write down your ideas.Act: What stood out for you when you reflected on this page? Share your thoughts with your fellow scholars.Add Diary and Pencil IconAdd Act IconRecruitment and Selection: Writing a person specificationElementCopy/typeNotesImage with job descriptions, your organisation may have a standard format for preparing job descriptions. A typical person specification will probably include:Skills and abilities: Word-processing skills, administrative abilities, managerial skills.Qualifications: Professional qualifications that are essential or desirable, practical or vocational qualifications as a minimum requirement (e.g. a food hygiene certificate).Knowledge: Of a particular industry, a particular aspect of the public sector or particular specialist activity.Experience: The minimum experience required to do the job (experience from unpaid activities may be equally valid), but this should not be specified by time or length of experience, which would be considered discriminatory.Special conditions: The requirement to wear a uniform, work unsocial hours or live in at weekends.Some person specifications also highlight which criteria are essential and which are seen as being desirable. When you write a person specification, take care that anything that is classed as essential should refer to minimum requirements only. If you overstate what is required, you run the risk of losing good applicants and being discriminatory. For example, specifying educational qualifications such as A levels often tells you little about what a person can do in the workplace but discriminates against people whose educational pathway was disrupted, or who come from a country where A levels are not awarded.Also check that the person specification isn’t too long, and that it doesn’t repeat similar criteria unnecessarily.Learning JournalCommentReflect: Review the person specification requirements listed above. What are the specific skills and abilities required? What about qualifications? How about industry knowledge or specialist activity? What’s the minimum experience required? And finally are there any special conditions that need to be considered?Make sure you write down your ideas.Act: What stood out for you when you reflected on this page? Share your thoughts with your fellow scholars.Add Diary and Pencil IconAdd Act IconRecruitment and Selection: Deciding on the selection processElementCopy/typeNotesImage main selection methods available include:Applications: The two main application methods are a standard form that applicants complete, and/or applicants send a curriculum vitae (CV) and a covering letter.Interviews: A discussion between a candidate and a panel of (usually) two or three people.Work-related tests: A short real-work activity that demonstrates skills needed in the job, for example, a test of word-processing skills.Assessment centres: This is the term used for giving candidates a number of exercises and activities (work-based tests, group activities, psychological tests, individual interviews).Whatever methods you use, always bear in mind the person specification when you choose selection methods. You should be able to identify when you are going to assess each criteria listed. CIPD Annual Survey Report from a few years ago says that competency- based interviews (69%), and interviews following contents of a CV or application form (68%) are the most frequently used selection methods.Taylor (2005) identifies eight key sources of errors that can occur in interviewing that can easily affect the effectiveness of interviews, and therefore the appointment decisions. The implications are that unless interviewers are fully trained in interviewing skills, to minimise these issues, interviewing may not be the most effective method, even though it’s the most popular.Learning JournalCommentReflect: Which of the four methods above does your organisation use? Which one(s) would be most appropriate for your role? Why? How could you improve your selection process options? What risks (if any) are there for replacing your role?Act: What stood out for you when you reflected on this page? Share your thoughts with your fellow scholars.Add Diary and Pencil IconAdd Act IconRecruitment and Selection: Attracting the right applicant ElementCopy/typeNotesImage/Video or External Recruitment?You will need to decide whether the vacancy should be advertised internally or externally.It’s common practice to fill vacancies internally where possible, mainly as career progression and in support of a policy of succession planning. If internal candidates are not found suitable for the position, then external recruitment is undertaken.Recruiting internally may be missing an opportunity to increase diversity and bring fresh ideas into the organisation. For some organisations it is the policy to always recruit externally.The main aim of advertising a vacancy is to attract applicants who really can meet the person specification. It’s a waste of time having to review a lot of applications from people who wouldn’t be able to do the job, so it’s worth spending the time to get the advertisement right.If your organisation has a house style for advertisements you must follow it, such as including a correctly positioned logo and equal opportunities statement.Always make sure you check the wording of advertisements as mistakes can easily creep in. You also