From Boss to Coach: Turning Great Sales Managers Into Great Coaches
Select and coach first line managers
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Select and Coach First Line Managers US ID 252035 Learner Guide
Transcript of Select and coach first line managers
Select and Coach First Line Managers
US ID 252035
Learner Guide
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Table of Contents
Table of Contents .................................................................................................. i
UNIT STANDARD 252035 ........................................................................................ 1
SECTION 1: SELECT MANAGER ................................................................................. 4
1.1 Key Performance Area .................................................................................... 4
a. Key Result Areas .................................................................................................. 4
b. KPA And KPI ....................................................................................................... 5
c. Examples Of KPA/KPI ............................................................................................ 6
1.2 Using KPAs And KPIs ....................................................................................... 8
a. Understanding The Context .................................................................................... 9
b. Defining KPIs ...................................................................................................... 9
1.3 Analyse The Job Profile ................................................................................... 9
a. Duties .............................................................................................................. 10
b. Qualifications .................................................................................................... 10
c. Additional Information ......................................................................................... 10
d. Job Analysis, Job Description And Job Specification ...................................................... 10
e. Uses Of Job Analysis ............................................................................................ 12
f. Sources Of Information ......................................................................................... 12
g. Job Analysis Techniques ........................................................................................ 13
h. The Job Analysis Process ....................................................................................... 16
i. The Components Of Job Description ......................................................................... 17
j. Job Specifications ............................................................................................... 19
1.4 Determine The KRA ....................................................................................... 20
a. Selecting KPIs .................................................................................................... 20
b. Scorecard Value ................................................................................................. 21
1.5 Select The First Line Manager .......................................................................... 33
a. Job Profile ........................................................................................................ 33
b. Consult With Recruitment ..................................................................................... 33
c. Select KPAs ....................................................................................................... 33
d. Develop A Short List Of Candidates .......................................................................... 33
e. Select The Best Qualified Candidate ......................................................................... 34
SECTION 2: PLAN THE COACHING PROCESS ............................................................... 35
2.1 Introduction: The Concept Of Coaching .............................................................. 35
2.2 Conduct A Training Needs Analysis .................................................................... 37
a. Discuss Training With The Learner ........................................................................... 38
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2.3 Coaching Plan ............................................................................................. 38
a. Steps To Take .................................................................................................... 38
c. How To Conduct The Initial Interview ....................................................................... 43
INTITIAL INTERVIEW FORM ............................................................................................ 44
SECTION 3: COACH THE MANAGER .......................................................................... 47
3.1 Introduction To Coaching ................................................................................ 48
3.2 The Coaching Process .................................................................................... 49
3.3 Steps To Follow ........................................................................................... 50
a. Prepare The Person ............................................................................................. 50
b. Present The Operation ......................................................................................... 50
c. Trainee Practices Task ......................................................................................... 50
d. Give Feedback And Review Progress ......................................................................... 51
e. Follow-Up ......................................................................................................... 51
f. Specified Requirements ........................................................................................ 51
SECTION 4: MONITOR AND MEASURE ....................................................................... 52
4.1 Monitor Candidate’s Progress ........................................................................... 52
a. Assessment Methods ............................................................................................ 52
b. Guidelines For Assessment ..................................................................................... 53
c. Assessment Instruments ........................................................................................ 53
4.1 Feedback ................................................................................................... 54
a. Positive Feedback ............................................................................................... 54
b. Take These Steps To Give Feedback ......................................................................... 57
c. Dealing With Unacceptable Performance ................................................................... 60
References ....................................................................................................... 63
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UNIT STANDARD 252035
Unit Standard Title
Select and coach first line managers
NQF Level
5
Credits
8
Purpose of the unit standard
This unit standard is intended for managers in all economic sectors. These managers would typically be second level managers such as heads of department, section heads or divisional heads, who may have more than one team reporting to them.
Learning assumed to be in place and recognition of prior learning
It is assumed that learners are competent in:
Communication at NQF Level 4.
Mathematical Literacy at NQF Level 4.
Computer Literacy at NQF Level 4
Unit Standard Range
The learner is required to apply the learning in respect of this/her own area of responsibility.
Unit refers to the division, department or business unit in which the learner is responsible for managing and leading staff.
Entity includes, but is not limited to, a company, business unit, public institution, small business, Non-Profit Organisation or Non-Governmental Organisation
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Specific Outcomes and Assessment Criteria:
Specific outcome 1: Select first line manager for a specific position
Assessment criteria
An analysis is conducted of the job profile to determine the key performance areas for the first line management position
Selection and weighting criteria for the Key Results Areas of the first line management position are described on the basis of the job profile
Liaison with the recruitment function of the entity is undertaken to ensure understanding of the requirements of the position
Interviewing, desk checking and/or other techniques are used to arrive at a short list of the candidates who applied for the position
Decisions are taken and offers made to the selected manager in accordance with organisational policies and procedures.
Specific outcome 2: Plan the coaching process of a first line manager
Assessment criteria
A coaching plan and schedule is drawn up according to identified priorities in a unit
Records of expected performance against the manager's Key Results Areas are prepared to serve as a basis for discussions with the selected manager.
A system is implemented for recording the decisions, commitments made and other relevant information from the discussions
Specific outcome 3: Coach selected first line manager
Assessment criteria
The purpose, content and schedule of the coaching process is explained to the selected manager in order to reach agreement on the coaching process
During the coaching sessions the selected manager's performance is discussed against the Key Result Areas and recorded for future reference
Identified gaps and actions to close them are agreed upon and recorded in the coaching action plan
Feedback given to the manager is honest, constructive and supportive
Specific outcome 4: Monitor and measure the results of coaching sessions
Assessment criteria
Actions agreed to at a coaching session are monitored at the times agreed to during the coaching session
Positive feedback is given to the selected manager for accomplishments against the coaching action plan
Corrective actions agreed upon are recorded in areas where requirements in the coaching action plan have not been met
Follow up action taken on the basis of the manager's response to the coaching is in line with organisational policies and procedures
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Line managers are encouraged to use the coaching process with people reporting to them after explaining and agreeing a system with them
Unit Standard Essential Embedded Knowledge
Deriving performance requirements from Key Results Areas
The coaching process
Feedback techniques
Negotiation and conflict handling techniques
Critical Cross-Field Outcomes
Identify and solve problems relating to the implementation of a coaching process
Work effectively with others during coaching sessions with a first line manager
Organise and manage oneself and one's activities in preparing a coaching schedule
Collect, evaluate, organise and critically evaluate information concerning applicants for a position
Communicate effectively in explaining the coaching purpose and process
Demonstrate an understanding of the world as a set of related systems by guiding the first line manager to understand the interrelationship between work processes
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SECTION 1: SELECT MANAGER
Specific outcome 1
Select first line manager for a specific position
Assessment criteria
An analysis is conducted of the job profile to determine the key performance areas for the first line management position
Selection and weighting criteria for the Key Results Areas of the first line management position are described on the basis of the job profile
Liaison with the recruitment function of the entity is undertaken to ensure understanding of the requirements of the position
Interviewing, desk checking and/or other techniques are used to arrive at a short list of the candidates who applied for the position
Decisions are taken and offers made to the selected manager in accordance with organisational policies and procedures.
1.1 Key Performance Area In order to understand what a key performance area is, we need to know the difference between:
KRA: Key Results Area
KPA: Key Performance Area
KPI: Key Performance Indicator
a. Key Result Areas
“Key Result Areas” or KRAs refer to general areas of outcomes or outputs for which the department's role is responsible. A typical role targets three to five KRA.
Value of KRAs
Identifying KRAs helps individuals: ·
Clarify their roles ·
Align their roles to the organisation’s business or strategic plan ·
Focus on results rather than activities ·
Communicate their role’s purposes to others ·
Set goals and objectives · Prioritize their activities, and therefore improve their time/work management · Make value-added decisions
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Description of KRAs
Key result areas (KRAs) capture about 80% of the department's work role. The remainder of the role is usually devoted to areas of shared responsibility (e.g., helping team members, participating in activities for the good of the organisation).
