CMIChartered Management Institute Diploma in Management and Leadership UNIT S8003 – Performance Management Julie RowcliffeNovember 2012 Task 1 A. C. 1. 1 Explain the links between Individual, team and organisational objectives A. C. 1. 2 Identify the selection of and agree individual and team objectives A. C. 1. 3 Identify and agree areas of individual and team responsibility in achieving objectives Introduction Edinburgh College is going through major change at the moment with the merger of 3 Edinburgh College’s coming together.
Our new principal is in place and is currently setting the new management structure and organisational objectives for the next 5 years. Edinburgh College must find alternative ways of securing income due to huge cuts made from the Funding Council. The Government has made a commitment to provide 25000 apprenticeships throughout Scotland for 16 – 24 years old but predominantly 16 – 19 year olds. There is a huge pressure from the Government for College’s to engage in these programmes which will in turn bring new funded money into the college which will soften the shortfall from the Funding Council.
Using the 7 stages based on “Plan-Do-See” (hand out from Annette) I will discuss and identify Task 1 1. 1 Check Vision 1. 2 Establish Vision 1. 3 Check Vision 1. 4 Establish Vision 5. 1 Self Appraisal 5. 2 Performance appraisal 5. 3 Confirm appraisal results 5. 1 Self Appraisal 5. 2 Performance appraisal 5. 3 Confirm appraisal results 2. 1 Draw up preliminary strategic objectives 2. Create strategy map 2. 1 Draw up preliminary strategic objectives 2. 2 Create strategy map 4. 1 Check Progress 4. 2 Find ways for improvement 4. 1 Check Progress 4. 2 Find ways for improvement 3. 1 Specify Performance Indicators 3. 2 Set Weight 3. 3 Specify and distribute initiatives 3. Agree on performance goals 3. 1 Specify Performance Indicators 3. 2 Set Weight 3. 3 Specify and distribute initiatives 3. 4 Agree on performance goals Job analysis Job analysis Job appraisal Job appraisal Vision Clarification 1. 1 Check Vision With a new college and new principal and changes to the way funding is granted to college’s, there must be a new vision put in place. . 2 Establish Vision To increase and provide opportunities for 16 – 19 year old Modern Apprenticeship programmes across a wide range of vocational areas. For Edinburgh College to succeed in doing this we must diversify into new areas to help this area grow. The government is driving their commitment for college provision for 16 – 24 year olds; therefore the college cannot ignore this directive from the Government. From a college aspect this has potential to draw several million pounds direct from the Government.
Strategic Objectives establishment 2. 1 Draw up preliminary strategic Objectives As Modern Apprenticeship Coordinator I must set clear objectives and ensure each individual involved is clear of their role to achieve these Objectives. These objectives include, ensuring contract are filled with apprentices, ensuring tutors and assessors provide excellent training and mentoring to “keep them on board” which in turn will achieve the objective of full funding claimed and brought into the college. 2. Create strategy Map A strategy map represents how an organisation creates value. A strategy describes how an organisation can create sustained value for its shareholders, customer and communities. Using Robert S. Kaplan and David P. Norton STRATEGY MAPS THE COMPLETE SUMMARY would help me set clear Strategic Objectives Performance goal establishment 3. 1 Specify Performance Indicators The goal is to ensure all apprentices achieve their qualification and maximise full funding available. 3. 2 Set Weight
I would meet with assessors individually and put in place a performance goal agreement. I would use Skills Development Scotland’s benchmark % rate to monitor performance. 3. 3 Specify and distribute initiatives I would meet with all staff involved and ensure full clarity of responsibilities was understood. As MA Coordinator I would survey on going initiatives and look at development of new initiatives and distribute any new initiatives with full discussion of all staff. 3. 4 Agree on Performance goals
I would meet individually with assessors confirm what was expected to be achieved and set quarterly targets and meetings to discuss these goals, this would link up with their performance goal agreement. Monitoring and coaching 4. 1 Check Progress We have internal verifiers (IV’s) within the department who check all apprentice portfolios monthly; we also have external verifiers (EV’s) who come into the college every 6 months to ensure we are delivering in line with the awarding body rules. This helps to ensure we are delivering high quality training.
I meet regularly with IV’s to discuss individual apprentices which allows me to see progress. 4. 2 Find ways for improvement I would observe staff’s work, listen carefully to staff and their views and questions and give them feedback on ways of improvement, possibly mentoring another assessor if there is a weakness in an area that another excels in and close regular meetings to provide support. Performance appraisal 5. 1 Self Appraisal I would collect performance records from various sources look at achievement rates and prepare performance results and supporting documents. 5. 2 Performance Appraisal
I would have a one to one meeting with individuals do discuss performance and would use SDS’s benchmark % performance to calculate how successful their performance is this again would be linked back to their performance goal agreement. 5. 3 Confirm Appraisal results This would be done in a one to one meeting with recorded notes of appraisal results and feedback with any actions required. Job Appraisal These are carried out by way of Staff Development Reviews (SDR’s) or Performance Development Reviews (PDR’s) these are used for staff with income responsibilities within Edinburgh College.