need to check that they don’t contravene equal opportunities legislation.The focus of the advertisement — whatever form it takes — is to ensure that only suitable candidates apply, and those who are not suitable can clearly see that they will not meet the key criteria and therefore not waste their time (and yours) by applying. If the response to an advertisement is a very large number of applications, this is often a sign that either the person specification was not sufficiently tightly specified or that the advertisement was not clear enough about what was needed.Learning JournalCommentReflect: What would be the advantages and disadvantages for only using an internal applicant process for your job? What would be the advantages and disadvantages for only using an external applicant process for your job? What would be your recommendation if you could only chose one? Why? Make sure you write down your ideas.Act: What stood out for you when you reflected on this page? Share your thoughts with your fellow scholars.Add Diary and Pencil IconAdd Act IconRecruitment and Selection: Handling applicationsElementCopy/typeNotesImage sure you have a system in place for dealing with applications. Who will collect them together? What will happen to them next?Decide how you will acknowledge the applications as you receive them. Will you acknowledge each application as it arrives? Or will you wait and send an invitation to interview and a letter to inform people that their application has been unsuccessful?Monitor the response so that you can evaluate the success of your chosen process. By keeping a list of the applicants who requested information you will know what percentage translated into actual applicants.Learning JournalCommentReflect: Find out what process your organisation uses to manage the application process. How could it be improved with respect to your role replacement? Make sure you write down your ideas.Act: What stood out for you when you reflected on this page? Share your thoughts with your fellow scholars.Add Diary and Pencil IconAdd Act IconRecruitment and Selection: The selection processElementCopy/typeNotesImage selection process begins when you start to assess the applications you have received. It includes:creating a shortlistassessing the shortlisted candidatesmaking a decisioncommunicating the outcomeTo a large extent the success of the selection process is dependent on the foundations you laid during the recruitment process. As with the recruitment stage, it’s essential that all the actions you take follow your organisation’s policies and procedures.Learning JournalCommentReflect: Think about the process you’ll need to follow when you begin the selection process. What legislative issues will you need to be aware of in particular? Are there any other specific issues you need to take into consideration? Make sure you write down your ideas.Act: What stood out for you when you reflected on this page? Share your thoughts with your fellow scholars.Add Diary and Pencil IconAdd Act IconRecruitment and Selection: Creating a shortlistElementCopy/typeNotesImage shortlist is a list of the candidates who will move into the next stage of the selection process. After sifting through applications, a manageable shortlist generally lists no more than 12 candidates.The key to creating a shortlist is to review the applications against the person specification. This needs to be done systematically, so that applications are assessed only against criteria in the person specification. If you receive a huge number of applications, you may need to first create a ‘longlist’ of the applicants who meet selected essential criteria. You can then focus on your longlist in more detail to draw up the shortlist.Prepare a form that lists the criteria on the person specification so you can record the strength of each applicant against each criterion. You may decide to use some form of scoring process (e.g. 1 = strongly met, 2 = partly met, 3 = not referred to at all) or a competency measurement approach. It may not be possible to assess some criteria at this stage of the selection when you haven’t yet met the person. For example, it’s difficult to rate their oral communication skills until an interview. Therefore, these criteria should not be included in the shortlisting stage.To avoid bias and minimise the risk of any discrimination factors creeping into the process, shortlisting should always be carried out by more than one person. It is usually best done by two people independently assessing the applications, then coming together at a meeting to agree the final list. The reasons for their joint decisions should be noted down, in case of later queries.You should keep documentation relating to shortlisting for up to six months, in case you receive any complaints about the process or accusations of discrimination. All reasons for selection or rejection must be included in your file notes. Not only does the process need to be fair bur you also have to be able to prove that it was fair.Learning JournalCommentReflect: Think about the shortlist process for selecting your replacement. What scoring system would you use? What criteria would you emphasise? Who would you choose to assist with reviewing the applicants to avoid bias and maximise fairness? Make sure you write down your ideas.Act: What stood out for you when you reflected on this