Workshop 2Interviewing Skills and PreparationPresent.docx

Workshop 2
Interviewing Skills and
Preparation
Presentation by
Sarah-Louise
Weller
Date:
w/c 1 Oct 2018
Interviewing Skills
Workshop 2 – Skills and Preparation
Workshops 3 & 4 – Mock interviews
Objectives
1. Explain what are the aims of recruitment
2. Understand how an employer selects an
employee for a role
3. Identify the problems with selection interviews

4. Know how to plan and conduct an interview
5. Describe how to give and receive feedback
Aims of Recruitment
• To obtain a pool of suitable candidates for vacant
posts
• To use a fair process and be able to demonstrate
that the process was fair
• To ensure that all recruitment activities contribute to
the organisational goal and a desirable
organisational image
• To conduct recruitment activities in an efficient and
cost effective manner
(Foot and Hook 2011)
Recruitment Questions
• What is a “suitable candidate”?
• Who decides this?
• How is it decided?
• How do you achieve a fair recruitment
process?

Job Analysis
Assessing or defining the components of the
post:
• Nature of the work performed
• Associated responsibilities and
accountabilities
• Skills and knowledge required
• Working conditions
• Outputs or performance standards expected
(Wilton 2013)
Job Description
Job descriptions relate to the task to be undertaken:
• Job Title
• Location
• Responsible to
• Responsible for
• Main purpose of the job

• Responsibilities/duties
• Working conditions
• Other matters
• Any other duties
(Marchington and Wilkinson 2013)
Person Specification
Person specifications outline the attributes required
for the position, including:
• Knowledge
• Skills – IT, foreign language,
• Previous experience – in a similar role, company
• Qualifications
• Personal qualities – professionalism, creativity etc.
It represents the selection criteria
Example of a Person Specification
Receptionist

Competency Frameworks
• Competency frameworks focus on the behaviours
of job applicants that are required to undertake
the role
• Often generic to an organisation rather than
specific to a job
• Person based rather than job based
• People analysis rather than job analysis
• A competency framework is a structure that sets
out the competencies required by individuals
required by individuals working within the
organisation.
Competency Frameworks
Most commonly sought:
• Communication skills
• People management
• Team skills
• Customer service skills
• Results-orientation
• Problem solving

(CIPD 2014)
Exercise: what competencies are employers looking for?
Work with a partner:
1. Think of a sector you might consider in the future
for a job and/or placement.
2. Think about the kind of roles that might exist.
3. Now add in the attributes or competencies that
you would expect to be important in these jobs.
4. Consider how you would evidence that attribute
or competency
Your list might look a bit like this……….
Exercise: what competencies are employers looking for?
Group Feedback:
1. What sector did you think that you might
consider in the future for a job and/or placement.
2. What role did you consider?

3. What attributes and/or competencies did you
decide would to be important in these jobs.
4. Consider how you would evidence that attribute
or competency.
Selection methods
1. Interviews
• Telephone interviews
• Face to face interviews (individual, group or panel)
2. Psychometric testing
• Personality profiling
• Aptitude tests
• Technical tests
3. Assessment centres
• Work simulations
• Group exercises
4. References
Why are selection interviews so widely used?

• Opportunity for face to face meeting and mutual
preview
• Flexible
• Can be an efficient and practical tool
• Enables information to be provided about job
and company
• Opportunity to ‘sell’ the organisation
Problems with selection interviews
• Subjectivity and unfair bias
• Inconsistency
• Lack of structure
• Lack of preparation
• Lack of interviewer skill and concentration
• Interviewer errors in decision making
• Poor outcomes
YouTube clip
(Most awkward interview ever – David Brent, The
Office )

Exercise
Discuss the video clip:
• What did David Brent do wrong in the interview?
• How could he improve?
Better interviews…
Planning and preparation
Structuring the interviews
Developing a rapport
Appropriate and effective questioning
Encouraging the candidate to talk and ask
questions
Making notes
Having more than one interviewer
Training interviewers
Preparation for a selection interview: employer

