Work Place Performance Management with Respect to the Development of Performance Standards - Case Study Example

Supervision and management Many managers understand the need for a well trained management team and invest resources towards this objective (Klinet 1999). Managers apply the 3A Model (Assessment, Analysis and Action) to carry out training need analysis in order to prescribe training (Johnson et al 1998). Though this approach equips managers and supervisors with managerial and supervisory skills respectively, Johnson et al (1998) suggested it is not one of logical approach towards improving performance of managers and supervisors. In many instances, application of management and supervisory skills is a symptom of many problems that affect many organizations (Katzenbach and Smith 2003). Many organization Chief Executive Officers are not happy with performance of their managers and supervisors (Katzenbach and Smith 2003). The work environment are characterized by poorly developed work morale, poor management of time, misunderstandings among managers and supervisors, overstepping of roles and responsibilities due to lack of proper well cut job description and job analysis and lack of cooperation among managers and supervisors in different departments of the organization (Katzenbach and Smith 2003). Many chief executive officers take initiative to train departmental managers on modalities of conflict management, time management, building of teams and human relations but these trainings do not add value to the problems that affect the firms. Many companies are characterized by poor diagnosis of problems that affect their performance. The problems basically stem from the fact that managers and supervisors themselves need to be managed and supervisors supervised (Bowen 1998). Many managers and supervisors do not understand their responsibilities attached to their job description. Many chief executive officers as coaches, mentors and counselors do not understand ineffective work habits of their managers and supervisors and work practices do not depend on standard of performance (Antil et al 1998). This essay looks into first, leadership qualities that could improve performance and importance of good leadership qualities. Secondly, the essay will look into strategies of developing teams and groups and also look into barriers of team and group development and roles of couch. Thirdly, the essay will address work place performance management with respect to development of performance standards, performance management systems and qualities for sustainable and manageable quality workforce. Fourth, the essay will look into impact of mentoring, couching and counseling towards improving performances of managers, supervisors and cohesion in the work place. Fifth, the essay will look into application of elements of supervision management by reflecting on a case study of company known as priority limited. According to Schermerhorn, Campling, Poole and Wiesner (2004: 352) a leader ‘is a person who inspires other people to achieve set goals’. Schermerhorn, Campling, Poole and Wiesner (2004: 352) suggest that leadership is ‘the process of inspiring others to work hard to accomplish important tasks’. Bartol et al (2001:398) have indicated that leadership is ‘the process of influencing others to achieve organizational goals’. While Robbins et al (2001:400) argue that leadership is ‘the ability to influence and develop individuals and teams to achieve goals that contribute to a worthwhile purpose’. Weinbach (2003) and wiesner and Millett (2001) agree that good leadership is backed up by efficient communication systems and tools. Campling, poole and wiesner and schermerhorn (2006) have indicated that efficient communication result first employees who are able to understand what their managers or supervisors want of them. Second, efficient communication enables employees to comply with the directive of their managers and supervisors. Third, efficient communication makes employees to understand the managers or supervisor’s directive is in line with organizational visions, missions and objectives. Fourth, efficient communication enables employees to understand that the supervisor’s directive or manager’s directive does not contravene their personal initiatives Similarly (Bartol et al 2000) indicated that the principal aim of leadership communication is to influence others to relate and share information with each other. In addition (Bartol et al 2000) suggested essential components of organizational communication to be those ‘containing relevance, completeness, accuracy and timeliness.’ This helps to give directives that add value to the organizational visions, objectives and missions. Weinbach (2003) indicated that a good leader should have ‘personality traits that are essential namely honesty and integrity, intelligence to analyze and assess, self confidence in their decision making process and should have desire to lead’. Katzenbach and Smith (2003) suggested that employees have a zone of indifference within which they willingly accept orders without questioning authority. They therefore require leaders to be able to read moods of employees and counsel them appropriately. Robbins et al (2001) found out that ‘employees are very competent and creative assets in production’ whose potential is not well tapped in many organizations. On the same line, Yuko and Van Fleet (1992) have shown that managers ought to understand how to tap talent of their employees. Antil et al (1998)) found that many employees ‘need to participate in decision making process’ and managers and supervisors should allow them to put forward their opinions and views and consequently implement ideas that add value after consultations with concerned work group. According to Antil et al (1998) managers and supervisors ‘should combine a manager-leader model’ of supervision in their