Core KRAs of HR Department
Recruitment/ selection
Workforce planning/
Diversity management
Performance management
Reward management
Workplace management
Industrial relations
Safety and health workplace
Building capabilities and organization learning
Effective HR management systems , support and monitoring
KRAs (Key Result Areas) are managed by
KPAs [ Key Performance Areas]
KPIs [Key Performance Indicators]
b. KPA And KPI
These are the areas within the HR DEPARTMENT, where an individual or group, is logically responsible / accountable for the results.
To manage each KRA/ KPAs, a set of KPI are set .
KRA and hence KPI is attributed to the department which can have effect on the business results and is self measured where applicable.
The importance and weightage of these elements
KRAs/KPAs/ KPIs are guided by the
Vision statement
Mission statement
Corporate objectives
Corporate strategy
Corporate business units/ departmental plans/strategy.
For the budget period, which is usually 12 months.
Here is an example, which you can use to develop others for your organization.
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Corporate objective / strategy
improve the company competitive positioning and productivity by 10%.
HR department's objective
Achieve high productivity level in all activities [ say by 10%]
KRA 1 -recruitment/ selection
KPA –recruitment
KPI ----reduce average time taken to fill vacancies by 15%
KPI ----reduce average cost per recruit by 10%
KRA 2-workplace management
KPA -labour turnover
KPI ---reduce the labour turnover by 20%
KPI ----benchmark total HR costs externally.
KRA 3-safety and health workplace
KPA ---workplace accidents
KPI ----reduce workplace accidents by 10%
KRA 4 -building capabilities and organization learning
KPA ----training
KPI --- all workforce below middle management should receive a minimum of 4 days of training.
This is roughly, how HR Departments RAs / KPAs / KPIs are set , monitored and evaluated.
This can be applied to all other functional departments like marketing / sales / production etc.
http://www.citehr.com/7474-kpa-kpi-key-result-area.html
c. Examples Of KPA/KPI
Key performance areas will quickly become obsolete if there are too many items listed. The ideal number of KPA’s are about 5
Indicate a Key Performance Area, i.e. goal, project, committee work, day-to-day responsibility, etc.
1. Use PeopleSoft Chart of Accounts Reporting tool (COA Reports) to download department expenditures. Organize summary reports by project/grant and submit to the project leaders for review by the 15th of each month Collect feedback from project leaders and prepare a Summary Report for submission to the Department Chair by the last business day of the month.
Documented key performance areas or KPAs are essential as employees need to know what is expected of them, and at what standard
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2. Organize hard copies of department research reports (by topic and date) for easy reference by students and guests who don’t have access to department’. Prepare an index binder that contains brief description/date of the research project and the location (file drawer) of the full report BY X DATE.
3. By November 30th conduct a security survey on the following dormitories: Hodgdon, Lewis and Wren and immediately address any safety hazards with the Director of Residence Life and the Director of Environmental Health and Safety. Outline a summary of the survey findings and actions taken to reduce hazards By December 10th.
4. By January 31, 2013, attend “Advanced Excel skills” to learn how to create pivot tables. Utilize knowledge of pivot tables to analyze contributions to the Annual Fund and generate charts for inclusion in year-end reports. Example - Be able to track type of donor, amount given and history of gifts.
5. Provide timely support of desktop operating systems and software packages to staff and faculty in the school. Acknowledge and address each help ticket within 2 hours Keep the customer informed of progress with daily updates. If ticket cannot be resolved within -72 hours, inform the Manager of Scientific Computing.
6. To assist customers with the migration to Microsoft Exchange, prepare detailed tip sheets and documentation on the following topics:
Introduction to Outlook 2010 Email – import contact list; attach a signature file; set-up mail preferences.
Remote Access to Outlook 2010 – How to access and use the Outlook Web client, OWA (Outlook Web App).
Introduction to Outlook 2010 Calendar – How to create events, meetings and appointments, how to share calendars and delegate proxy access.
Draft tip sheets should be submitted to Exchange Team for review by March 5.
7. Advise end users on purchasing of standalone software packages that they need. Learn the costs and benefits of different products and work with users on software selection. Work with University purchasing and Site-wide Licensing on obtaining the products in a timely and cost effective manner.
8. Check dish machine water temperature daily for proper temperatures for wash and specifically final rinse. Inform your manager of any problems with the dish-washer machine, food disposer, drains, etc. immediate or any piece of equipment that is not working properly.
9. Create a chart that indicates the correct stock level of fresh food in each reach-in and refrigerator and post these in the area. Check daily to ensure the correct amount of product is in the correct area.
10. Use Excel to generate expenses reports by category and project within 3 business days of each month’s end to reconcile the actual expenses with projected expenditures. Submit copies of these reports to t
11. Provide timely customer service by responding to student questions within 24 hours. If unable to answer a student’s questions, refer the student to the appropriate member of the clinical team using our Customer Service Referral protocol and check back with the student within 24-48 hours to ensure the student received the requested information; include a link to the Student Satisfaction Survey in the follow-up email.
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1.2 Using KPAs And KPIs Managers talk a lot about employee performance. There's constant pressure to achieve performance targets, to reach higher performance levels, and to ensure that people's work supports and furthers the organization's goals.
Performance management is the process used to manage this performance. The key question asked is, "How well is an employee applying his or her current skills, and to what extent is he or she achieving the outcomes desired?"
The answer has traditionally been found in the performance evaluation process, where managers look for hard data to tell how well an employee has performed his or her duties.
What is often missing from this evaluation, however, is the part about making sure that the employee is doing the right thing. After all, you may have a very hard-working and dedicated team member, but if he or she is not working on things that advance the organization's purpose, what is the point?
This is where key performance indicators come into play, and they apply both at the organizational and individual levels. At an organizational level, a Key Performance Indicator (KPI) is a quantifiable metric that reflects how well an organization is achieving its stated goals and objectives.
For example, if your vision includes providing superior customer service, then a KPI may target the number of customer support requests that remain unsatisfied by the end of a week. By monitoring this, you can directly measure how well your organization is meeting its long-term goal of providing outstanding customer service.
If your KPI is inappropriate or naive, however, the resulting behaviours may be counterproductive. For example, using the same goal of providing superior customer service, the first KPI that often comes to mind is the number of customer complaints received. Intuitively, you may feel that the fewer complaints you receive, the higher the customer service you're offering. This is not necessarily true: You may be getting fewer complaints because you have fewer customers, or because customers are not able to access your support services.
Taking this a step further, while it is important for organisations to choose the correct KPIs for business performance, it is equally useful if managers and employees define KPIs for members of their teams. In fact, an ideal situation is where KPIs cascade from level to level in the organization (in reality, this may be impractical if there are many levels to the organization.) This helps people work in such a way that their activities are aligned with corporate strategy.
So part of performance management is setting goals with members of your team. This may be done within the formal appraisal process, but it doesn't have to be. The important factor is that the goals that are set are aligned with the department's strategy, which in turn is aligned with the overall strategy of the organization.
This follows the common adage in management that says, "What is measured gets done." If you set a goal around a certain outcome, the chances of that outcome occurring are much higher, simply because you have committed to managing and measuring the results.
When an employee's goal is defined in terms of an organizational KPI, it ensures that what the employee is doing is well aligned with the goals of the organization. This is the critical link between employee performance and organizational success.
Let's take an example of how an individual employee's goal is linked to organizational strategy:
Organizational Vision – To be known for our superior customer service and satisfaction.
Organizational Objective – To reduce the number of disatisfied customers by 25%.
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Organizational KPI – The number of customer complaints that remain unresolved at the end of a week.
Team Member's Goal – To increase the number of satisfactory complaint resolutions by 15% this period.
Taken to the next level, each employee goal should have at least one associated KPI. How will you specifically measure, on a regular basis, whether or not this person is meeting his or her goal?
Team Member KPI – The weekly percentage difference in complaints handled that result in satisfied customers versus unsatisfied customers.