• Look at job descriptions, person specifications,
competency framework
• Identify key selection criteria
• Prepare areas of questioning
• Look at candidate information (CVs/ application forms)
• Plan the structure of the interview itself
Developing a ‘rapport’ and setting the tone
• Aim to make the interviewee feel at ease
• Smile and warmly shake their hand
• At the beginning make introductions and explain
the interview process
• Engage in small talk – travel, weather, etc
• Start with “easy” questions
• Keep body language and tone
of voice neutral
Listening Skills
• Maintain eye contact

• Appropriate physical behavior (don’t fiddle
with a pen or hands etc.)
• Be silent!
• Show interest by nodding and using
appropriate facial expressions
• Do not interrupt
• Don’t talk too much
Questioning Skills
Use a variety of questions:
• Open questions – encourage people to open
up e.g. Why did you leave…How do you feel
about…
• Probing – useful in seeking depth and detail
e.g. Why did you…What made you ….
• Closed questions – useful in verifying
specific information e.g. When did you leave…
Questioning Skills – Funneling technique
Questions

Use: Avoid:
Open questions Closed questions
Probing questions Leading questions
Reflective Multiple questions
Checking/summarizing Sidetracking
Behavioral Personally intrusive
Situational Discriminatory
Exercise: Questioning Skills
Working in pairs, take turns to practice ‘funneling’
• Ask your partner an open question.
• When you have an initial answer, use a series of
probing questions to find out more.
• When you have found out as much as you need
move on.
• Summarize to check understanding
Feedback
Effective feedback is:

• Tailored to the recipient
• Non personal
• Purposeful
• Documentable
• Descriptive
• Timely
• Interactive
• Constructive and balanced
Feedback process
First ask the feedback recipient to comment on their own
performance:
▪ What do you think went well?
▪ What do you think you didn’t do so well?
Then give your feedback:
▪ Focus throughout on the positives
▪ Limit yourself to negative feedback on two aspects
▪ Discuss together how to improve performance

Next week….mock interviews
Plan for next week
Candidates hand in CV’s
• 20 minutes – preparation (employers read CV’s and
prepare questions, candidates prepare for interview)
Candidates leave the room and do not return until called
in for interview or feedback
• 45 minutes – mock interviews (15 minutes per
candidate)
• 10 minutes – employers discuss feedback, candidates
complete feedback forms
• 15 minutes – feedback (5 minutes per candidate)
Everyone return to the room
• 15 minutes – closing and discussion of self reflection
Preparation for next week
Managers
o research company
o read placement advert and consider what skills and/or

competencies are required
o prepare a list of questions
o plan structure of the interview
Candidates
o read placement advert and consider what skills and/or
competencies are required
o prepare your CV (bring 3 printed copies)
o remember tailor it to job advert
o research the company
o prepare some questions
Preparing your CV
• Well written presentable and concise
• Chronological
• No longer than 2 pages
• Keep sentences short and effective
• Honest and accurate
• Relevant and specific to the job
• Read the job description (and person

specification if provided)
Essential reading
• Anderson, N. and Shackleton, V. (1993) Successful
Selection Interviewing. Blackwell: Oxford (Chapter 3)
• Foot, M. and Hook, C (2011) Introducing Human
Resource Management. Essex: Pearson Education
Limited. (Chapter 7)
• Torrington D., Hall L., Taylor S. and Atkinson C. (2014)
Human Resource Management, 9th ed, FT Prentice
Hall: Harlow (Chapter 28)
Further reading
• ACAS (2014) Recruitment and Induction. London: ACAS
http://www.acas.org.uk/index.aspx?articleid=1371
• Carbery, R. and Cross, C. (2013) Human Resource
Management. London: Palgrave
Macmillian (Chapter 3)
• CIPD. (2014) Competence and competency frameworks.
http://www.cipd.co.uk/hr-
resources/factsheets/competence-competency-frameworks.aspx
• Foot, M. and Hook, C (2011) Introducing Human Resource
Management. Essex:
Pearson Education Limited. (Chapter 6)