These reviews are carried out yearly by managers and their staff, objectives and goals are measured from the previous year where they were set and are looked at and graded as; achieved, partially achieved or not achieved. Job Analysis At this stage, the essence of jobs (accountabilities) within an organization is clarified, and major activities and necessary capabilities are defined to achieve such accountabilities. This would be done by looking at job descriptions and work activities within that role. Task 2 A. C. 1. Identify the need to create an environment of trust and support with others A. C. 2. 2 Identify the causes of conflict and describe strategies to minimise or prevent conflict As MA Coordinator it is my role to ensure staff feel supported and clearly understand their roles within the department. To create an environment of trust thee must be excellent communication by way of regular meetings, encouragement, and giving recognition for achieving goals which is a motivational factor from Herzberg’s motivators and hygiene factors, (Herzberg – The Motivation to Work 1959).
This allows for a more harmonious working environment as everyone is clear on their own individual responsibilities and goals. As a manager I must present information clearly, concisely, accurately and in ways that promote understanding. Conflict can arise when there is lack of clarity in roles or staff do not understand fully what is expected of them, equally there are other factors which can cause conflict which can be a direct effect of bad communication between myself and staff or lack of training, poor supervision, working conditions which are hygiene factors of
Herzberg’s motivators and hygiene factors. Using the chart below taken from Pathways to Management and Leadership, Diploma in Management Unit C45 I will show an example of how conflict can arise and ways of preventing this. The right skills and the knowledge| +| Motivation to do the job| +| The necessary resources| =| Objectives Achieved| Clerical in The funding Unit has responsibility for checking apprentice quarterly reviews are completed properly and sent out to employers on time in line with SDS rules. These reviews are sent on to employers to show how apprentices are progressing with college training.
One to one training given to clerical from MA Coordinator explaining what is required. Clerical already deals with outside Training Providers reviews therefore her experience and knowledge of what is required is essential to reviews being completed accurately and within time deadlines. | +| Receiving positive feedback and comments from employers shows this is a worthwhile exercise and not just a ‘tick box’ exercise. This makes the clerical feel this is a valuable job worth doing. A new rule was brought in by SDS that they required to see any absences recorded on the review form.
MA coordinator communicated this to the assessor and tutors who carry out the reviews through an e mail but only some read the e mail and this was not put in place in time for the next set of reviews. I then spoke to the clerical and explained this in a casual conversation but the clerical did not realise this had to start immediately. Reviews were then carried out and sent out to employers without this information. This caused conflict between me and the clerical as she felt she hadn’t been properly/officially told about this.
We agreed monthly one to one meetings would be set up to go through the review process and ensure this did not occur again. MA Coordinator took full responsibility for this not being implemented when it should have been. It was also agreed to hold monthly meeting with assessors and tutors to ensure all were made away of the ever changing rules SDS create and although e mails should still be sent this could not be the only form of communication with such important matters. | +| MA Coordinator secured 10 hours of extra clerical help to manage this process.
This was done by putting a business case forward to the Vice Principal and HR. | =| Objective was achieved as quarterly reviews were sent on time to employer and apprentice. These are recorded on spreadsheet and copies kept in apprentice portfolio. Employers happy to see progress at college and SDS compliance rules were met. | Task 3 A. C. 2. 1 Evaluate and assess individual and team performance against objectives A. C. 2. 2 Identify methods of providing feedback to individuals and teams on performance A. C. 2. Explain recording systems for performance assessment for individuals or teams Using SMART objectives (Performance Management Key Strategies and Practical guidelines, Michael Armstrong) allow me to look at how we can achieve our main objective within the Funding Unit, which is to ensure the contracted places allocated to Edinburgh College are fulfilled and the contract value met. Element| How does the objective include this element| Specific| To fulfil contract places granted by the government and ensure full contract value is met. Measureable| This is measured by the amount of apprentices that are started on the Modern Apprenticeship programme within the college and also measured against the monetary value on the contract. | Achievable| This is achievable by assessors and MA Coordinator engaging with employers and selling the Apprenticeship programme to them. | Relevant| This is extremely relevant as the college is pressurised through the Government initiative to commit to 25,000 apprentices across Scotland in 2012. The funding council see this as a way of colleges bringing in income to cover for the shortfall of funding from the funding council. Timescaled| Contracts from SDS are bid for on a yearly basis, March to March. If contracts are not fulfilled colleges are in danger of losing this income. | In order for the target to be met assessors must understand when units need to be achieved with apprentices so this can be converted into monetary value. This process involves assessors, tutors and me. Using a complex spreadsheet (see below) which holds information on the qualification the apprentice is following, the monetary value against each individual as this iffers depending on qualification, the actual month these must be achieved and the overall performance of the contract can be assessed using this spreadsheet. SDS has an online system called Corporate Training System (CTS) that all Training Providers must use to record and claim all progress on apprentices. SDS set % Performance benchmarks that must be met to allow future contracts to be secured. This is another way I can monitor performance of the contract. This is based on new starts and leavers to achievers.