Use the following questions to help you work towards defining effective KPIs:
a. Understanding The Context
What is the vision for the future?
What is the strategy? How will the strategic vision be accomplished?
What are the organisation's objectives? What needs to be done to keep moving in the strategic direction?
What are the Critical Success Factors? Where should the focus be to achieve the vision?
b. Defining KPIs
Which metrics will indicate that you are successfully pursuing your vision and strategy?
How many metrics should you have? (Enough, but not too many!)
How often should you measure?
Who is accountable for the metric?
How complex should the metric be?
What should you use as a benchmark?
How do you ensure the metrics reflect strategic drivers for organizational success?
How could the metrics be cheated, and how will you guard against this?
What negative, perverse incentives would be set up if this metric was used, and how will you ensure these perverse incentives are not created?
1.3 Analyse The Job Profile A job profile is a breakdown of the duties and tasked required of and performed by a
person for a specific title/job.
The term "job profile" means different things depending on one's perspective. If you're seeking employment, this is a job description. The document contains the basic information that will help you decide if you're qualified and interested in applying for the position. For managers and human resources professionals, a job profile is more detailed, providing information on how the
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job title and compensation were determined. The simpler version of a job profile is most helpful for people seeking jobs or trying to better understand their present position.
a. Duties
An employer creates a job profile for many reasons. On the organizational side, the employer must analyze the job that a person will perform, including essential duties, which are performed often, and nonessential duties. These duties will be used to calculate the amount of pay, the job title, the salary or hourly designation and the position on the organizational chart. Managers assist the HR department with updating job profiles when positions must be advertised and filled. Each duty is written as a statement of what outputs a candidate must produce.
b. Qualifications
A job profile provides details of specific job tasks. In addition, there are other sections of the profile that help applicants understand the position. For example, an employer may include minimum qualifications and preferred qualifications. This section might include the knowledge, skills, abilities and years of experience that successful applicants must hold to be considered for an interview. The hiring manager or team uses the qualifications to eliminate unqualified applicants. The remaining applicants will be ranked according to their qualifications.
c. Additional Information
A detailed job profile gives more context to a job, such as a description of the department and the types of projects or customers who will be served. The profile might include performance standards that a manager uses to evaluate a person's work, screening requirements such as qualification tests and background checks, and machinery or tools that an applicant must use. For example, a job applicant for a courthouse clerk might have to pass a criminal background check, take a typing test and know how to use a personal computer with word processing software.
d. Job Analysis, Job Description And Job Specification
Some definitions and explanations:
Job Analysis may be defined as:
The process of examining the content of a job, through systematically gathering analysing and synthesising information about jobs. – Ivancevich
Job description may be defined as:
It is a written summary of the basic tasks, functions and working conditions of jobs.
Here the tasks performed by an employee are described.
Job specification may be defined as:
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Here the specifications describe what a job demands of its incumbent. – Gordon (1983)
Step/Movement may be defined as:
The actions taken to complete a task
Task may be defined as:
A group of related steps or movements
To answer a telephone is a task, the job incumbent must take the following steps to answer the phone: pick up the receiver, identify him/her self-etc.
Function may be defined as:
A group of related tasks.
Job may be defined as:
A group of functions in a position for which an incumbent is responsible.
A job family may be defined as:
A group of related jobs are called a job family. This may be a secretary, receptionist and a receptionist’s oppositions.
Functions are broken down into specific jobs
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Employees perform tasks.
The tasks are group into functions.
Jobs are basic units in the organisational structure. (Building blocks.)
e. Uses Of Job Analysis
Recruitment and selection
Transfers
Promotion
Job classification
Job evaluation
Job design
Performance appraisal
Training and development
Career planning and development
Efficiency
Safety
Human Resource Planning
Labour Relations.
f. Sources Of Information
There are a variety of sources for collecting data for a job analysis:
Job description-- A narrative statement of the major activities involved in performing the job and the conditions under which these activities are performed. If an accurate job description is not available or is out of date, one should be prepared using job analysis techniques.
KSA analysis-- A more detailed list of specified tasks for each job including Knowledge, Skills, Attitudes and Abilities required of incumbents.
Performance standards-- Objectives of the tasks of the job and the standards by which they will be judged. This is needed to identify performance discrepancies.
Observe the job/sample the work.
Perform the job.
Job inventory questionnaire-- Evaluate tasks in terms of importance and time spent performing.
Review literature about the job-- Research the "best practices" from other companies, review professional journals.
Ask questions about the job-- Of the incumbents, of the supervisor, of upper management.
Analysis of operating problems-- Down time, waste, repairs, late deliveries, quality control.
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g. Job Analysis Techniques
The job analysis process must be a detailed overview of the organisation, and its jobs at the beginning of the process. An organisational chart and a process chart can provide this.
For each of these methods the information about the job is studied in terms of tasks completed by the employee. Information may be gathered from a variety of sources. Time and costs are considerations, thus these methods should focus on collecting important information.
Observation
Here an analyst observes the actions of an employee doing a job. The observer makes notes of the employee’s activities. The employee is seen as a sample representing the rest of the workers in the organisation. An observer must not try and influence the outcome of the employee being observed performance.
Points to remember
Is used for jobs that require manual, standardized and short time cycle activities, e.g. an assembly line worker.
The observation of several employees helps to avoid bias, due to the unique manner in which one employee may perform job tasks.
Observation must also take place on a few occasions.
This method is useful for unskilled and semi-skilled workers.
Employees may be filmed to observe their behaviour.
It is important to remember that observers must be well trained to conduct this method.
Jobs consist of critical and non-critical tasks that must be identified by observers.
A critical task is one that makes the difference between success and failure in a position.
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Advantages of the observation method
This method is less time consuming than the interview method.
A large number of employees are observed at a time, this saves cost and time.
Disadvantages of the observation method
This method is costly and time consuming.
This method is limed to manual, standardized and short job cycle activities.
This method does not always cover the full range of activities performed by the employee.
A detailed question are must be drawn up in this method.
The questions must be clearly understood by the observer.
Gathering background information
A questionnaire requesting general information about the job can provide the basic core information to use in a job analysis method.
This method allows the job analyst to get a complete picture of the job, its tasks and requirements. Questions that may be asked here are e.g. what is your job title? Or; what tasks to you carry out?
Written materials about a job e.g. company practices, present job descriptions and training materials can also be used as sources of job information.
The interview method
This method is the most widely used.
This method is useful for jobs with short cycle and long cycle tasks as well as jobs that require physical and mental requirements.
This method requires a structured set of questions to be prepared.
Interviews may be conducted with single persons, groups or a superior that has knowledge about the job.
Here the aim is to obtain factual information and physiological traits of individuals or groups.
Interviews that are conducted with groups facilitate the analysis of interaction amongst posts.
Advantages of the interview method
This method is useful for specialised and unusual jobs.
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A skilled analyst knows what questions to ask, and can identify essential and non-essential information.
Disadvantages of the interview method
This method relies on the memory of the employee.
This method is expensive and time consuming.
This method may allow inaccurate information to be collected.
Interviewers must be well trained to be reliable in their forecasts.
This method may not be used if language barriers exist.
The person conducting the interview may ignore certain parts of the job that are important.
The Questionnaire Method
This method is the least costly method that allows one to gather large amounts of information in a short period of time.
This method is useful for assessing similarities and differences between jobs.
A structured questionnaire includes specific questions about the job, job requirements, working conditions and equipment.
Employees need to know why they are expected to complete questionnaires.
Advantages of the Questionnaire method
This method is less time consuming.
A large number of employees are involved in the process.
Disadvantages of the Questionnaire method.
The preparation for a detailed questionnaire takes long.
Not all employees can express themselves clearly.
It is a lengthy process to complete the questionnaire.
Diary or log method
Here the employee keeps a detailed log/recording of his/her daily work activities. This method is seldom used in practice.
Advantages of this method
This method is very accurate.
Disadvantages of this method
This method places a heavy burden on the employee.
The question often arises, what method should we use as an organisation?
