LO1:

1.1 develop a set of own responsibilities and performance objectives

A process that consolidates Goal setting, Performance Appraisal, Development of a common system
the aim of which is to ensure that employee performance is supporting the company's strategic
aims. Performance management(PM includes activities that ensure that goals are consistently !eing
met in an effective and efficient manner. Performance management can focus on the performance of
an organi"ation, a department, employee, or even the processes to !uild a product or service, as well
as many other areas. #he field of performance management can comprise two separate types of
management. $n one aspect of performance management, an analyst may view the performance of a
company as a whole, and also evaluate the effectiveness of the managers and heads of companies in
reaching goals. $n another sense, performance management may !e a system of evaluating
employees to help them reach reasona!le goals and thus ensure that the company performs !etter.
#his discussion will focus on the latter definition. Performance is essentially what an employee
does or does not do common elements to performance %uality of output, %uantity of output,
#imeliness of output, Presence at wor&, 'ooperativeness.
1.2 evaluate own effectiveness against defined objectives
Performance Management
(ead the o!)ectives and performance management tool *hite paper for more information+
step 1
#o define the company's !usiness o!)ectives. Define the 'haracter ,ducation is carried out if their
performance is satisfactory. -ecause of the distance 'onsulting ..' , a !usiness that ostentation
whether it contains a component that can !e done , )t , is accepta!le.
step 2
Measure the wor&load . /or e0ample, if a company wants to increase its earning potential , the
company has measured the total num!er of units produced or sold. Measure whether the 1uality will
suffer high productivity, measuring the output of a )o! that is new . #he low proportion of high
1uality.
step 3
'reate the chec& points on the time line , or whether the plan should !e amended . $f your !usiness
is meeting the !usiness o!)ectives ahead of time . ,sta!lished 'hec&point at different intervals ,
such as the si0 2month mar& of the second 1uarter t.
step 4
3n how to do it yourself with the o!)ectives of the discussion for their employees. Do any of the
staff performance metrics .
step 5
Add your company morale !y giving oral and written feed!ac& to teams and individuals for their
contri!ution to the success of !usinesses and !old . Positive attitude and team spirit will see the
company through the company's o!)ectives .
1.3 mae recommendations for improvement
,nsure that su!ordinates understand MG(4 and evaluation system :
,valuation system should !e e0plicitly designed specifically for the purpose of evaluation is
descri!ed . 3rgani"ations that clearly does not have a system designed to assess and reduce the
am!iguity . #he goal should !e that everyone &nows why you're doing the assessment. #hin& a!out
the purpose and methods of training .
!ssess t"e effectiveness of t"e current s#stem $
*hat are the proper functioning of the current system 5 (emem!er that what development to
achieve 5 Managers and staff agreed that the system to defend some of the smaller operations in
other functions . $n addition, managers and employees have different needs . #o identify them and to
create a 1uery that rate is mem!ers . 3nly then a!le to develop a strategy for their shortcomings.
%tud# sills are essential for #our managers :
$t is reasona!le to conclude that the Director 's a!ility to s&ilfully evaluate 6 her su!ordinates is
crucial to an effective evaluation . 4&ills should include: ( Any of these could !e a !oo& in itself :
#arget
'onnection with the performance re1uirements
*ith the function
'oaching and giving feed!ac&
1.4 review "ow motivational tec"ni&ues can be used to improve &ualit# of performance
Motivation tec"ni&ues ' Maslow (rrelevant for
And flow only marginally !asic human needs. A!raham Maslow suggested that the priorities of the
person to change his !asic needs. 7e arranged these needs in the hierarchy.
Motivation tec"ni&ues ' a negative approac"
Many companies through the stimulation of fear. $t herd psychology esta!lished pec&ing orders.
People naturally levels of the hierarchy. /ear &eeps them on their toes. People are committed to
wor& 2 stimulation techni1ues -uilt primary motivation on the psyche of man. their parents, and
most people ma&e the mista&e of conventional options or professional.
Motivation tec"ni&ues ' self'awareness
4uccessful people &now the strengths and wea&nesses of their own. Do you have a region of
e0cellence5 And there are a few things that you can do !etter than others5 #he legendary Peter
Druc&er identification guide management e0cellence in the a!ility to easily do something that
others are difficult.
Motivation tec"ni&ues ' emplo#ee fit for t"e rig"t job
*hile the employee would !e career the employer must see& to develop people to fit and function.
Management should move people around so that they can understand the whole process and install
the wor&place where they have )urisdiction.
Motivation tec"ni&ues ' learning on t"e job
8ery few people are eagerly to wor& in a field they love. Millions of people have to wor& in a
!oring routine, where the wor& is to carry them to tears.
Motivation tec"ni&ues ' teac"ing emplo#ees
$n an uncertain mar&et, and staff to learn new s&ills and e0perience personal growth. ,very
industry has its secrets of how to achieve specific results that meet and the e0citement of the
customers. $t was reported that 7ome Depot will teach their sales staff for ways to save money for
their clients.