• Jackman, J.M., & Strober, M.H. (2003). Fear of feedback.
Harvard Business Review,
81(4), pp101-107.
• Marchington, M and Wilkinson (2012) Human Resource
Management at Work.
London: CIPD. (Chapter 8)
• Taylor, S. (2010) Resourcing and Talent Management. 6th ed.
London: CIPD.
(Chapters 6 and 10)
• Torrington, D., Hall, L., Taylor, T. and Atkinson, C. (2014)
Human Resource
Management. Harlow: Pearson Education Limited. (Chapters 6,
7 and 28)
• Wilton, N. An introduction to Human Resource Management.
London: Sage.
(Chapter 6)
http://www.cipd.co.uk/hr-resources/factsheets/competence-
competency-frameworks.aspx
Objectives
1. Explain what are the aims of recruitment
2. Understand how an employer selects an employee
for a role
3. Identify the problems with selection interviews
4. Know how to plan and conduct an interview

5. Describe how to give and receive feedback
QUESTIONS?
Workshop 9: Part 1 Developing an effective training plan
Presentation by
w/c 19 Nov 18
Aims of the workshop
Design a training plan
Draft training aim and objectives
Selecting appropriate training methods
Evaluating training
Exercise 1: Effective training
Consider a training event that you recently attended:
Was it effective?
Why was it effective / ineffective?
How could it have been improved?
Discuss your views in a small group.
What makes a good training session?
Knowing and involving your audience
Having good objectives - plan

Enabling interaction between participants and trainer
Use different learning methods and tools to cater for different
learning styles
Assessment and Evaluation
Training Plan
Do not include trainer name – for blind marking purposes
5
Training Plan
Identifying Training Topic
Consider the following when selecting your training topic:
Participants’ needs and interests
Your skills and strengths
Some topics from previous years:
Yoga / Meditation
How to make Christmas cards?
Basic language training
Playing Card Tricks

Writing Training Aim and Objectives
When you plan a training session you need to decide the:
Aims - general, broad statements
e.g. the training aims to develop……
Objectives – more precise and specific than aims and are
intended to be measurable (SMART)
e.g. list the types of …
Think carefully - what you want your audience to achieve at the
end of the session?
Video
Exercise 2
At your company a new security system been introduced. All
staff will now have a passcode to enter when they come into the
office, they have to shut the door behind them, can’t allow other
employees in etc. There are also strict rules about not allowing
visitors into the building and if you do have a visitor you have
to get it approved in advance by a manager and complete the
necessary form.
You have been asked to train all of your team in relation to the
new security policy.
In groups of 3 or 4 please draft:
Aim of the training

3 objectives
Selecting Training Method (Activity)
Considerations for selecting activities:
How well does the activity assist with accomplishing the
learning objectives?
How much time does the activity take? Is the time investment
worth the amount of learning that will occur?
Will it be stimulating and interesting for participants?
Is the activity appropriate for the size of the group?
Think Variety! Try to include different activities while
designing the training
Different types of learning require different training methods.
Match the strategy to the learning objectives.Knowledge
SkillsAttitudeLecturesCase StudiesRole
playsReadingDemonstrationDebates/DiscussionAudio
TapesExercises Self-reflectionE-learningVideosStructured
gamesWorksheets
Exercise 3
Imagine you are the training manger of a hotel that will open
next year. Your GM asks you to develop a training program that
aims to boost the team spirit of the newly formed Executive
Committee Members.

In groups, discuss the situation and suggest 3 training methods
that suit the training theme described above.
Hint: this is attitude, not skills nor knowledge training
13
Anticipating Challenges
Try to anticipate any challenges you might face during delivery
of each training activity
This will help you develop a strategy to overcome the
challenges and deliver an effective training
Exercise 4
In pairs list at least 3 challenges you might face during training
delivery
Anticipating Challenges
Some examples:
Participants’ engagement
Staying on the topic
Equipment problems
To overcome any problems
Have a backup plan
Follow a specific process

Be Positive!
Evaluation
How to assess change in participants’ knowledge, skills or
behaviour?
Consider:
What to evaluate?
Skill, knowledge or behaviour
When to evaluate?
During or after the training
How to evaluate?
Quiz, discussion, Survey, Interview, Job performance
Planning your training session…
10-15 minute training sessions and 5 minutes feedback
Individual (or in pairs)
Tentative topic
Group A or Group B
Required Resources
Please bring your completed Training Plan with you to your
practical workshop. Feedback from your group will help you
further develop the plan before submission on 12 December.
Assessment Criteria for Training Plan
Identification of training aims and objectives
Explanation of reason for selecting activity