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The choice of the job analysis method will depend on the type of company and the available recourses e.g. money (budget) that has been set aside for this project.
h. The Job Analysis Process
Successfully carrying out the job analysis process requires a number of logical steps:
Analyse the organisation as a whole
During this step you have to analyse the organisation as a whole according to job analysis principles. This step will provide you with an overall picture of the work activities that will be carried out in the business.
Decide how to use the information
Now you have to make decisions about how you will use the information that you get from the job analysis
Select the jobs to analyse
During this step, you will select the jobs to be analysed
Analyse the jobs
Analyse the jobs in accordance with job analysis principles and techniques. You have to gather information about
the nature of the job,
the desired employee behaviour and
the characteristics of the employee who would be able to do the job successfully
Develop job descriptions
After you have analysed the selected jobs, you have to develop job descriptions that will details the most important elements for carrying out the job – the key competencies of the job.
For example, if you need a driver to deliver goods to customers, the person you appoint must be able to drive the vehicle – the ability to drive is a key competency.
Compile the job specification
The job specification must state the minimum knowledge, skills and abilities required for successfully carrying out a job.
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Design the job
With the information you have collected during the previous steps, you now design the job. Job design should show how the elements, obligations and tasks of a job have to be combined in order to obtain optimal employee performance and job satisfaction.
Evaluate
The last step involves the continuous evaluation of the job to make sure that the job description and specification keep pace with changes in technology.
The different components of job analysis
i. The Components Of Job Description
A definition of a job description:
“ An organized factual statement of the duties and responsibilities of a specific job. It should tell what is to be done, how it is done, and why.”
- FLIPPO
What data are required in a job description?
Typical questions asked in a job description
What are the most important tasks in the job?
Why does the job exist?
What is the job expected to achieve?
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What elements of planning, organizing and control exist in the job?
What managerial skills are required in the position?
What are the most difficult elements of the position?
What is the mode of decision making in this position?
Formulating task statements
Definition of a task statement:
A task statement describes the activities that are performed to achieve the end results in a job. This is important and necessitates the application of knowledge,
skills and attributes.
Guidelines for the formulation of a task statement
The execution of a task should result in a specific product or service that the employer is prepared to pay.
It takes 6 to 30 hours for an employee to learn how to carry out new tasks. (This does not include the physical carry out of the task by the employee.)
All task statements should start with an action verb to emphasise the true responsibility of the employee.
The following language conventions should be followed;
the object should follow the verb as closely as possible.
The present tense should be used through out the document;
It should state what the employee does, not what the employee should be dong;
Keep the description as simple as possible;
Avoid uncertainty.
The format of job descriptions
A job description may be
narrative,
tabular,
computer printout etc.
The standard format for a job description
1. Job title: (the title of the job and information about wage and salary benefits.)
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2. Task Summary: (a brief description of the purpose of the job, and what outputs will be expected from employees in the position.)
3. Equipment: (a brief description of the working conditions, location and other characteristics of the work environment.)
4. The nature and scope of activities in the job. This would emphasise
How the job fits into the organisation.
Supporting staff to the position.
The nature of problem solving
The freedom to act in the position.
j. Job Specifications
The job specification is also referred to personal requirements, (e.g. skills, experience, attributes and background off the required employee.)
Job specifications show point out the type of person required for the position to achieve its objectives. This element is mainly used for recruitment, selection, placement, training and development of current or potential staff members.
Job specification information
Knowledge that may be:
Scientific knowledge (the principles of physical, natural, economic or behavioural sciences in the position).
Technical knowledge: (here specific techniques, rules and principles that apply to the position are noted.)
Task knowledge
Skills
This refers to the ability to apply knowledge or the ability to perform a task that may be:
The cognitive field that specifies the recall of required information. (Thinking behaviour).
The pshychomotive field includes the muscle and body movements required in the position. (Doing behaviour).
The affective field: includes the posture, motivation and values that an incumbent places on acquired knowledge. (The affective field.)
Attributes
This is the personality trait of an individual that is required to perform the position.
Physical requirements
This refers to the physical requirements of an individual in a position.
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Formulating the job specification
Step 1:
Analyse task requirements
Analyse task statements in terms of required knowledge, skill and attributes.
Ask questions e.g. what is the minimum academic qualification, or experience required in the position.
Step 2:
Specify requirements.
Specify the requirements that will be used in the selection of new employees.
Step 3:
Summaries.
Summaries the requirements for the selection of new employees, or the training specifications of employees.
Step 4:
Verify validity of specifications Consult experts to verify the validity.
Guidelines for formulating job specifications
Job specifications are about the job and not the person. Required information should show that the education, experience and other qualifications are required to perform
the position. Irrelevant information should not be included.
Mandatory and desirable requirements should be subdivided and specified.
1.4 Determine The KRA
a. Selecting KPIs
Although there are many useful metrics for facility services, it's the vital few that are worth the time and effort.
Consider this, in older Boeing 747s, if all the instrumentation were taken out of the cockpit and laid end-to-end it would stretch over 27 feet in length.
Pilots couldn't pay attention to all those dials and displays all the time. Instead, they viewed six key indicators. If something appeared out of order, pilots checked the other instruments corresponding to that key indicator.
Now, aircraft cockpits use digital displays to show key information, which can be adjusted to display additional flight information as needed.
The same is true for KPIs as it is for 747 instrumentation. It's the vital few rather than the useful many - that's the "key" in KPIs.
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KPI components can include:
1. Metric Category: Defining categories before figuring out individual KPIs helps you choose KPIs for important business areas, such as: Cost, Quality, Safety, etc.
2. Metric Name: Providing a, unique, descriptive name helps avoid confusion between similar sounding KPIs
3. Unit of Measure: Name what you're counting, i.e. square feet, hours, incidents, etc.
4. Calculation: The formula used to calculate values of the metric, i.e. (square metres / hours worked), or (# of responses in compliance / # responses non-compliant)
5. Measurement Frequency: i.e. weekly, monthly, quarterly, etc.
6. Measurement Procedure: i.e. manual tallying of complaints, or online digital tracking of requests
7. Weight: You may want to weight KPIs individually, or by category based on their importance, such as responsiveness may not be as critical as cost, and therefore weighted less important
8. Target Value: Numerical goal for reporting period, can be either an industry benchmark, better than past, best possible value (i.e. 100 out of 100)
9. Threshold: Can be current numerical starting point, minimum acceptable bottom line, or indicating deficiency
b. Scorecard Value
Only the scored KPIs are considered in the Weight (in percentage) and Weighted Score calculations. The KPI weights are calculated based on the importance values of the scored KPIs only.
Example:
The scorecard_1 scorecard is associated with the cat1 category and below are the KPIs assigned to scorecard_1. See the table below:
Assigned KPIs
KPI Importance Weight
KPI_Int_1 4 66.67%
KPI_Manual_2 1 16.67%
KPI_Decimal_3 1 16.67%
KPIs should be defined explicitly.
Scorecard value is the sum of weighted scores of all KPIs.
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Calculation of KPI Weight
KPI Weight = (KPI Importance/(Sum of all the Importance values of the scored KPIs))x 100
For example,
KPI Weight of KPI_Int_1 = (4/4+1+1)x 100 =66.67%
The following table displays KPI scores and their weighted scores for the scorecard_1 scorecard:
KPI KPI Value KPI Score Weight Weighted Score
KPI_Int_1 60 60 66.67% 40.00
KPI_Manual_2 Manual 50 16.67% 8.33
KPI_Decimal_3 40 17 16.67% 2.83
Calculation of KPI Weighted Score
KPI Weighted Score = KPI Weight x KPI Score
For example,
KPI Weighted Score of KPI_Int_1 = 66.67 % x 60 = 40.00
Calculation of Scorecard Value
Scorecard Value = Sum of all KPIs Weighted Score
For example,
Scorecard Value of scorecard_1 = 40.00 + 8.33 + 2.83 = 51.17
Another example of weighting a scorecard
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1.5 Select The First Line Manager The position of first line manager (supervisor) will usually be filled from within the department or section. One of the employees or team leaders will be considered for the position, which will be a promotion. The job can be advertised in the company so that any employee who feels he/she can do the job can apply. Management can also consult performance appraisals to select suitable candidates and then invite them to be part of the process.
