Practitiner Can Positively Influence

Published Date: 02 Nov 2017

The labour factor of production seeks to understand the interaction of workers and employers by looking at the suppliers of labour services (workers/employees), the demands of labour services (employers), and attempts to understand the patterns of wages, employment, and income. As a result of many influences and trends, the role of HR changes within the labour market. These include but are not limited to: globalisation effects on the world markets; shifts from a large natural resource base to service-related industries such as finance, business process outsourcing, marketing and advertising; demographic trends evidenced by increased middle class and increased birth rates, decreased life expectancy etc.

In considering how I, as a HR Practitioner can positively influence the labour factor of production, would consist of analysing both the impact and processes by which the labour force and the company interact at the workplace and, and how to establish the terms and conditions of employment.

This would include policy development on employment matters from a reliance on collective bargaining agreements to more of an emphasis on individual worker rights established by law and legal decisions inclusive of compensation, selection and staffing, and other employment legislation (laws and regulations directly affecting employment terms, such as laws on pensions, safety, and minimum wages, relations between employee and employers labour (unions and employee associations), training and development, workforce diversity, employee participation at the workplace level (employee involvement programs, management of industrial relations (effects of unions on employment terms), team concepts (employee empowerment), industrial conflict (strikes), grievance procedures including arbitration and mediation and general discipline.

References

The Human Resource Factor: Murdoch Business School, Australia, Delphi Study of the Influence of HR Practices on the Retention of Core Employees in Australian Organisation , Associate Professor Lanny Entrekin and Dr Shelda Debowski

MODULE 2

LIST AND DESCRIBE AT LEAST TEN GUIDELINES FOR EFFECTIVE LEADERSHIP BEHAVIOUR. 20

Answer

Respect and care for subordinates: The leader genuinely respects and cares for subordinates this in turn will earn the leader their respect and commitment to deliver.

Integrity: Instil deeds reflect words based on this foundation mutual trust and confidence grows. A culture that fosters high standards of ethics behaves in a fair and ethical manner toward others.

Fair, firm and consistent discipline: A good leader is caring towards others and maintains firm and consistent discipline. Responds constructively to disciplinary processes and identifies lessons learned, looks for other opportunities to succeed.

Vision: Focuses on the entire organisation, has a long-term view and acts as a catalyst for organizational change; builds a shared vision with others.

Involve, Inspire, and Motivate: Utilises information, knowledge and experience effectively in decision making and performance bench marking. Inherent to it is the ability to balance change and continuity—continually strive to improve performance within the framework.

Recognition: Recognise hard work and commitment from others. Inspires, motivates, and guides others towards goal accomplishments. Encourages and facilitates cooperation within the organization and its stake holders.

Effective Communication: Has the ability to deliver clear and concise communication coupled with good listening skills.

Accountability: Assures that effective controls are developed, takes the initiative to get things done, is not afraid to hold others accountable, takes personal responsibility for the success of the organisation and focuses on results and attainment of outcomes.

Self Confidence: Develops new insights into situations and recognises the value of building others and is not threatened by doing so. Recognises value in others and is not afraid to give credit.

Empathy: Shows genuine concern for others. Listens and understands other people’s point of view even when they differ from his/hers. Is respectful despite the fact that he/she has nothing to benefit or gain from the relationship.

References

Developing Effective Leadership Behaviours: The Value of Evidence-Based Management Robert G. Hamlin, Professor Emeritus and Chair of Human Resource Development, University of Wolverhampton Business School, and Jenny Sawyer, Organisation Development Manager at The Anchor Trust

MODULE 3

DESCRIBE 6 DIFFERENCES BETWEEN A TEAM AND A GROUP. 6

A team, by comparison to a group, does not rely on group think to arrive at its conclusions. The example: Each member of a mine SHER investigation team is assigned to evaluate one aspect of the incident. They use their individual abilities and area of expertise to arrive at a cohesive result.

The success of a group is often measured by its final results and not the process used to get the result. An example of this would be a jury in a court of law.

Team members are selected for their complementary skills, not a single commonality. A business team may consist of a project manager, a technician, and a health and safety officer. Each member has a purpose and a function, so the overall success depends on a functional interpersonal dynamic

Individuals of a group have the ability to walk away when their services are no longer needed whereas a team member's absence can hinder the capabilities of other members to perform effectively.