Analysis of challenges
Quality of writing, expression and presentation
Part 2: Preparation for week 10 guest lecture
‘Ask the HR expert’ - guest lectures
Three guest HRM professionals will share their experiences of
interviewing, performance reviews, negotiations and delivering
& evaluating training and much more…..
Monday 26 November 12-1pm in 6X269
Tuesday 27 November 4-5pm in 2X112
Thursday 29 November 1-2pm in 2X242 and 3-4pm in 2B025
An opportunity for you to ask questions, e.g. what makes a
graduate candidate stand out from other applicants, recruitment
interviews, CVs, advice about your Continuing Professional
development etc.
In groups of 2 or 3 please write at least ONE question that could
be asked to the panel at the guest lecture… and upload onto
padlet :
https://padlet.com/sarah3_weller/asktheHRexpert
Once linked to the padlet page, student’s should put their name
and cohort (BIM/MET/Global/ Business & Law) in the TITLE
of their post
20

Workshop 7:
Negotiation skills and preparation
Presentation by
First Name
Second Name
Date w/c 5 Nov 18
Objectives
Briefly revise different types of negotiation
Identify the stages in the negotiating process
Describe the key skills required in the negotiating process
Prepare for the workshop activity
Activity: What does negotiating mean?
Working in groups of 3-4, take 10 minutes to agree and write
down a definition of:
“negotiations”
What does negotiating mean?
Possible definitions:
A two way discussion to agree terms

Conferring for the purpose of mutual agreement
A process of discussion aimed at reaching agreement
Establishing consensus amongst two or more parties
Resolving conflict through compromise
REVISION: Types of Negotiation
Win-Lose
Win-Win
Lose-Lose
REVISION: Getting to YES!
Fisher, R. and Ury, W. (2012) Getting to yes, negotiating an
agreement without giving in. London: Random House
Any method of negotiation should:
Produce a wise agreement
Be efficient
Improve or at least not damage the relationship between the
parties

Getting to YES!
Principled negotiation
Focuses on basic interests, mutually satisfying options and fair
standards which results in a wise agreement
Getting to YES!
BATNA – Best Alternative to a Negotiated Agreement
Know your BATNA
BATNA - is the course of action that will be taken by a party if
the current negotiations fail and an agreement cannot be reached
Helps you to determine what is a minimally acceptable
agreement
Judge every offer against it
(Fisher and Ury 2012)
Stages in the negotiation process
Preparation
Discuss
Propose
Bargain
Agreement

Activity: How to prepare
Divide group into pairs
One will prepare for the negotiation as a seller and the other
one as a buyer
Seller: think of something you have that you will sell to your
partner, eg a car, a laptop, etc
Give the buyer basic details, eg make; model; age; colour;
general condition
Buyer: you want the object – but how much is up to you.
You each have 10 minutes to prepare
Consider any research you may want to do now; the negotiation
strategy you will adopt; consider your 3 objectives
You have 10 minutes to try to negotiate a deal
Group discussion:
How many groups had a successful negotiation?
How many groups had an unsuccessful negotiation?
What did you do in your preparation that helped?

How could you have prepared better?
Examples of ‘if’ and ‘then’
If you are willing to give me a bonus then I will accept a lower
salary.
I am happy to relocate to Manchester providing I receive a
significant pay rise.
I am prepared to offer you 3 days’ extra holiday per year if you
will work ‘on call’ for 3 hours/one evening each month.
I can offer you a salary of £20,000 if you start in 3 months.
Next week - practicals
You will be involved in 2 x Role Plays:
Divide group into 2 – Group 1 and Group 2
Preparation
Each group should keep their case studies a secret from the
other so that the role plays are as realistic as possible.
Each group can work in 4s or 5s to begin to prepare.
You might consider: what are the important issues? What
research might be helpful to do? Where does your power lie?
Begin to think about linking issues.