The steps to take to fill the position or to promote the employee are the following:
analyse the job profile
consult with the recruitment function to make sure you understand the requirements of the position
determine key performance areas
allocate weighting criteria for the position
develop a short list of candidates
decide on the best qualified candidate
a. Job Profile
The steps to take to analyse a job and determine the profile were discussed in full earlier in this section. You would find that the job description and job specification for most, if not all, the positions in the organisation will have been developed. Where this is the case, you will use these documents to determine the KPAs.
If job descriptions and job specifications have not yet been developed, you will have to develop them by following the steps detailed in this section.
b. Consult With Recruitment
To make sure you have a comprehensive picture of what the job entails and what the KPAs are, you will also have to consult with the HR department, specifically the recruitment officer. Discuss the needs of the job and your identification of KPAs with this person and, if needed, change the KPAs.
Remember that you will be looking for the person who will be able to deliver the KPIs and KPAs that are demanded by the job.
c. Select KPAs
Now you are ready to select the KPAs – remember not more than 5 or 6 and then allocate weights to each KPA using a scorecard.
If needed, you can discuss this with other first line managers, the recruitment officer and any other stakeholders who will be able to assist you, for example the current first line supervisor.
d. Develop A Short List Of Candidates
Now that you know what is required and which knowledge and skills are most important, you canstart the selection process.
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You will first remove the applications of those candidates who still need more knowledge or skills before they will be ready for the job.
At this point you have to remember that there will be a shortfall of knowledge and skills in all the applicants since they have not been first line managers before. Your purpose, therefore, is not to find a person who can do the job already, but the person who is best suited and also best able to learn how to do the job – who will be able to deliver the KPAs.
Individual analysis
Once you have completed the job analysis, you should know what an employee should know in order to do the job well. You should also know how the job should be done. Now you have to conduct an individual analysis in order to determine what knowledge and skills the employee needs in order to:
Do his/her current job
Be promoted to the next level
Achieve his/her career goals
Sources of information available for an individual analysis include:
Performance evaluation -- Identifies weaknesses and areas of improvement.
Performance problems -- Productivity, absenteeism or tardiness, accidents, grievances, waste, product quality, down time, repairs, equipment utilization, customer complaints.
Observation -- Observe both behaviour and the results of the behaviour.
Work samples -- Observe products generated.
Interviews -- Talk to manager, supervisor and employee. Ask employee about what he/she believes he/she needs to learn.
Questionnaires -- Written form of the interview, tests, must measure job-related qualities such as job knowledge and skills.
Attitude surveys -- Measures morale, motivation, satisfaction.
Checklists or training progress charts -- Up-to-date listing of current skills.
You will also have to compare the career goals of the individual will the analysis of the organisation – will the employee be able to fulfil his career goals in the organisation and what knowledge and skills will he need?
e. Select The Best Qualified Candidate
From the short list you will now select the candidate who is most suited to the job. Make sure that you follow the policies and procedures in your organisation.
Once the decision has been made, offer the job to the successful candidate and, on acceptance, of the offer, complete the necessary paperwork.
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SECTION 2: PLAN THE COACHING PROCESS
Specific outcome 2
Plan the coaching process of a first line manager
Assessment criteria
A coaching plan and schedule is drawn up according to identified priorities in a unit
Records of expected performance against the manager's Key Results Areas are prepared to serve as a basis for discussions with the selected manager.
A system is implemented for recording the decisions, commitments made and other relevant information from the discussions
2.1 Introduction: The Concept Of Coaching
It is the relationship between a Coach and a learner, where the aim is to unlock the individual’s potential so that he maximizes his performance.
It is a one-to-one process that typically focuses on personal development and problem solving, whereby the coach and learner agree on the issues involved and jointly consider solutions.
Coaching can be for individuals, teams or organisations – the approach towards change and improvement is fundamentally the same, although the tools and techniques used will differ depending on the needs.
Coaching is based on the principle that people have all the resources within themselves to resolve their issues. The coach will help the learner to access those resources by using effective questioning that challenges, stimulates and guides the learner to the solution.
The coach sees the learner as a vast sheet of potential and views him as capable of achieving anything he wants.
Formative Assessment 1: SO1
The passing on of skills or techniques and the monitoring and providing of feedback to learners as they attempt to develop skills or new behaviours.
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Coaching involves helping the learner to learn, rather than teaching him from an expert point of view. The coach provides the structure and focus to allow the learner space to think out loud and achieve his goals.
Coaching Is :
About getting the job done better by your employees;
A learning process which focuses on improving performance through developing job-related skills;
A process of helping your employees to learn from their day to day task;
A process of giving systematically planned and progressively more challenging tasks to employees, with ongoing feedback and support from yourself as the manager.
Objectives Of Coaching
Identify the performance that can be improved.
Help the learner to apply his theoretical knowledge into the business.
Correct improper or dangerous practices.
Discuss work incidents to expand the employee’s point of view.
Build the confidence and self-esteem of the learner.
Characteristics Of Coaching
It involves face-to-face guidance or instruction.
Coaching is a one-on-one intervention. This allows the coach to deal specifically with the needs of the individual.
Coaching allows for the adjustment of the learning pace to suit the learner.
It accelerates the learning pace by allowing for the sharing of experiences.
Coaching is meant to improve job effectiveness and efficiency, rather than just the acquirement of skills.
Coaching uses the coach’s knowledge of the job and allows him to provide structured opportunities for skills application.
Why Coaching is so Effective
Involves face to face guidance/instruction
Improves job effectiveness and efficiency, rather than just the acquirement of skills.
Allows the manager to interpret the knowledge and skill needs for the job and allows him to provide structured opportunities.
Allows close attention and lets training be introduced in acceptable phases geared at the individual.
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2.2 Conduct A Training Needs Analysis In order to be able to coach the successful candidate, you have to know the KPAs in which the supervisor needs training as well as the areas that the employee needs coaching on.
By now the KPAs have been developed and you should have a good idea of the training needs of the employee.
Questions to consider
Consider the answers to the following questions when drawing up your questionnaire:
The two most useful questions are:
What is the employee doing that s/he should not be doing?
What is the employee not doing that s/he should be doing?
This focuses the responder to the interview or survey towards visible behaviour.
You will have to look at:
The Work
The Worker
The Workplace
The following questions will also be useful:
Does the work that is actually being done relate to the purpose for which the working group was established?
Are there deviations in procedures from what is laid down, and can the reasons for the change be justified?
How do the job description and manual specifications outline the duties and responsibilities the job?
Do the supervisor's statements of what the employee should be doing; agree with what s/he tells you?
What is the overall level of productivity for jobs requiring similar skills, and are standards of quality and quantity being regularly met?
What is the problem?
Is what we are talking about as a problem really a training need?
What do we all hope to achieve by tackling this apparent problem?
What facts, opinions and feelings contribute towards strengthening our growing conviction that there is an identified training need?
What alternative solutions should be considered?
What are the possible, predicted outcomes to the various solutions?
Do we select a solution because it is the best for the individual concerned (the trainee) or because it satisfies us?
When, how and where do we implement the training decision we have taken?
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What criteria must we establish now, to determine whether our decision achieved the expected results?
a. Discuss Training With The Learner
Once the training need has been established, the employee has to be notified how this will benefit his/her career path in the organisation and also how the training will fit into the National Qualifications Framework and the possible credits that can be acquired towards a National Qualification. It is therefore important to ensure as far as possible that training is done through an accredited Training Provider and that the training intervention is aligned with registered unit standards.
2.3 Coaching Plan A Coaching Plan is a document that outlines skill gaps that need to be closed. It is generally an outline for improvement for someone who is already successful in the job. We're working with them to grow their skills-maybe we want to move them around laterally or we've gotten some complaints on an area or two that need improvement.