I send the spreadsheet weekly to assessors prior to our weekly meetings to discuss the progress of individual apprentices and look at any potential apprentices who are not achieving. I would arrange a meeting between me the assessor and apprentice to try and find ways of supporting the apprentice, the offer of extra support through means of Edinburgh College’s Student Support Services are often taken up by apprentice with various tools to help assist them, e. g. extra time on exams or extra material given to help self study.
Good performance management is achieved through all parties ensuring that: Staff know what is expected of them, every one clear about goals and works towards them, objectives are SMART (Specific, Measurable, Achievable, Relevant and Time related), a system exists to accommodate day to day performance feedback (spreadsheet above) and Staff Development Reviews are used to help self development and improve performance. The spreadsheet records performance of each individual which in turn shows me how each assessor and apprentice is performing. Another form of performance assessment could be the 360 degree (http://cipd. o. uk/factsheets/360-degree-feedback. aspx) assessment which allows for performance feedback for a person, team, or organization by many of the people who work with a person or team in that organization. When employees receive feedback only from their managers, they act on limited information. If employees receive feedback from other co-workers — a 360° feedback assessment — they gain a more complete picture of performance. Using this method I could adopt questions for the apprentice, assessor and myself to look at how they see themselves performing.
This could allow me to analyse each score and discuss any issues before the problem arises. For example a question on how an apprentice thinks he is progressing could show different to how an assessor perceives this. TASK 4 A. C. 3. 1Explain a performance improvement cycle A. C. 3. 2 Discuss the indicators of poor performance A. C. 3. 3 Evaluate methods that support performance improvement There are many different variations to the performance improvement process, but most follow a version of the PDCA cycle: plan, do, check, act.
The “plan” part involves identifying the nature of the problem, obtaining the resources to fix it and determining the best way to implement change. The “do” part is the actual changing of an existing process. The “check” part involves measuring key performance indicators to ensure that the new process is performing as expected. The “act” part includes making changes to the change in order to make the underlying process as efficient as possible. Using the management cycle (Performance Management, Michael Armstrong) below works as a continuous process to manage performance. Plan Plan Act Act Review Review Monitor
Monitor Plan – To ensure all places on the SDS contract are filled within the one year time frame given by SDS Act – Meet with tutors and assessors to discuss their input, commitment and responsibilities Monitor – Achieved through monitoring of new starts on MA programmes Review – Look at ways of reviewing this with regular assessor meetings Part of the assessor’s responsibilities is to recruit apprentices and find suitable employers willing to employ them and allow them to attend college to achieve their qualification. As MA Coordinator I was aware one of the new assessors was not achieving targets and goals set.
Several meetings had taken place between me and the member of staff and he eventually indicated lack of time and full understanding of SDS and MA rules were hindering his achievement rate, he also indicated he felt I did not give him enough information to carry out this aspect of his role. He brought up a situation where he had recruited an apprentice who was 20 and the contract only allows 16 – 19 year olds, he felt he should have been made aware of such a relevant rule. He also felt uncomfortable about speaking to employers as he sees this as a ‘sales pitch’.
I had given him a set of the SDS rules and wrongly assumed he would read through these and ask any questions he was unsure of but due to time constraints he had not done this. I recognised a need to spend more time with this assessor and look at ways to ensure he was aware of all rules to enable him to achieve his goals. I set up regular meetings between myself and a more experienced assessor, which allowed the experienced assessor to share good practice and tips with this member of staff. I organised for the assessor to shadow the more experienced assessor on going out and visiting employers.
I also set up staff development with our commercial department who have a sales aspect responsibility within the college; he worked closely with one of the sales staff on going out visiting employers and seeing firsthand how to enhance his sales skills. I introduced an information sheet which the assessor could take with him to employers which gave him a starting point when going into speak with employers. I also introduced a financial bonus scheme to both employers and apprentices as I recognised employers had no real incentive to take on apprentices.
Within 1 month or setting this up the assessor had filled all his places on his programme. TASK 5 A. C. 4. 1 Discuss the organisations disciplinary and grievance procedures A. C. 4. 2 Identify the role of the manager in both the disciplinary and grievance procedure A. C. 4. 3 Summarise the key aspects of legislation that applies to an organisations disciplinary and grievance procedures Disciplinary rules and procedures help to promote orderly employment relations as well as fairness and consistency in the treatment of individuals. Disciplinary procedures are also a legal requirement.