Continue to prepare both of your parts over the coming week.
Use the Negotiation Preparation Sheet to help you prepare.
Timetable
Preparation - 20 minutes
Manager and Employee of Anderson’s negotiate - 30 minutes
Employee gives Manager feedback - 10 minutes
Break (10 minutes)
Manager and Employee of Zig Zag negotiate - 30 minutes
Employee gives Manager feedback - 10 minutes
Core reading
Fenn, P. (2011) Commercial Conflict Management and Dispute
Resolution. London: Taylor Francis. Chapter 4.
Malhotra, D. (2014) 15 Rules for negotiating a job offer.
Harvard Business Review. April 2014 pg. 117 – 120
Watson, G. and Reissner, C. (2014) Developing Skills for
Business Leadership. CIPD: London (Chapter 9)

Further reading
Cornelius, N (2002) Human Resource Management (2nd ed)
London: Thomson Learning (Chapter 10)
Ellis, R. (2009) Communication Skills: Stepladders to Success
for the Professional. Bristol: Intellect Books. (Chapter 9)
Fisher, R. and Ury, W. (2012) Getting to yes, negotiating an
agreement without giving in. London: Random House
Fowler, A (1996) Negotiation Skills and Strategies. London:
IPD
Gennard, J. and Judge, G. (2010) Managing Employment
Relations. CIPD: London
Raj, R (2008) Business Negotiations: A ‘soft’ perspective. The
Icfai Journal of Soft Skills. Vol II No.1, 2008
Sebenius, J. (2001) Six Habits of Merely Effective Negotiation.
Harvard Business Review. April 2001.
Smith, T. (2007) Let’s make a deal: A guide to successful
workplace negotiations. Business and Economic Review. Oct –
Dec 2007
Thorn, J. (2001) How to negotiate better deals. Gloucestershire:
Management Books
Any questions?
Workshop 5:
Reviewing Performance
Presentation by

First Name
Second Name
Date w/c
Workshop 5 – skills and preparation
Workshop - roleplays
Objectives
Explain why it is important to review performance
Describe the correct approach, structure and the necessary skills
to review an individual’s performance
Group activity: Reviewing performance - recap
In groups, discuss from the lecture:
5 examples of poor performance
Why should managers review their employees performance
When should managers review their employees performance?
Examples:
Missing deadlines
Appearance

Attitude
Not achieving targets
Lateness
Mistakes
Why should managers review their employees performance?
Good performance management helps everyone in the
organisation to know:
what the business is trying to achieve
their role in helping the business achieve its goals
the skills and competences they need to fulfil their role
the standards of performance required
how they can develop their performance and contribute to the
development of the organisation
how they are doing
when there are performance problems and what to do about
them.
Why should managers review their employees performance?
If managers do not act they can:
mislead the employee by giving the impression that there is no
problem
deny the employee the chance to improve or put things right
damage the productivity and efficiency of the business
lower the morale amongst team members
Critical feedback can help the employee improve

If there are any underlying reasons why the employee is
underperforming they can be identified
Support can be given to help them to improve.
When should managers review their employees performance?
Promptly because:
Waiting for a more suitable opportunity results in the issue not
being dealt with
A problem will not usually resolve itself
Even if the manager thinks a problem is temporary, it may
reoccur if it is not dealt with
Not dealing with the issue can lead to further complications
Group Activity: How should managers review their employees
performance
Watch the video and consider:
What did the manager do well?
What did the manager do wrong?
Video

https://www.youtube.com/watch?v=KpS8P4Trdqc
10
How should managers review their employees performance?
ACAS – Challenging conversations and how to manage them
ACAS – Challenging conversation – step by step table
ACAS – How to manage performance
Group activity: How should managers review their employees
performance?
In groups:
List the 5 steps (discussed in the lecture) how managers should
review their employees performance.
How should managers review their employees performance?

Prepare
Introduction
Explain the issue
Ask for an explanation
Agree a way forward
(ACAS,
2014)
Remember your interviewing skills….
Questioning skills
Open questions – Why?, What?, How?
Probing
Leading questions
Closed questions
Active Listening
Words
Tone of voice
Maintain eye contact
Facial expression and body language
SMART Objectives
What does SMART stand for?
S.....