Success will be measured by the change in behaviour that will allow you to move and grow this individual. It will show determination and willingness to change in order to succeed.
Coaching is a process, not a one-shot deal. Coaching sessions with employees usually take place over several weeks. The initial session is to identify the goal of the coaching process, elicit input from the employee, and provide specific coaching suggestions.
Then, over the course of the next few weeks, you observe performance, providing immediate feedback (both positive and negative) as appropriate. Within two to three weeks, sit down with the employee again and let him or her know your perception of how things are going and ask the employee to tell you how he or she feels things are going. Ask the employee whether there is something you can do to assure his or her success. If necessary, redirect the employee toward appropriate behaviours and repeat the cycle until the behaviour meets your expectations.
We find it helpful to provide the employee with a written coaching plan. This creates a record and also enables the employee to refer back to the specific steps that must be taken in order to be effective on the job. Coaching plans are written in a positive, upbeat manner. Start out by thanking the employee for his or her cooperation and indicating your confidence in his or her ability to successfully achieve the behavioural changes required.
a. Steps To Take
1. Perform an assessment of the employee who is being coached. Discover his strengths, weaknesses and capabilities. This can be done through the use of an interview, a question-and-answer written assessment, a personality test or a combination of all three.
2. Ensure that the employee understands what is expected of her in her career position and why she is in the coaching program. Go over the goals of the coaching plan with her to be
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sure you are both in agreement about what is expected from both of you and from the coaching program.
3. Make sure the employee is committed to the coaching process and the goals. Unless he is an active and willing participant, you are both wasting your time. Get his involvement in creating a plan that will be effective and that speaks to him.
4. Set up an action plan based on the skills and concepts that the employee needs to learn or change. Build in concrete steps and timelines so that both of you are clear on where you should be in the process and what will be happening next.
5. Create a way to measure progress by setting up concrete goals with each step, whether it's sales numbers, test scores, productivity level or a behavioral change. Hold her accountable through regular contact with you, as well as involving others if necessary. Keep the involvement of outsiders limited to just the issues that are relevant to them and respect the privacy of the employee when and wherever possible.
6. Be sure to find suitable rewards and punishments for not achieving goals or following through that are constructive and relevant to the employee. Work with his personality. A person who is driven will be very affected just by not reaching a goal, while another person may need some encouragement and a bit of hand-holding to remain motivated.
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b. An Example Of A Coaching Plan
Division
Purpose of the Division
Major Deliverables of the Division
NB: List each major deliverable in one brief sentence
Area Developmental Objective (KPA) Developmental Strategy Resources Required
Support
(e.g L&D Manager or internal team specialist)
What would you like the candidate to be able to do by
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the end of coaching period?
Any ideas that you feel will add to the value of the
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coaching process for the candidate
NB: It will be useful for you to revisit this exercise after you have conducted the initial interview with your candidate.
You may also like to revisit this exercise several times throughout the year to ensure that you are on track and whether the plan was relevant or needs to be revised
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c. How To Conduct The Initial Interview
The initial interview allows you to do the following:
Become acquainted
The initial interview allows you to find out about each other. This puts a human face to the relationship
Define expectations and guidelines for the relationship
It is important that the candidate clearly understands what the internship is all about and what you can expect from each other. It is useful to agree parameters and guidelines regarding the relationship.
It is also important that the candidate appreciates that there is no firm commitment of permanent employment beyond the contracted period.
Set objectives
The candidate must understand the objectives of the intervention and what skills and knowledge they will acquire during the candidateship.
They must understand what is expected of them and how he or she will be assessed.
Agree the way forward
The interview will give a clear indication of how the intervention will unfold
On the following page, we have given you an example of an initial interview format. Conduct the interview with the candidate and keep the completed form in the candidate’s file.
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INTITIAL INTERVIEW FORM
Name of Coach / Mentor _______________________________________ Name of Intern / Learner__________________________
Department ________________________________________________ Date Interview Conducted _________________________
Getting to know each other
Coach / Mentor Candidate / Learner
Family and life circumstances
Values
Interests
Professional goals and ambitions
Things you would like to learn from the other person
Relationship Parameters
The Coach / Mentor Expects
The Candidate / Learner Expects
Agreements Made
What do we expect form the coaching / mentoring relationship?
How will we handle confidentiality?
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How often will we meet for a formal coaching / mentoring session?
Time
Place
Dates
How will we handle availability in the event of a problem, taking full account of work pressures?
How will we end the relationship?
Progress Measurements
Agreed Standards of Performance
How will we measure progress on training sessions?
Attendance
Meeting tasks
Feedback Meetings
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Learning Journal and Portfolio of Achievement files
Trainer’s comments
What will we do if a meeting has to be cancelled because of work overload or an unforeseen emergency?
How will we measure progress in the workplace?
Successful completion of practical work tasks
Learning Journal and Portfolio of Achievement file
Feedback from qualified work associates
Meeting of deadlines
Meeting of agreed deliverables and targets
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How will we measure progress in developing suitable work behaviours?
Time keeping
Adherence to company rules
Disciplinary action
Willingness to learn and to assist others
Signature of Coach / Mentor ____________________ Signature of Candidate / Learner
______________________________
Date Signed ____________________ Date Completed Form Submitted
to Coordinator ______________
SECTION 3: COACH THE MANAGER
Specific Outcome 3
Coach selected first line manager
Assessment criteria
The purpose, content and schedule of the coaching process is explained to the selected manager in order to reach agreement on the coaching process
Formative Assessment 2: SO2
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During the coaching sessions the selected manager's performance is discussed against the Key Result Areas and recorded for future reference
Identified gaps and actions to close them are agreed upon and recorded in the coaching action plan
Feedback given to the manager is honest, constructive and supportive
3.1 Introduction To Coaching Coaching is an activity that is task specific. It can be defined as:
Coaching is appropriate when we wish to:
Assist the candidate or learner to transfer skills acquired in the training room to the workplace
Help them build on foundation skills
Correct improper or dangerous practices
Encourage the candidate to work to his or her limit
Express confidence and support
Provide recognition, encouragement or reassurance
Coaching is so effective because it:
Involves face to face guidance and instruction
Improves job effectiveness and efficiency, rather that just the development of skills
Allows the coach to interpret the knowledge and skills needed for the task and allows him to provide structured opportunities to develop those skills
Provides focused attention which allows the candidate to grow at a steady pace
The coach follows these steps
Plans for the session
Creates a positive learning environment
Clarifies what is required
Asks for and gives feedback
Reinforces positive behaviours
Records progress
The passing on of skills or techniques and the monitoring and
providing of feedback to the candidate as he or she attempts to develop
skills or new behaviours.
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The coach understands that learning is most effective when the Learner
Is advised of intended learning outcomes, sequence of activities, job applicability, and the assessment process where applicable
Is able to see how the skills or concepts will benefit him or her and contribute to achieving goals.
Is willing and able to learn
Is an active participant in the learning process. To achieve this the coach ensures that opportunities are provided for the learner to contribute to and enquire about the process
Puts into practice what has been learnt
Is able to monitor and assess their own progress
Is able to see the big picture and how things fit together
3.2 The Coaching Process
Plan for the session
Analyse the situation and prepare to answer questions and make suggestions
At the session Set the climate
Clarify expectations
Ask for and give feedback
Compile an action plan
Reinforce behaviours
Review progress Follow-up and asses performance
A Recipe for Success
For learners to succeed they must:-
Know what their tasks are.
Understand what is expected of them.
Be developed in the required competencies.
Receive feedback on their progress.
Work in a supportive environment where motivation and commitment abounds.
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3.3 Steps To Follow The following steps are suggested to ensure that the training complies with all the requirements
a. Prepare The Person
Put him at ease;
Describe the job;
Get him interested;
Put him in the correct position to do the job.
b. Present The Operation
You have to demonstrate a task in a practical manner by:
Explaining the task in appropriate language whilst demonstrating it
Pacing the demonstration to match learners' needs
Ensuring the demonstration of the task complies with health and safety regulations as well as other legislation.