Disciplinary rules tell employees what behaviour employers expect from them. If an employee breaks specific rules about behaviour, this is often called misconduct. Employers use disciplinary procedures and actions to deal with situations where employees allegedly break disciplinary rules. Disciplinary procedures may also be used where employees don’t meet their employer’s expectations in the way they do their job. These cases, often known as unsatisfactory performance (or capability), may require different treatment from misconduct, and disciplinary procedures should allow for this. http://www. acas. org. uk) Within Edinburgh College the Grievance and Disciplinary policy was updated in January 2010 and will run through to January 2014 this is approved by the Joint Trade Unions and Senior Management. (See appendix 1) In Edinburgh College all line managers have a responsibility to deal with Grievance and Disciplinary matters. In many cases formal disciplinary action can be avoided if the line manager tackles the problem with their staff as quickly as possible, e. g. poor timekeeping, poor relations with colleagues, improper use of telephone and or internet etc..
This could be improved through discussion rather than through formal disciplinary procedures. Problems dealt with early enough can be ‘nipped in the bud’ if acted upon firmly and fairly with the emphasis on counselling the individual that their behaviour is not up to the standard and must improve. Although informal the meeting must be recorded along with what was discussed at the meeting and any agreement reached. If however the employee is not satisfied with the outcome then formal procedure should be initiated.
If formal procedures need to be initiated there are 2 stages within Edinburgh College’s Grievance and Dispute Policy and Procedure that must be adhered to, firstly Stage 1 where the employee should submit a formal, written statement of the grievance (appendix 2) to their line manager. If this relates to their line manager it should be given to the next senior manager. A meeting will take place within 5 working days, if another meeting is required after this, it should also happen within a 5 days of previous meeting. The employee will be notified in writing within 5 days.
If agreement is not reached the employee will be advised of their right to appeal the decision in terms of Stage 2 of this Policy and Procedure. Stage 2 will only be initiated if a resolve was not found. The employee would then submit a written appeal to the Principal within 10 working days of the outcome from Stage 1. All previous documents will be available for the Principal and employee prior to the meeting. Once the Stage 2 meeting has taken place the outcome will be notified in writing to all parties no later than five working days.
The Principals decision will be final. On 6 April 2009, the new ACAS Code of Practice on Disciplinary and Grievance Procedures came into force. The current legislation on dismissal and grievance procedures introduced in 2004 was replaced by a far simpler, but not legally binding code. The new Code will provide guidance for employers and employees to handle disciplinary and grievance situations that arise in the workplace. “Employers and employees should always endeavor to resolve disciplinary and grievance matters informally in the workplace.
The Code provides a standard of reasonable behaviour to help them to do this,” says Lauren Harkin, Solicitor in the Employment Law team at Lemon&Co Solicitor. However management within an organisation will adhere to statutory rules and lawyers would argue the interpretation (quote from Scott Charles Forbes, solicitor, Miscarriage of Justice Organisation) To summarise Disciplinary and Grievance procedures are frameworks which provide clear and transparent structures for dealing with difficulties which may arise as part of the working relationship from either the employer’s or employee’s perspective.
They are necessary to ensure that everybody is treated in the same way in similar circumstances, to ensure issues are dealt with fairly and reasonably, and that employers are compliant with current legislation and follow the Acas Code of Practice for handling disciplinary and grievance issues. Disciplinary procedures are needed to: * let employees know what is expected of them in terms of standards of performance or conduct (and the likely consequences of continued failure to meet these standards). identify obstacles to individuals achieving the required standards (for example training needs, lack of clarity of job requirements, additional support needed) and to enable employers to take appropriate action. * enable employers and employees agree suitable goals and timescales for improvement in an individual’s performance or conduct. * try to resolve matters without recourse to an employment tribunal. * act as a point of reference for an employment tribunal should someone make a complaint about the way they have been dismissed.
Grievance procedures are needed to: * provide individuals with a course of action if they have a complaint (which they are unable to resolve through regular communication with their line manager). * provide points of contact and timescales to resolve issues of concern. * try to resolve matters without recourse to an employment tribunal. References | Appendix 1| Appendix 2| Armstrong, M (2006) Performance Management Key Strategies and Practical Guidelines| Existing Motor Vehicle Projection Sheet 2012 – 2013|
Forbes, SC Solicitor, Miscarriage of Justice Organisation| Harkin, L Solicitor in the Employment Law team at Lemon ; Co Solicitor| Herzberg, The Motivation to Work 1959 http://www. acas. org. uk| http://cipd. co. uk/factsheets/360-degree-feedback. aspx| Kaplan, R S and Norton, D P, Strategy Maps The Complete Summary| Pathways to Management and Leadership, Diploma in Management Unit C45 | The 7 stages based on “Plan-Do-See” (hand out from Annette)|
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