M…..
A…..
R…..
T…..
SMART…or not?
Keep delivery bays as tidy as possible.
Improve overall customer satisfaction by 5% over last year
based on the results of the after sales questionnaire sent to all
customers.
Answer customer queries as quickly as possible.
Recruit 50 new customers before the end of the year.
Complete staff reports as soon as you can.
Answer all customer queries within two working days.
Clear delivery bays daily of all waste and other material within
30 minutes of delivery vans leaving.
Activity – SMART objectives
Draft a smart objective for each of the following issues:
An employee is regularly 10/15 minutes late for work
An employee fails to reach their sales target of £10,000 by
£2000

An employee is regularly abrupt and rude to customers
Next week – role plays
You will all participate in 2 performance reviews
Group 1 - Role Play 1 – Manager A
- Role Play 2 – Student B
Group 2 - Role Play 1 – Student A
- Role Play 2 – Manager B
- Role Play 2 – Student B
Group 2 - Role Play 1 – Student A
- Role Play 2 – Manager B
18
Next week - timetable
Preparation - 10 minutes
Manager A discusses Student A’s performance - 30 minutes
Student A gives Manager A feedback - 10 minutes

Break (10 minutes)
Manager B discusses Student B’s performance - 30 minutes
Student B gives Manager B feedback - 10 minutes
Task 2 notes & closing – 15 minutes
Preparation
Please keep your role play brief confidential
Prepare for your Performance Review prior to next week
Check out the ‘Reviewing Performance Guide to Assessment’ in
the Assignments section on Blackboard
Hand out role play briefs.
20
Essential reading
ACAS (2014) Challenging conversations and how to manage
them London: ACAS
ACAS ( 2014) How to manage performance. London: ACAS

http://www.acas.org.uk
Further reading
Banfield, P., Kay, R and Royles, D. (2018) Introduction to
Human Resource Management. Oxford: Oxford University Press
(Chapter 12)
Carbery, R. and Cross, C. (2013) Human Resource Management.
London: Palgrave Macmillan (Chapter 7)
Crawshaw, J., Budhwar, P. and Davis, A. (2017) Human
Resource Management. London: Sage (Chapter 11)
Foot, M. and Hook, C. (2016) Introducing Human Resource
Management. (7th edition), Essex: Pearson. (Chapter 7)
Marchington, M and Wilkinson (2012) Human Resource
Management at Work. London: CIPD. (Chapter 9)
Torrington, D., Hall, L., Taylor, T. and Atkinson, C. (2014)
Human Resource Management. (10th edition) Harlow: Pearson
Education Limited. (Chapters 11 and 15)
Wilton, N. An introduction to Human Resource Management
London: Sage. (Chapter 7)
Alternative Assignment: Component B – Task 4 – Training plan
This assignment should only be completed if you have not
attended the practical training session.
It should be submitted via Blackboard as part of your
Management Skills portfolio together with Tasks 1, 2 & 3 on 12
December.
Do not send to your module leader or workshop tutor for
marking.
TASK
Write an outline plan for a training session on a topic of your

choice. The training plan should include the aims and
objectives of your session, a description and justification of the
training activities, and identify potential challenges in the
delivery of the session. The training plan must be completed
using the format shown on page 2 and should not be longer than
2 x A4 pages.
Please include the following title in the heading of your task to
indicate that you have completed the alternative assignment:
‘ALTERNATIVE ASSIGNMENT: TRAINING PLAN’.
Please refer to the slides for Lecture 8 and Workshop 9 for
details of the conceptual frameworks and the academic
literature that may be appropriate for your analysis.
Tips
· Use the template on the next page (electronic copy on
Blackboard)
· Do not exceed 2 x A4 pages
· Include academic sources where appropriate
Marking criteria
· Identification of training aim and objectives
· Explanation for selecting training activities
· Analysis of challenges in delivery of training
· Quality of writing and good academic practice.
Training plan template:
2

1
Alternative Assignment: Component B – Task 3 – Negotiation
attended the negotiating skills
practical roleplay sessions.
Management Skills portfolio
together with Tasks 1, 2 & 4 on 12 December.
marking.
TASK
Please read the Bristol CC case study on page 2 and address the
following tasks:
Analyse the case and address the following questions
concerning planning and preparation
for your meeting with Frankie. There is a maximum word limit
of 500 words.
• Outline your plan for the meeting (e.g. identifying the key
areas to be addressed;
what background information may be needed? What negotiation
tactics will you employ