Furthermore, as part of the demonstration you have to explain the elements of the task to be performed by
Making sure that the explanation of the task is sequenced in a series of logical steps
Explaining the required standards for the task and give examples of why these standards must be adhered to
Remember to
Describe one step at a time;
Stress each key point;
Instruct clearly.
c. Trainee Practices Task
Ensure that you provide appropriate opportunities for a learner to practice skill and knowledge by
Ensuring that tasks are sequenced in a logical manner
Ensuring tasks are appropriate to learners' needs
Checking learners' understanding of the task
Modifying task instructions according to learners' needs
Providing supplementary information to learners to reinforce key learning points
Orientating learners to the availability of resources
While the trainee is practicing, you have to provide support and advice in relation to the task:
Nurture the learner
Redirect the learner when he/she is not meeting required performance standards
Then you also have to handle conditions which may occur due to unforeseen circumstances, in keeping with health and safety regulations.
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d. Give Feedback And Review Progress
Let him do the job, correcting errors as he goes along;
Let him repeat the job whilst you explain key points;
Find out whether he understands
You must assess the learners' competence:
Evaluate the learners' competence by means of progress evaluation and remedial actions
Assess learners' competence to perform the tasks without help
Provide feedback on his/her progress to the learner
e. Follow-Up
Once you are confident that the learner can do the task by him or herself, let them get on with the job Put him to work on his own, designating someone whom he can go to for help;
However, check regularly to see that no mistakes are being made.
If a mistake has been made, correct constructively.
Ask questions to make sure the learner understands
As the learner develops competency, you will reduce the number of checks.
Give recognition for progress.
f. Specified Requirements
Any training should be carried out according to specified requirements, as stated in standard operating procedures, the quality assurance requirements of the organisation and health and safety requirements.
You also need to make sure that you comply with the training plan when using resources – you may not use resources for longer than agreed on without getting approval. Any use of resources should also not interfere with the normal operations of the organisation.
Formative Assessment 3: SO3
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SECTION 4: MONITOR AND MEASURE
Specific Outcome 4
Monitor and measure the results of coaching sessions
Assessment criteria
Actions agreed to at a coaching session are monitored at the times agreed to during the coaching session
Positive feedback is given to the selected manager for accomplishments against the coaching action plan
Corrective actions agreed upon are recorded in areas where requirements in the coaching action plan have not been met
Follow up action taken on the basis of the manager's response to the coaching is in line with organisational policies and procedures
Line managers are encouraged to use the coaching process with people reporting to them after explaining and agreeing a system with them
4.1 Monitor Candidate’s Progress It is very important that the candidate’s progress is monitored to make sure that learner understands what s/he should do and also that the learner may become competent.
At times, you may have to adjust your training plan and your approach to the training in order to address the needs of the learner – for example, if you need a vehicle for a longer period than originally anticipated, take the necessary steps to book the vehicle for another session, as needed.
If the learner required more explanations and demonstrations, you will have to provide them.
This is also true if the learner manages to learn the task in less time – adapt your approach as needed.
a. Assessment Methods
There are five possible assessment methods that you can use.
Observation. It means to physically observe a learner carry out a particular activity or task.
Simulation. It is when a practical activity is carried out in a simulated environment.
Questioning/Testing. When questions are asked directly to the learner. It can either be orally or written.
Evaluation of product. It is the process of evaluating something (a final product) that the learner has made or done.
Testimony. Gathering evidence from a third party such as a manager or supervisor.
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b. Guidelines For Assessment
Assessment should comply with three important principles. These principles are:
Appropriateness. Assessment method should be appropriate to the outcome that is measured.
Manageable. Assessment activities should be kept as simple as possible both to the learner and the assessor.
Based on Individual Needs. Special requirements of learners should be taken into account for example when a learner communicates in a language different from his/her first language.
In the table you will find guidelines to incorporate assessment into the learning material. It also provides some tips on how to apply it.
Guideline How?
Plan to ask relevant questions. Decide when it will be relevant to ask questions. Before or after a new knowledge concept?
To integrate knowledge/understanding.
Plan self- and peer assessment. Allow the learners to test themselves as well as each other.
Plan individual and group assessment.
Assess learners individually and assess them in a group situation.
Assess each point before progressing to the next.
Ask questions or conduct an activity after each or a group of learning points. Only when learner’s responses are satisfying they are allowed to continue.
Plan to make assessment fun. You may include a quiz, crossword puzzle, have a competition, make a poster, make a video recording, role-playing, or build something.
c. Assessment Instruments
Examples of assessment instruments
Short answer questions Reason questions
Assignments Oral tests
Case studies Completion questions
Examinations/tests Simulations
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Role plays Log books
Matching questions Multiple response
Personal interviews Practical exercises/demonstrations
Portfolio Projects
Questionnaires Restricted response questions
4.1 Feedback One of the most powerful tools used in an effective training relationship is the giving and receiving of feedback.
Its use is influenced by factors such as the personality profiles of the mentor and learner, the quality of the relationship, the particular situation and the desired outcome.
Feedback is often used to give positive reinforcement to a learner when he has done something well. Positive feedback, usually in the form of praise and recognition, is a powerful motivator in the workplace.
The way in which you give positive feedback is quite different to how you would convey negative feedback. The following guidelines for giving positive and negative to a learner may be useful.
a. Positive Feedback
Do you know how to give feedback such that the other person:
Wants to hear it?
Can understand it and act on it?
Doesn’t get defensive?
Respects your opinion?
Emphasise the positive
Determine strengths in the learner and develop those, hence building confidence, self esteem, and motivation.
Everyone (even handicapped, disabled or disadvantaged) have strengths. Make sure they are "real" strengths though, and not fabricated ones.
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Remove the effect of weaknesses
Negativity should not be avoided. It should be faced head on, but with tact.
Identify problems, and with the student develop plans to fix the problems.
Remove pressure from the student. Give them all of the time they want. Show them that small steps forward can
Reach the same final goal as big steps forward.
Positive Feedback Negative Feedback
Praise the learner immediately after the incident has occurred.
Be sincere.
Be specific about what he / she did right / well
Be clear about the effect it has had on you, the team or generally at the workplace.
Tell the learner how you feel about it.
Pause so that the learner may respond.
Encourage the learner to do more of the same if appropriate.
End discussion on a warm note.
Golden Rule:
Ensure that positive reinforcement is given to learners timeously (immediately after the praise- worthy action).
Do not evaluate the incident; be specific and descriptive about the problem.
Encourage the learner to self – evaluate the problem.
Reprimand immediately after the incident has occurred or unacceptable behaviour shown.
Do not attack the learner’s personality.
Do not use threats or intimidatory tactics.
Do not reprimand in front of others.
Describe the effect the problem has had either on you, the team, or the workplace in general.
Solicit commitment from the learner of the need to change the behaviour or resolve the problem.
Seek a workable solution from the learner and jointly agree on the way forward.
How to give effective feedback
Make your feedback specific – related to behaviour
Consider your timing, either before the event in the form of advice, or immediately after as constructive (positive) feedback or reinforcement.
Consider the needs of the person receiving the feedback as well as why you are doing it. Are you “dumping” or genuinely attempting to improve performance or the relationship.
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Focus on behaviour that can be improved.
Focus on the problem not the person.
Define the impact the performance/behaviour has on the team, the business, the individual.
Use “I” rather than “you” statements to reduce defensiveness.
Ensure clear communication has occurred.
Give feedback in a calm way, not allowing emotions to influence your language, tone or body language.
Use a participative style
In order to gain the learner’s commitment to accepting and reacting to feedback, it is better to use a participative style by asking the learner to summarise his strengths and weaknesses on the topic under review as suggested below.
Strengths Opportunities
Invite the person to summarise his or her strengths.
Invite the person to summarise skills not currently performed well. Objective is to gain acknowledgement of areas where coaching is needed.
Clearly support the self-assessment of those you consider real strengths.
Clearly support the self-assessment of those you consider real.
Get further clarification on those behaviours you do not consider real strengths.