page? Share your thoughts with your fellow scholars.Add Diary and Pencil IconAdd Act IconRecruitment and Selection: Assessing candidates and deciding ElementCopy/typeNotesImage JournalAssessing the shortlisted CandidatesYour work in the recruitment part of the process will already have identified how you will assess the shortlisted candidates. The principle of assessing against the criteria on the person specification applies to all assessment methods. It is never good practice to compare one candidate with another.Making a decisionA decision should be made as soon as the assessment process has been completed. It must be based on objective assessment against the person specification. Keep the documentation for up to six months in case you need to deal with any complaints or accusations of discrimination. You should be able to justify why a person was not selected.Learning JournalCommentReflect: No doubt there will be people in your organisation that you think would be likely candidates to be your replacement. Take some time to assess their ‘hypothetical’ application against the criteria you’ve decided on. Where do they meet the mark? Where don’t they? Why? Make sure you write down your ideas.Act: What stood out for you when you reflected on this page? Share your thoughts with your fellow scholars.Add Diary and Pencil IconAdd Act IconRecruitment and Selection: Communicating the outcomeElementCopy/typeNotesImage you have made a decision, you need to notify the successful candidate immediately, typically by telephone. This notification should be followed by a formal offer in writing that includes all the terms and conditions of employment and instructions about what to do next. You must also inform unsuccessful candidates. A delayed response gives a bad impression of you and your organisation, as well as it being unfair for candidates to be left not knowing your decision.Try to personalise your response to each candidate, by highlighting their positive points and giving feedback on how improvements can be made. Candidates invest a lot of themselves into interviews, tests and assessment centres, and your considered response can help to soften the impact of being rejected.Learning JournalCommentReflect: Given that you don’t have any candidates for your job at this stage, informing them of your decision – either positive or negative – isn’t possible! Instead, draft a letter or email or better still, write a telephone script that you could use to inform them of your decision. It’s critical that organisations finish the process of properly to avoid unintended reputational consequences. Make sure you write down your ideas.Act: What stood out for you when you reflected on this page? Share your thoughts with your fellow scholars.Add Diary and Pencil IconAdd Act IconSelf-assessment questions: Module 5ElementCopy/typeNotesImageCanvaTextUse these questions to check whether you have understood the key issues in this section. If you are not sure, or really don’t know the answers, this suggests you need to work through parts of this section a second time.List 3 reasons why is a person specification so importantDraw a flow diagram of an effective recruitment and selection process.SummaryElementCopy/typeNotesImage TextNow that you’ve reached the end of this section you should be able to:Understand the principles that empower motivate and engage your team.Assess the impact of encouraging team welfare on the achievement of objectives.Discuss the general principles and processes of recruiting and selecting staffDetermine a method that identifies poor performanceDetermine a process for supporting performance improvementIf you can do this, and if you can answer the self-assessment questions, then you are ready to move on.Congratulations: You’re done! What’s next?ElementCopy/typeNotesImage/Video! You have reached the end of this course! We hope you enjoyed learning with us and have found the course relevant to becoming a more effective leader.Help us create courses just for you.We take a great deal of time and care in creating our courses and take into consideration feedback from a range of sources. Please take some time to fill out our survey and provide your thoughts and suggestions. What are your options now?Certificate of Achievement.Once you have ticked all pages to advise us that 100% of your course is complete we will be able to issue your digital Certificate of Achievement. You can find our more here.Earn a Level 5 Certificate in Management and LeadershipManaging Your Team is the second of three courses in the Managing for Success programme. You have the option of completing the other two courses, Managing your Self and Managing your Organisations. If you choose to do this you will be on your way to achieving the Chartered Management Institute (UK) Level 5 Certificate in Management and Leadership. Find out more here.CMI offers practical, proven solutions for individual managers, employers and education providers alike. Their mandate is to create better led and managed organisations – and they are doing it, with over 100,000 managers and 450 employers using their services to improve their performance. HYPERLINK "" Find out more about CMIThanks again for making the SWITCH and we look forward to welcoming you to one of our courses very soon.The SWITCH team ................
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