It is easier to form a group than a team. If you had a room filled with ‘drillers’, they could be grouped according to gender, experience, fields of expertise, age, or other common factors.

Team members are selected for their complementary skills, not a single commonality. A business team may consist of a project manager, a technician, and a health and safety officer. Each member has a purpose and a function, so the overall success depends on a functional interpersonal dynamic.

A group is vulnerable to groupthink if the members are all from the same culture and background, or when the group is isolated from outside opinions and when there are no clear rules for decision making.

A group is vulnerable to groupthink if the members are all from the same culture and background, or when the group is isolated from outside opinions and when there are no clear rules for decision making.

Teams have:

Have a specific team purpose that the team itself delivers.

Common commitment and purpose, clear performance goals and objectives.

Complementary skills and objectives

Shared leadership roles

High level of cohesiveness.

They have a high level of confidence and trust each other.

Teams encourage open ended discussions and active problem solving.

They measure performance directly by assessing collective work products.

They discuss, decide and do real work together.

References

Learner Guide: Diploma in HR Management, Maccauvlei

IDENTIFY AND DESCRIBE THE FOUR APPROACHES TO TEAM DEVELOPMENT. 8

Interpersonal Approach:

This approach reiterates and emphasizes the interpersonal/relationship nature of teamwork. It places some responsibility for control of behaviour on social influences. If people understand each other, they will work together well and be successful. The principal here is that if people have open discussions, address hidden agendas and conflict this will create an atmosphere of mutual respect, confidence and trust and they will move forward on this basis.

The Johari Window model is a good example of the four areas of personal knowledge in relationships:

Open Area – is information known to self

The Blind Area – is information that you do not know about yourself but others can see

The Hidden Area – this area contains your most inner thoughts, desires, fears that you know but hide from others

The Unknown Area – this is the area that is neither visible or know to you or others. It can be tapped to bring out your hidden knowledge and or attitude.

Role Definition Approach:

This approach puts very strong emphasis on role clarity and expectations from team members. Reflection being the key driver to this approach concurrent to observation and feedback.

The Values Approach:

This approach puts strong emphasis on Team Vision and community based concession on what values are to be followed.

Task Orientated Approach:

This approach concentrates and puts emphasis on the task the team has to perform. The task is critical to the team performance and puts aside any personal feelings, hidden agenda etc. There are two very specific team building techniques that are used to achieve results in this approach: They are goal setting activities and problem solving activities. Each challenge that has been overcome adds to the team’s sense of achievement and increases awareness of their competence and capabilities.

References

Learner Guide: Diploma in HR Management, Maccauvlei

ILLUSTRATE THE STAGES OF TEAM DEVELOPMENT BY USING A MIND MAP. 15

See attached.

DESCRIBE FOUR POSSIBLE CONSEQUENCES OF GROUPTHINK OCCURING AT A WEEKLY PRODUCTION MEETING. 4

Members think that the decisions they make are sound and morally based.

Members stifle their opinions because they are afraid of controversy.

There is often an immense pressure for conformity within the group.

Desires for group cohesiveness and a quick decision cloud their judgment.

Members seek the approval of team members instead of identifying the best solution.

Members will engage in heavy stereotyping of the situation they are dealing with.

In a nutshell, various adverse results become existent, due to failure to identify positive alternatives and a failure to thoroughly work through contingencies.

References

Learner Guide: Diploma in HR Management, Maccauvlei

WHAT CAN YOU DO TO PREVENT GROUPTHINK SHOULD YOU SEE THE SYMPTOMS THEREOF? 3

Re-start the group with no clear expectations and encouraged unorthodox opinions.

Ask individual members to argue against presented solutions and/or suggestions.

Break groups up into smaller groups which come back to the main group with their ideas, in the hopes of stimulating more discussion and creative ideas.

One or more experts could be invited to the meetings on a staggered basis to challenge views and opinions.

If discussing decisions with people outside the group is feasible, encourage it, to see if the solutions and/or suggestions are in fact doable and/or feasible.

From the onset the leader should avoid stating preferences and expectations at the outset of the meeting.

The leader could assign the role of critical evaluator to members and assign the role of ‘devil’s advocate’ to a member.