Get further clarification on those behaviours you do not consider real opportunities.
Identify other strengths that the person has overlooked. Cite specific examples.
Identify additional needs the person may have overlooked or avoided. Cite specific examples.
How to receive feedback
Listen carefully and clarify, where necessary.
Welcome the information as an opportunity to learn something.
Ask for honesty and openness.
A coach’s ability to receive feedback is just as important to his or her success as giving it.
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Ask for specific examples.
Do not argue.
Do not get defensive.
Thank the other person for giving you feedback.
Give a commitment that you will reflect on it and take necessary corrective action.
Think about it seriously and act thereupon
Evaluate your reactions to feedback.
b. Take These Steps To Give Feedback
1. Recap on the task and what was required
Call the candidate in and put him or her at ease.
Reminds the candidate of the task/s, which were set at the previous meeting and the standard required.
2. Congratulate the Candidate on what was handled well and ask him or her how they felt about the successful outcome
Give the candidate the opportunity to tell you about what he/she has achieved. Encourage the candidate to explain to you how he/she went about the task and what was learnt from the exercise.
Give positive feedback and recognise what has been achieved.
Such feedback will be motivational and will encourage the candidate to keep on trying.
1. Recap on the task and what was required
2. Congratulate the intern on what was handled well and ask him or her how they felt about the successful outcome
3. Comment on those aspects, which were not handled correctly and indicate what should have been achieved
4. Ask the intern to comment about the difficulties experienced and to indicate what he or she would do differently next time
5. Give advice, guidance and encouragement where necessary
6. Reset the task if appropriate
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3. Comment on those aspects which were not handled correctly and indicate what should have been achieved
All of us make mistakes and your candidate will be no exception. Listen objectively to what went wrong and be careful not to be negative when you comment. Build the candidate by helping him/her to see what was handled incorrectly and explain to him/her what needs to be done to correct the situation. Remember to always build the confidence of the candidate rather than breaking it down.
4. Ask the candidate to comment about the difficulties experienced and to indicate what he or she would do differently next time
Encourage the candidate to talk about what happened. One of the important elements of coaching an candidate is to help the young person develop insight and to think independently.
By asking the candidate to tell you what he or she would do differently the next time, the candidate is guided to think things through.
This is also an ideal time to share your own personal experiences about problems you have faced in the past and how you overcame them.
5. Give advice, guidance and encouragement where necessary
The main responsibility of a coach is to develop the candidate to become competent and to have the confidence to apply his or her skills in the workplace. In the initial stages of the relationship, the candidate will be completely dependent upon the coach, but as the year progresses, the candidate needs to become more independent. In order to achieve this the coach must not do the job for the candidate, but must give relevant and specific advice, guide the leaner to apply skills correctly and to encourage the candidate every step of the way.
If you see that the candidate is having real difficulties then talk to the candidate, determine the problem, provide support, arrange for a demonstration or arrange for additional training.
6. Reset the task if appropriate
The candidate must achieve mastery in all the designated tasks. As such you are not helping the candidate if you allow him or her to avoid working on a task that proves to be difficult. Continue to reset the task until mastery has been achieved. Remember to encourage the learner at all times and praise every little achievement
Evaluation sheet:
Trainer’s name:
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Employee’s name:
Instruction: Indicate whether you followed the steps. If you think that any point was well handled or cold be improved upon, please make a few notes in the appropriate column.
The frame steps –did you: Yes
No Well- Handled Could be improved
1. Recap on the objectives set at your previous meeting.
2. Ask the employee to tell you how far he has progressed with his projects and give recognition for achievements.
3. Ask for and listen uncritically to his explanation of why the targets were not met.
4. Ask for his suggestions for completing the projects.
5. Tell him where you consider he can improve and express your confidence in his ability to succeed, building on strengths.
7. Ensure employee’s acceptance of his objectives and standards of performance and agree on follow up dates.
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c. Dealing With Unacceptable Performance
Unfortunately there will be times when an employee’s performance cannot be corrected at the coaching stage. You will then find that you have to take corrective action. This action must be appropriate to the occasion and within the constraints of labour legislation.
This frame will help you to improve your subordinate's inadequate performance and to correct their unacceptable personal work habits.
Many managers avoid such interviews with their staff because they hope that the situation will rectify itself. This rarely happens and the situation often deteriorates to the point of no return, namely resignation or dismissal. If you follow this frame it will help you handle the situation competently and without embarrassment.
Let us look at the major points.
Explain to the employee what you have observed and why it is unacceptable
Before calling in your subordinate, it is important that you have collected your facts and that you have compared his actual performance to what is required of him by yourself and the company. Ensure that you are dealing with specific problems and not reacting to the employee subjectively. When you call him in, explain what you have observed in a non-threatening manner.
Do not beat about the bush.
Explain how the observed behaviour falls short of the requirements of the job and why such a shortfall is unacceptable.
Ask for and listen openly to the reasons which the employee offers for his behaviour.
It is important that the employee feels that he is given every opportunity to explain himself.
1. Explain to the employee what you have observed and why it is unacceptable. Ask for and listen openly to the reasons which the employee offers for his behaviour.
2. State your requirements and guide the employee to formulate his programme to meet these requirements.
3. Offer your help to the employee to meet the requirements. If applicable, indicate what disciplinary action will be taken and why.
Agree on the steps to be taken by each of you.
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This is vital as you may discover that the problem is not a disciplinary one at all.
It is essential that you ask open questions. These are questions that encourage him to speak, rather than limit his answer to yes or no.
Having asked your open questions, it is important to listen to his answers.
Do not pre-judge him but concentrate on his answers with an open mind and evaluate what he is saying.
If, after listening to his answer, you realize that the offence is so serious as to require action in terms of your company's disciplinary code, inform him that an enquiry will have to be held.
Give him the time and place and inform him that he may bring a representative and any witnesses he may wish to call.
State your requirements and guide the employee to formulate his programme to meet these requirements
The point of this interview is to identify and rectify performance problems, it is therefore important to highlight the requirements of the job and to refocus the employee’s attention on them. It is not necessary to spend a lot of time dwelling on the past once the employee realizes his mistake. It is necessary, however, to concentrate on the future and help him design an action programme which will help meet the standards expected of him
Offer your help to the employee to meet the requirements
The employee may need help in liaising with more senior staff or in obtaining interdepartmental co-operation; such help if required should be given. It is important that he knows of your interest in his successful resolution of the problem and feels that he can come to you if he runs into trouble.
If applicable, indicate what disciplinary action will be taken, and why
The offence may be so serious as to warrant disciplinary action, should it occur again. Ensure that such action would be appropriate to the offence and in accordance with the company's agreed disciplinary code. It is important to inform the employee if you intend to carry out disciplinary action should he not improve. The employee is thus fully aware of the possible consequences of his non-compliance.
Agree on the steps to be taken by each of you
It is essential that both of you are in agreement with the requirements, action plan and commitments discussed in the interview. This ensures that there are no misunderstandings which could give rise to a loophole for further non-performance.
One of the best ways to handle this point is to recap at the end of the session and to write down points agreed on, with both parties keeping a copy.
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Evaluation sheet:
Coach’s name:
Employee’s name:
Instruction: Indicate whether you followed the steps. If you think that any point was well handled or cold be improved upon, please make a few notes in the appropriate column.
The frame steps - did you: Yes
No Well- Handled Could be improved
1. Explain to the employee what you have observed and why it is unacceptable.
2. Ask for and listen openly to the reasons which the employee offers for his behaviour.
3. State his requirements. Guide the employee to formulate his programme to meet these requirements.
4. Offer your help to the employee to meet these requirements.
5. Indicate what disciplinary action would be taken, and why.
6. Agree on the steps to be taken by each party.
Formative Assessment 4: SO4
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References
http://work.chron.com/meaning-job-profile-8625.html
http://www.serviceperformance.com/articles/10_KPIs.pdf
http://www.ehow.com/how_5776057_create-employee-coaching-plans.html#ixzz2EqCkfSRi
http://EzineArticles.com/674592