Motivation tec"ni&ues ' positive feedbac
'ustomer happy is the !est response is returned to the successful training at wor&. A new employee
needs to &now when it is on the right trac&.
LO2
2.1 develop solutions to wor'based problems
)ecognising wor'based learning
.earners in the wor&place see& to find solutions to pro!lems that arise !y carrying out en1uiry2
!ased activities (Dewey, 9:;<. All types of practitioners, ranging from plum!ers to lawyers, are
faced with pro!lems that they need to solve in order to carry out their professional tas&s.
=nowledge created and applied through this type of activity is often uni1ue to a particular wor&
situation or conte0t. #hus it can !e seen that such learning is as much to do with tacit &nowledge as
cognitive &nowledge (.indley > *heeler, ?@@9 and re1uires an understanding of how things
actually wor& rather than )ust relying on &nowledge set out in any te0t!oo&.
*reating nowledge t"roug" practice
#he comple0ities of creating and applying &nowledge in order to solve pro!lems in real situations
need to !e understood !y engaging in practice rather than attending lectures or reading !oo&s.
*hilst higher education su!)ect disciplines such as health and education already include practice as
an important element of their learning pathways, this is not true of all curriculum su!)ects.
#herefore the development of wor&2!ased learning within higher education is often within
vocational areas. #he emphasis has !een on the relevance of practice to a particular occupationA for
e0ample, nurses need to &now a!out human !iology and they also need to apply their &nowledge to
!e a!le to care for their patients.
Learning t"roug" practice
#here are many types of wor&place, including paid and voluntary occupations, and each wor&place
will have a num!er of different practice situations. A wide range of approaches to wor&2!ased
learning at higher education level have !een developed to accommodate these different situations
and a su!)ect such as Mathematics can !e seen to have relevance to many practices such as
statistical analysis and the calculation of mar&eting trends. #he methodologies are diverse so as to
meet the needs of different occupations and wor& practices. #hey can vary from accredited in2
house training to sandwich placements (-ourner > ,ller&er, 9::< and include e0plicitly designed
wor&2!ased learning awards.
Learning at wor place
.earning in the wor&place is not )ust a!out applying theory to practice. *or&2!ased learning can
involve creating &nowledge and researching new ways of carrying out tas&s. 4uccessful
practitioners can !e viewed as wor&place researchers who have a !readth of &nowledge and can
see& out new data in order to find solutions to pro!lems as they arise. As such creating and
adapting &nowledge to fit in with particular situations is a comple0 process which re1uires higher
level learning.
+enefits of learning from practice
#o !e a successful practitioner it is necessary to have a !road range of understanding and
&nowledge in order to deal with the different issues that arise in real life. .earning from practice
gives the individual a range of valua!le learning e0periences provided that the wor& role includes
sufficient autonomy.
2.2 communicate in a variet# of st#les and appropriate manner at various levels
,erbal communication
8er!al communication refers to a form of communication *hat message is transmitted orally, the
communication ta&es place through word of mouth and a piece of writing. #he purpose of all
communication is to have people understand what we're trying to remem!er ver!al communication
convey. *hen tal&ing with others, we assume that others will understand what we say, !ecause we
&now what we're saying. -ut this is not the case. Bsually, people !ring their own attitude,
perception, feelings and thoughts a!out the topic and hence as an o!stacle to the delivery of the
right meaning. 4o in order to get the right message, it is necessary to thin& from side2!y2side and
perspective view of the receiver.
non'verbal communication
Con2ver!al communication or receive messages. *e no words one can say that communication is
non2ver!al and written, including
gesture
!ody language
stance
tone of voice or facial e0pressions
$s the non2ver!ally communication.
Con2ver!al communication has to do with !ody language communication spea&er. Con2ver!al help
in the interpretation of the recipient received. 3ften, ver!al cues more accurately you ver!al
messages. 4ometimes the answer is a ver!al conflict with ver!al communication and therefore
contri!ute to the effectiveness of the message.
2.3 identif# effective time'management strategies
Management, employees, themes, etc, are the !iggest challenges facing an organi"ation. #herefore,
managers need is to ta&e care of 1uestions, thin& a!out the issues and treat it early. $n general, the
preferences of e0perienced staff are given, as they are much more mature in the way they thin& and
&now and ta&e immediate decisions right. -ut sometimes there are people who !ecome managers
and then learn to !e a good idea. #hese are some of the management s&ills for new managers who
have no e0perience, always dreamed of !eing the most successful. #his management capa!ilities list
will certainly soar li&e an eagle.
LO3
3.1 e-plain t"e roles people pla# in a team and "ow t"e# can wor toget"er to ac"ieve s"ared
goals
#he importance of teamwor& can not !e underestimated, especially in a !usiness environment
where a group of people wor&ing together to achieve a goal. $ts success is reflected in their
individual capacities, their performance as a unit and society as a whole. Dou can not always choose
the team mem!ers who will wor& with you on a pro)ect or goal. As you can already do for you the
!est thing you can do is get the group together and develop a plan on how you e0pect to achieve
your goal. #his will give you an idea of the strengths and wea&nesses of individuals in the team and
the type of areas that speciali"e or feel comforta!le giving their !est. 7aving a variety of different
s&ills and personalities wor&ing together can !e an advantage, especially if each team mem!er is
honest a!out your s&ills and is happy in the role that is assigned to the team.