process of delivering duties. Managers and supervisors can take ‘advantage of this model’ by incorporating suitable behavioural orientations into their modes of supervision. Behavioural orientation, according to Bowen (1998) and Johnson et al (1998) is made up of three aspects namely ‘people-oriented leadership, development –oriented leadership and task-oriented leadership’. They should also adopt contingency model (developed by F. Fielder: n.d.) that assumes leadership as a function of ‘leadership style and the demand of the situation’. Robbins et al (2001: 415) observes that managers and supervisors behavioural attitudes should satisfy ‘path-goal theory’ protocol thus their ‘behaviour is acceptable to subordinates insofar as they view it as a source of immediate or future satisfaction’. Further Robbins (2001:422) suggested that the leadership adopted by the manager or supervisor should be able to ‘promote intelligence, rationality and careful problem solving’. This helps to instill a sense of discipline to employees and increases morale founded on moral ethics. According to Kling (2000, July) a work group is a ‘group of people who share information and make decisions to help each other to perform his or her duty’ while a team according to Robbin (2001) is a ‘group of people working in a coordinated manner and committed to a common goal’. Robbin (2001) stressed ‘team performance output is potentially greater than the sum of individual member’s input’. Development of organization teams, according to Antil et al (1998) helps to create ‘potential synergy’ and nurture team spirit. Similarly, Katzenbach and Smith (1993:112) have suggested that a team ‘is a small group of people with complementary skills who are committed to a common purpose, set of performance goals and approach for which they hold and distinguish themselves mutually accountable’. This means a team is more preferred to work group in terms of efficiency and commitment. Quinn et al (2003:62) have indicated a good team to be committed to a common goal, have clearly defined roles and responsibilities, share information and possess sense of mutual accountability. According to Quinn et al (2003) teams and work groups in an organization have several advantages. Some of the advantages are first, tasks are efficiently accomplished. Second, there is development of sense of belonging and teams help to unite employees. Tuckman (1965) suggested five levels of team or work progression that are ‘forming, storming, norming, performing and adjourning’. Tuckman (1965) showed that before managers can consider developing teams and work groups, they should evaluate essence of what the team should achieve and be is a position to clarify the same opinions to the work group or team pre-existing members. However, Tuckman (1965) cautioned that managers need to understand personality traits of the team members because a problem with one member will consequently affect the performance e of the whole team. Robbins (2001) and Tuckman (1965) both agree there are barriers that sabotage development of organizational teams. These barriers to team development in an organization are inadequate knowledge and skills in team development as well as unfavorable organizational climate and culture. According to Schermerhorn et al (2004:335) performance management is ‘means through which managers ensure that employees’ activities and outputs are congruent with organizations goals’. Schermerhorn et al (2004:335) defines performance management system is ‘an array of set standards that analyze and assess results in order to improve performance planning’. According to Schermerhorn et al (2004) a good management system in an organization helps to reduce employee turnover, improve work morale, reduce employee conflict and reduce overlaps and productivity gaps. Schermerhorn et al (2004) pointed out that several factors should be considered when planning to set up a performance system. These factors are employee participation, presence of active supervisory leadership and availability of a reward system. The output of a performance system is measured by carrying out performance evaluations. The principal advantages of organizational performance evaluations include helping in determining objectives for performance improvement, providing a base for salary increase and providing information that is vital in carrying out employee ratings. Performance evaluations in an organization are very important. This I because (Robbins 2001) performance evaluation help to maintain standards of organizational performance, improve employees work morale and create opportunities for work relationships that help to build good work groups. According to Robbins (2001:684) mentoring refers to ‘relationship between a junior or a protégé and a senior in terms of age and experience that exists to primarily support the personnel development and career advancement of the junior person’. Robbins (2001) refers a mentor as ‘a role model, a leader or a guider, or a teacher to the person being mentored.’ Robbins (2001) suggested that should observe employee’s work performance in order to determine those who need coaching and mentoring. Robbins (2001) advised that employees should actively be involved in seeking a solution to the problems. According to Robbins (2001) counseling is ‘a logical part of a career development planning program’. Robbins (2001) proposed that a good counseling session should involve speaking privately with employees, expressing concerns calmly, politely but positively and agreeing mutually on a common course of action. In many organizations, counseling of employees is not a common activity. This is because counseling is time consuming process. Second the supervisor may fear being confronted by the employees. Third, the manager may assume the employees understand what they are doing and fourth, supervisors may lack experience and exposure or relevant counseling skills. According to Antil et al (1998) managers ought to formulate, evaluate and implement optimal solutions that can effectively manage problems that affect performance of the organization by adopting scientific analytical tools. A system (Kling, 2000, July) is a set of elements that are interrelated and interdependent. Kling (2000, July) indicated that organizations should create ‘open system that is able to interact with environment’. Kling (2000, July) suggested that an open system is made up of inputs (human resources) that are mapped through a transformation processes to produce products and services. The utility of the products and services triggers a ‘feedback or reactions from the environment’. Antil et al (1998) proposed that organizational systems should work toward creation of a synergy that makes it possible for the organizational goals to be achieved. Otherwise, Antil et al (1998) observed that absence of co-ordination leads into development of entropy that leads to decline of performance. In conclusion, organizations should work towards development of teams and groups that are guided by efficient leadership qualities. Organizations should adopt right procedures for developing work groups and teams. Managers and supervisors should have regular meetings with their employees in order to know the problems that they are facing and how they can be solved. Employee participation in seeking solutions should be encouraged. Organizations should adopt efficient work place performance measurements by adopting performance evaluation processes. Evaluation performance processes enable the organizations to know efficiency of every employee. Organization evaluation processes should be used to determine reward schemes of the employees. Organizations should have functional mentoring, counseling and couching sessions in order to help to develop employee talent, diagnose and hence improve performance of the employee. REFERENCE LIST Antil, L.R., Jenkins, J.R., Waynes, S.K. and Vadasy, P.F. (1998). “cooperative learning: prevalence conceptualization and the relation between research and practice”. American education research journal. 35 (3) 419-454. Bartol, Kathryn M., and David C. Martin (2000). “Management” New York. Mcgraw-hill. Bowen, D.D. (1998). “Team frames: Multiple realities of the team.” Journal of management education. 22 (1) 95-104. Campling, J. Poole, D. Wiesner, R. and Schermerhorn J.R. (2006). “Management”. Ney York. Mcgraw-hill Johnson, S. Srinivasan,S. and Kemelgor, B. (1998). “Organizational structure and the role of empowered teams”. Journal of education for business, 73(5) 280-283. Katzenbach, J.R. and Smith, D. K. (2003). “The wisdom of teams”. Boston. MA. Harper business Klinet (1999). “Remaking teams: research based guide that puts theory into practice”. San franscisco. CA. Jossey-Bass, Inc. Kling T. (2000, July). ”Tension in teams”. Havard management communication letter, Havard Business school publishing, article reprint # C0007A Quinn, R. Faerman, S. Thompson, M. and Mcgrath,M. (2003). “Becoming a master manager instructional guide”. Quinn,R., Faerman, S. and Thompson , M. and Mcgrath, M. (2003). “Becoming a master manager: a competence framework”, 3rd edition. Wiley and sons. Robbins, D. (2001). “Information Architecture organization and records management: records and information management report”. 17 (3), 1-14. Schermerhorn, J.R., Campling J., Poole, D., and Wiesner, R. (2004).”Management: An Asian pacific perspective” . sydney. wiley and sons. Tuckman, B. (1965). “Developmental sequence in small groups”. Weinberg, B. (1965). “The social worker manager: a practical guide to success”. 4th edition. Boston. Mass. Allyn and bacon. Wiesner,R. and Millett, B. (2001). “Management and organizational behavior. Contemporary challenges and future directions”. Sydney. Wiley and sons. Case study: A company named “priority Limited” always faced problems that ranged from disorganized departmental heads, conflict between departmental managers and supervisors, inadequate co-operation in the workplace, lack of team spirit and lack of control of management. The director hired an experienced Chief Executive Officer in human resource management named “manager solve”. Manager solve went carried out need analysis and recommended on the training for all managers and supervisors on solving problems, efficient time management, team and group building, conflict management and human resource relations. This failed to be fruitful and managers “solve” resigned. The director then hired a manager “Analyser”. Manager “Analyser” looked into first, why unproductive behavior was chronic? Secondly, why there was lack of co-operation? Thirdly, why there was not conducive organizational climate for work? Fourthly, how the managers and supervisors are recruited and promoted? Fifthly, why were conflicts never solved for all those years? Sixth, how the human resource managed to maintain work? Manager Analyser found that the problem “priority Limited “had was based on the fact that the managers themselves and their supervisors needed to be managed. The managers and supervisors didn’t know their roles and how they could interact with employees to improve performance. The ineffective work habits of managers and supervisors had been ignored by the former “manager Solve” their supposed Coach, Mentor and Leader in times of difficulties. Manager Analyser implemented the following strategies Established good management practices Established individual nurturing of managers and supervisors Initiated development of co-operation and team spirit Established clarification of roles and responsibilities of employees The managers and supervisors were put on coaching, mentoring and counseling through adoption of general management systems The result was that the problems that affected “Priority Limited “ended. Read More