and why? What options will you have in terms of bargaining
power?)
• Describe the specific skills you will need to employ during the
meeting.
indicate that you have
completed the alternative assignment: ‘ALTERNATIVE
ASSIGNMENT: Negotiating skills.’
Refer to the slides for Lecture 6 and Workshop 7 for details of
the conceptual frameworks and
the academic literature that may be appropriate for your
analysis.
Tips:
lectures as well as your
own study to support your analysis.
within the work and include a
Reference List (not
included in the word count)
Marking criteria

writing and good academic practice.
2
You are a Manager with The Bristol CC with responsibility for
eight staff members in your
department. Of these staff members, six have been with the
company for over five years and
two are coming to the end of their six-month probation period
as Graduate trainees. These
two have both done very well and the company would like to
offer them permanent positions
if they wish to stay.
The Bristol CC is a relatively new company of 18 years (known
initially as The Bristol Clothing
Company) with one outlet in the area of Clifton, popular with
students, and a healthy on-line
sales outlet. They concentrate upon fashionwear for the 15-30
year old male/female market,
a particularly competitive market in terms of
price/quality/competitors, but for the past
seven years they have been steadily, if slowly, expanding each
year. There are a few new

posts and planned vacancies that will need to be filled over the
next six months. The company
has no trouble filling vacancies and there is a regular interest
from Graduates in the various
internships and trainee jobs on offer.
Frankie’s probation period will end next week and has requested
a meeting with you to
discuss it. You have had a brief chat today to roughly identify
what Frankie wishes to discuss
in the meeting next Tuesday. You have found Frankie to be
ambitious - eager for promotion
and the benefits that might accompany that, specifically: a
significant pay rise, a company
car/mobile/laptop, an additional five days’ annual leave, the
opportunity of foreign travel, the
ability to regularly work from home when suitable.
According to your own experience, Frankie appears to be a very
good employee: quick to
learn, a creative thinker, a likeable team player, eager to take on
new tasks (though
sometimes a little too eager as Frankie has once or twice missed
a task’s deadline). Frankie is
regularly late which annoys the rest of the team, but Frankie
does have an hour’s travel to
and from work on the bus.
As a manager, there are some areas that you are able to
negotiate and some that the
company regulations would not allow. You are able to
negotiate on pay; flexibility of working
hours and location of work; benefits in terms of an annual
bonus, training, company car,
mobile and laptop. You are not able to agree to longer
holidays, a reduction in monthly hours

worked, and you’d have trouble with any benefits not necessary
to the job, such as foreign
travel, unless there was a good business reason offered. You
are a little uncertain what the
rules say regarding company pension scheme and the
membership of the profit sharing
scheme.
The Bristol CC
Reviewing Performance – Guide to assessment
Management Skills – Component B – Task 2: Reviewing
Performance
Assignment
Write a report to your line manager outlining what issues were
discussed at Performance Review and what action was agreed to
resolve the issue.
Word Count
Maximum 500 words
Assessment Criteria
1. Identification of issues discussed at review
2. Identification of SMART objectives
3. Explanation of additional support required
4. Detail of timescales and follow up action
5. Quality of writing and good academic practice
Name of Reviewer:

Name of Reviewee:
Date of Performance review:
Issues raised:
1. Identify all issues that were discussed at Performance
Review?
2. What were the causes of underperformance?
Action agreed:
1. What SMART objectives were agreed (include at least 3)?

2. What training, development and support should be
undertaken?
3. What follow up action is needed and by whom?
4. Timescale for next review?

Additional comments:
Signed:……………………………………….
Date:…………………………………………….
3
Alternative Assignment: Component B – Task 1 - Interviewing
skills
attended the interviewing skills
practical roleplay sessions.
Management Skills portfolio together with
Tasks 2-4 on 12 December.
marking.
TASK

Please read the advert for the ENTERPRISE placement and
watch the video of the manager (Andy)
interviewing the candidate (Emily) for that vacancy. Complete
the following task:
Write a 500-word analysis of the experience of the manager in
the video interview. You should explain
elements of his interviewing skills by reference to the relevant
literature and theories and critically
analyse his performance in the context of the literature. You
should also identify how he could
improve in future and support this by reference to the relevant
literature and theory.
indicate that you have completed the
alternative assignment: ‘ALTERNATIVE ASSIGNMENT:
INTERVIEWING SKILLS – ENTERPRISE
PLACEMENT ANALYSIS’
Please refer to the workshop 2 – preparation slides for details of
the conceptual frameworks and the
academic literature that may be appropriate for your analysis.
Tips
• Write your analysis on the performance of the manager.