'ommunicating with others is an important part of good teamwor& and a group of people who share
information and ideas freely among them an advantage in achieving what you set out to do. $deas
must !e communicated to all levels of the group and the team manager or supervisor &nows e0actly
what others feel and their views are at all stages of their wor&. #he coordination and cooperation
!etween them are the direct result of good communication and information is easier to share more
reactive and proactive is the group.
3.2 anal#se team d#namics
#he team dynamics and decision2ma&ing for pro)ect success pro)ect success often depends on the
team decision ma&ing. $n the wor&place, the wor& of the team leader is to ma&e decisions that
!enefit the team and the entire company. #his puts a lot of responsi!ility. 4hould consider the
options and consciously choose the strategy to ma&e more suita!le for the circumstances in which
the decision was made and implemented decisions. 3ften the chosen style of decision ma&ing is one
of the most important pro)ect manager roles.
3.3 suggest alternative wa#s to complete tass and ac"ieve team goals
$ncreased employee mo!ility and the widespread use of teams underline the importance of
understanding the sociali"ation of newcomers into groups. Applying the theory of cooperation and
competition, this study e0perimentally investigated the relationship !etween team climate and
newcomer sociali"ation and performance. *e found that a cooperative, in comparison to a
competitive or independent team climate strengthened the relationship and interaction !etween
newcomers and the other team mem!ers. #here!y, this facilitated newcomer sociali"ation.
,ffective newcomer sociali"ation is e0pected to contri!ute !oth to employee well2!eing and
organi"ational productivity and to !e especially useful given the increasing level of employee
mo!ility ('hen > =limos&i, ?@@;. (esearchers have employed various theoretical perspectives to
understand sociali"ation and ad)ustment to wor& and the conditions that promote them (Allen,
McManus, > (ussell, 9:::A 'a!le > Eudge, 9::FA Graen, 3rris, > Eohnson, 9:G;A =otter, 9:G;A
Meyer, $rving, > Allen, 9::<A 8an Maanen > 4chein, 9:G:A *anous, 9::?. 4uch understanding
can help to minimi"e the potential process losses associated with newcomers (cf. -auer, Morrison,
> 'allister, 9::<A 3stroff > =o"lows&i, 9::?. 4tudies have shown that rapid sociali"ation reduces
the situational an0iety of individuals that in turn helps them to perform (=at", 9:<@A *anous, 9::?.
Cewcomer sociali"ation is the process !y which a newcomer ac1uires the attitudes, !ehavior, and
&nowledge he or she needs to participate as an organi"ation mem!er (8an Maanen > 4chein, 9:G:.
#his process is essential for newcomers !ecause of its lasting impact on their performance (-auer et
al., 9::<.
LO4:
4.1 .4.2. 4.3
!. /efine t"e problem
Diagnosis of the situation so that your focus is on the pro!lem, not )ust its symptoms. Bseful
techni1ues in this stage include the use of ta!les to identify the measures that are e0pected of a
process and cause2and2effect diagrams to define and analyse the root causes. (eview and document
how the currently running processes (who does what, with what information, what instruments,
communication with organi"ations and individuals, in which time, using the format, etc..
#o evaluate the possi!le impact of new and revised tools to develop a model of Hwhat should !e
policy.0
+. 1enerate alternatives
4ee the selection of several solutions have !een proposed solution. 7aving a standard with which to
compare the characteristic of the final solution is not the same as the definition of the desired result.
4tandard allows us to evaluate different alternatives offered e0pected results. *hen you try to
generate the desired results, it is very difficult to get good information a!out the process.
Given several alternatives can significantly enhance the value of the final solution. 3nce a team or
individual decided !y the model Hwhat should !eH the o!)ective standard !ecomes the !asis for
developing a wor& plan to investigate alternatives. -rainstorming and pro!lem solving s&ills of the
team are !oth useful at this stage of the trou!leshooting tools. Many alternative solutions must !e
generated !efore rate them. A common error in the resolution of pro!lems is that the alternatives are
evaluated as proposed, so that the first accepta!le solution is chosen, even if it is not the !est
solution. $f we focus on trying to get the results we want, we need the opportunity to learn
something new that allows a real improvement.
*. 2valuate and select an alternative
#rou!leshooting s&illed use of a num!er of considerations when selecting the !est alternative.
'onsider the e0tent to which:
A particular variant will solve the pro!lem without causing other unforeseen pro!lems.
All persons involved accept the alternative.
Alternative implementation is li&ely.
#he alternative is part of the limitations of the organi"ation.
D. $mplement and monitor the solution
.eaders may !e needed to control the solution to !e implemented !y others HsellH the solution to
others or to facilitate the application !y com!ining the efforts of others. #he most effective
approach, !y far, was to involve others in the application as a way to minimi"e resistance to
su!se1uent changes.