References

Learner Guide: Diploma in HR Management, Maccauvlei

MODULE 4: PERFORMANCE MANAGEMENT

DESCRIBE THE EVOLUTION OF PERFORMANCE MANAGEMENT AS WE KNOW IT TODAY. 8

The origin of performance management can be traced back to the Japanese quality management philosophy which emerged in early 1950s which forms the roots of today’s performance management theories and rules (Busi & Bititci, 2006). Statistical techniques were based on the work of a number of Americans – most notably Deming (1982), Juran (1980) and Shewhart (1980).

In the early 1960’s, employee service records were maintained for controlling the behaviours of the employees. What is of interest is that the remarks of these reports were never communicated and traits such as loyalty and commitment were the prevalent key performance indicators. This methodology continued into the early 1970’s, but what changed in this era was that communication to the employee became incorporated into the appraisal methodology whereas before it remained confidential to management only. The intent of allowing the employee an opportunity to take note of the written observations and/or comments in their performance reports was so that they could apply corrective action. In this process, the human resources manager had discretionary power of overruling the ratings given by the reporting manager.

We saw a significant shift in the early 80’s where one of the key changes was allowing employees to describe their individual achievements in the performance reports including allowing the employee to describe their accomplishments in the self-appraisal a the end of a fiscal year. Besides inclusion of their traits in the rating scale, new components such as targets achieved and training needs were included that measured the productivity and performance in quantifiable terms. What remained from the old era was that this remained control oriented instead of being development oriented.

In the mid 1900’s the appraisal process was more development driven and participative instead of being treated as a confidential process. The system focused on performance planning, review and development of an employee by following a methodical approach. In the entire process, both employee and employer mutually decided upon the key result areas in the beginning of a year and reviewed it every quarter. In the review period factors affecting the performance, training needs of an employee, newer targets and also the ratings were discussed in a collaborative environment.

In the late 1990’s performance management was characterized by maturity in approach of handling people’s issues. It was more performance driven and emphasis was on development, planning and improvement. Importance was given to culture building, team appraisals and quality circles were established for assessing the improvement in the overall employee productivity.

The performance management system is still evolving and in the near future one may expect a far more objective and a transparent system.

REFERENCES:

Brudan, A. (2010), Rediscovering performance management: systems, learning and integration, Measuring Business Excellence, VOL. 14 NO. 1, pp. 109-123.

de Waal, A. (2002), Quest for balance: the human element in performance management, John Wiley and Sons, New York, NY..

Radnor, Z. & Barnes, D. (2007), Historical analysis of performance measurement and management in operations management, International Journal of Productivity and Performance Management.

IDENTIFY AND DESCRIBE THE PRINCIPLES OF PERFORMANCE MANAGEMENT. 12

A. Define Performance by conducting a performance analysis by measuring the frequency of behaviour which is effectively what the individual says or the physical movements required and the outputs which are is the evidence of completed work produced by those behaviours. This analysis would measure present performance, establish standards, specify why behaviour is deficient, calculate the net economic value of improvement after the cost of solutions, and place them in order of priority. The result is the identification of potentially high-payoff behaviours and outputs that can be improved since key behaviours and outputs are often overlooked. Thereafter introduce the procedures used in Performance Management and quantify the amount of change that occurs in specific time periods. Because the investment in changing behaviour is often very low and the economic payoffs may be high, the potential high return on investment usually excites top management

B. Be Specific, by describing and communicate desired performances and the standards for judging them in terms that are measurable, observable and objective. A description of the events that are signals prompting the response should be included. In training, coaching, measuring performance, feeding back performance data, conducting a performance appraisal, writing procedures, and delivering positive reinforcement, it is essential to be specific. Alas, if the language used is vague, the desired behaviour may not occur.

C. Measure Performance, not only the frequency of the performance against the desired standards but also the desired behaviours that are needed to achieve the desired task. .

D. Facilitate Performance, by providing feedback on performance to the individual involved and to the individual's manager, supervisor, or group leader, rapidly-preferably immediately-with sufficient information to allow for self-correction. Too often, feedback systems for many key Behaviours and outputs are either absent or flawed.