• Don’t be too descriptive. It is easy to write what happens, it’s
the why, how and what if which
is really important.
• Concentrate on 2 issues to allow suitable depth of coverage
and integration of literature.
• Draw on relevant theory within your answers.
• Proof read - read your work aloud to yourself.
Marking criteria
Critical analysis into strengths and limitations of the managers
performance
Integration of theory with analysis of performance
Identification and justification of steps for improvement
Quality of writing and good academic practice
Enterprise Business Management Placement
This application is for our undergraduates undertaking a
placement to start in 2019.
Add an annual turnover of $20.9 billion to a rental and leasing
fleet of over 1.9 million vehicles spread across 9,600 locations
worldwide and you get Enterprise Rent-A-Car – a business
that’s grown into the largest global mobility provider in the
world.
During our year-long placement, our students play an integral
role in the success of Enterprise and will have a comprehensive
introduction to our Graduate Management Training Programme.
For a university student, real world professional business

experience can put you above the rest when you enter the job
market.
Our placements go at a highly energised pace. From day one
you’ll learn what it takes to run a successful business and
acquire the highly marketable skills and experience that you get
when you’re helping to run and operate a successful business.
But don’t just take our word for it – our interns have been voted
Best Intern of the Year at the NUE awards for the last two
consecutive years.
It’s learning by doing, not by getting coffee or filing all day.
Our university interns take on the same challenges on their
internship as our first and second year full-time professionals.
You’ll be part of a team-based environment where Enterprise
employees are supportive and fun to work with.
After an initial classroom-based orientation session, you’ll be
assigned to a branch office for hands-on business training. Here
you will learn valuable business skills from capable mentors
who were once in your shoes. Our promote-from-within culture
ensures that you’ll have a well-rounded training experience and
learn skills in management, finance, operations, sales and
customer service.
Responsibilities:
When you join our Management Placement Programme, you’ll
soon discover that every day is different because it is filled with
so many new, exciting, rewarding, and often unexpected
challenges. There is not one consistent aspect; however, you’ll
not only get the chance to put into practice all that you’ve
learned so far while at university, but you’ll learn more about
sales, marketing, customer service, business management, and
administrative skills than you ever thought possible.
Throughout our placement programme, there are a series of
carefully monitored tests and evaluations, after which you'll
receive pay increases, rewards, and more opportunities for

promotion.
You will develop skills in:
· Management skills: leadership, training, mentoring, people
skills and soft skills, and looking at the big picture
· Business management: cost control, profits, growth, account
management, employee development, and administrative skills
· Marketing: how to gain new customers both retail and
corporate, how to manage dealerships, and run bodyshop
accounts
· Sales: how to increase revenue by generating more sales
· Customer service: taking reservations, handling customer
enquiries, problem solving and delivering cars to customers
· Fleet control: how to handle repairs, and getting the right
number and type of cars in your fleet
Your duties will include:
Providing customers with a great customer experience, you'll be
marketing our business, selling our service and liaising with
insurance companies, dealerships, body shops and corporations.
Not to mention all the day-to-day stuff, like office management
and administration as well as collecting and delivering vehicles
and keeping them clean.
Not only is it a paid placement programme, but you may also be
eligible for performance incentives and employee referral
rewards. The business training you’ll receive will be an
amazing jump-start to your career.
Qualifications:
· We accept applications for our Placement Programme from
university students that are due to take undertake a placement
year starting summer 2019, regardless of university attended
and subjects being studied. Our assessment is based on how you
perform against our competencies and will judge you on that
alone.
· You must have a full UK/EU manual driving licence, but we
do make accommodations for applicants who don’t drive due to

a disability.
· No drug or alcohol related offence on driving record within
the last five years is permitted.
Additional Information
· Please let us know about any accommodations you may need
to participate in our recruitment process.
· Please limit your application to only one job posting based on
where you live and/or plan to work. Applying to multiple
locations will delay your application being processed.
· This job posting is for applications within the following
locations: Basingstoke, Farnborough, Aldershot and surrounding
areas.
https://www.enterprisealive.co.uk/jobs-at-enterprise/internships/

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