E. Encourage Performance, to each individual immediately after completion of the performance of the desired behaviours and outputs. The frequency of an individual's behaviour is affected by the consequences that follow it. If the consequences are positive to that individual, the behaviour tends to increase; if they are negative, the behaviour tends to decrease. Consequences should be delivered for as long as the performance is desired, or until naturally occurring consequences are strong enough to support the Behaviour. How frequently you provide positive consequences is determined by how often the Behaviour occurs, the phase of Behaviour change you are in (causing the first new Behaviour to occur, changing its frequency, or maintaining it) and the pattern of responses you desire (steady, maximum output, peak for certain periods, etc. Unfortunately, in many organizations the wrong consequence system is in place. Consequences of desired Behaviour are often negative or neutral. Undesired Behaviour may be rewarded. The reinforcers are badly delayed. They are delivered only on a group basis (annual company-wide profit sharing). The rewards are short-lived for Behaviour that is desired long-term. And almost always the positive reinforcement is too infrequent.

REFERENCES:

Brethower, D. (1972) Behaviour Analysis in Business and Industry: A Total Performance System. Kalamazoo, MI: Behaviourdelia Press

DISCUSS THE IMPORTANCE OF CONDUCTING APPRAISALS. 6

Ensuring productivity is both consistent and of quality has always been a challenge in any organisation. It has shifted from managing individual performance with the allocation of rewards to a more holistic approach where both employee and employer plan performance standards and align its objectives to the organisations strategy.

The appraisal process helps in human resource planning.

The power of individual performance appraisals:

It positions the individual for performance

Develops ownership and commitment

Clearly communicates performance standards

It measure and evaluates, performance

It allows for feedback on performance

An allows for continuous improvement

It facilitates continuous learning and growth through education, training and coaching.

It recognizes and rewards performance

Accurate and current appraisal data helps the management in talking decisions for future employment or possible promotions. Without the knowledge of who is capable of being promoted, transferred or terminated, management cannot make employment plans for the future. It further assists with the implementation of Succession Planning and in some cases Company’s Localization Plans.

Majority of employees want to know how well they are doing and how they can do better in a future. They want this information to improve their performance in order to get increased pay and/or promotions.

Furthermore conducting appraisals is used to find out whether an employee requires additional training and development. Deficiencies or gaps in performance may be due to inadequate knowledge or skills. Performance appraisal helps a manager to find out whether he needs additional training for improving his current job performance or they can show that the employee can perform well in a higher position. It further assists the Company in achieving its strategy.

Conducting proper performance appraisals can improve both the employer and employee's future performance and allows

REFERNCES:

Radnor, Z. & Barnes, D. (2007), Historical analysis of performance measurement and management in operations management, International Journal of Productivity and Performance Management.

DESCRIBE WHAT A PERSON IS DOING WHEN THEY ARE "FACILITATING" A MEETING. 5

A facilitator accepts responsibility to help the group accomplish a common task and to move through the agenda in the time available and to make the necessary decisions and plans for implementation.

A facilitator makes no decisions for the group but instead it applies a specific set of skills to lead the group to peak performance, it suggests ways to help the group move forward. He/she works so that the participants are aware that they are in charge, that it is their business that is being conducted, and that each person has a role to play.

The facilitator's responsibility is to the group and its work rather than to the individuals within the group.

Clarifies goals, roles and procedures

keep time

manage the group process

manages conflict

moves from problems to solutions

get the work done

get to an end point and result

encourage participation from all attendees

help participants understand different points of view

frees the group from difficulties

foster solutions that incorporate diverse points of view

manage participant behaviour

create a safe environment

learn, grown and change

teach new thinking skills and facilitate structured thinking activities

record (with an agreed phraseology) agreements. They may also note unresolved issues for later debate

Source: Learner Guide: Diploma in HR Management, Maccauvlei

WHAT WOULD BE THE BENEFITS OF SUCH FACILITATION? 5

Since a facilitator focuses specifically on the task, group and process, meeting attendees can get on with the purpose and outcomes and concentrate fully.

It allows the facilitator to be prepared so that meetings follow a precise route, engaging those present and reducing concerns. In the future, the process creates a 'safe space' for members to meet and contribute positively.

A facilitated meeting clarifies roles and enables the leader to be fully 'present' hence reducing their focus on the clock and their own agendas.

Facilitation brings process-focused neutrality to the proceedings since they have no role in the issue.

Facilitated meetings create value. The synergies released once the process is clear, enable a freedom of thinking that provides for much better solutions and results.

When meetings are facilitated, progress happens. Facilitation in other situations can work too, so it can be used as a valuable tool to generate successful outputs, when people get together to work effectively and efficiently towards a common goal.