Learner Guide BSBMGT502 Manage People Perfo.docx

Learner Guide
BSBMGT502
Manage People Performance
This learner guide is copyright protected and belongs to:
T A B L E O F C O N T E N T S
TABLE OF
CONTENTS............................................................................
................................................... 2
UNIT INTRODUCTION
......................................................................................... ......

.............................. 5
ABOUT THIS RESOURCE
...............................................................................................
........................... 5
ABOUT ASSESSMENT
...............................................................................................
.................................. 6
ELEMENTS AND PERFORMANCE CRITERIA
...................................................................................... 8
PERFORMANCE AND KNOWLEDGE EVIDENCE
............................................................................... 10
PERFORMANCE EVIDENCE
...............................................................................................
.................... 10
KNOWLEDGE EVIDENCE
...............................................................................................
......................... 10
ASSESSMENT CONDITIONS
...............................................................................................
..................... 11
PRE-REQUISITES
...............................................................................................
........................................ 11
TOPIC 1 – ALLOCATE WORK
..................................................................................... ..........
..................... 12

CONSULT RELEVANT GROUPS AND INDIVIDUALS ON
WORK TO BE ALLOCATED AND
RESOURCES AVAILABLE
...............................................................................................
........................... 13
CONSULTING WITH INTERNAL GROUPS AND
INDIVIDUALS
...............................................................................................
14
CONSULTING WITH EXTERNAL GROUPS AND
INDIVIDUALS
..............................................................................................
14
DECIDING WHO TO CONSULT AND WHEN
...............................................................................................
............................. 15
COMMUNICATING YOUR PLANS AND COLLABORATING
WITH OTHERS
........................................................................... 15
METHODS OF WORKPLACE COMMUNICATION
...............................................................................................
...................... 16
DEVELOP WORK PLANS IN ACCORDANCE WITH
OPERATIONAL PLANS ................................... 17
ALLOCATE WORK IN A WAY THAT IS EFFICIENT, COST
EFFECTIVE AND OUTCOME
FOCUSSED
...............................................................................................
................................................... 20
ALLOCATING WORK THROUGH

DELEGATION........................................................................
.............................................. 20
CONFIRM PERFORMANCE STANDARDS, CODE OF
CONDUCT AND WORK OUTPUTS WITH
RELEVANT TEAMS AND INDIVIDUALS
..............................................................................................
22
CHOOSE AND USE THE MOST SUCCESSFUL METHOD OF
INSTRUCTION
........................................................................... 24
DEVELOP AND AGREE PERFORMANCE INDICATORS
WITH RELEVANT STAFF PRIOR TO
COMMENCEMENT OF WORK
...............................................................................................
................. 26
KEY RESULTS AREAS (KRA)
...............................................................................................
..................................................... 26
KEY PERFORMANCE INDICATORS (KPI)
...............................................................................................
................................ 26
For example Job-Role: Store Manager
...............................................................................................
........................................ 27
CONDUCT RISK ANALYSIS IN ACCORDANCE WITH THE
ORGANISATIONAL RISK
MANAGEMENT PLAN AND LEGAL REQUIREMENTS

...................................................................... 28
TOPIC 2 - ASSESS PERFORMANCE
...............................................................................................
......... 30
DESIGN PERFORMANCE MANAGEMENT AND REVIEW
PROCESSES TO ENSURE
CONSISTENCY WITH ORGANISATIONAL OBJECTIVES
AND POLICIES ...................................... 30
Explain performance measurement systems utilised within the
organisation............................................................................
..... 31
PERFORMANCE MANAGEMENT PROCESSES
.......................................................................................... .....
............................ 35
Developed by Enhance Your Future Pty Ltd 3
BSBMGT605 - Provide leadership across the
organisationVersion 2
TRAIN PARTICIPANTS IN THE PERFORMANCE
MANAGEMENT AND REVIEW PROCESS ..... 36
CONDUCT PERFORMANCE MANAGEMENT IN
ACCORDANCE WITH ORGANISATIONAL
PROTOCOLS AND TIME LINES
...............................................................................................

.............. 38
MONITOR AND EVALUATE PERFORMANCE ON A
CONTINUOUS BASIS ................................... 39
TOPIC 3 - PROVIDE FEEDBACK
...............................................................................................
.............. 40
PROVIDE INFORMAL FEEDBACK TO STAFF ON A
REGULAR BASIS ............................................ 40
PROVIDING EFFECTIVE FEEDBACK
...............................................................................................
......................................... 41
Focus on specific behaviours
...............................................................................................
......................................................... 42
Consider the timing of feedback
...............................................................................................
................................................... 42
Focus on behaviour that the receiver can do something about
...............................................................................................
........ 43
Consider the needs of the person receiving the feedback, as well
as your own
................................................................................ 43
Solicit feedback rather than impose it
...............................................................................................
.......................................... 43
ADVISE RELEVANT PEOPLE WHERE THERE IS POOR
PERFORMANCE AND TAKE
NECESSARY ACTIONS
...............................................................................................

.............................. 45
POOR TASK ALLOCATION
...............................................................................................
.......................................................... 45
POOR COMMUNICATION OF THE TASK REQUIREMENTS
...............................................................................................
...... 45
INSUFFICIENT
SUPPORT...............................................................................
.............................................................................. 4 6
MOTIVATIONAL PROBLEMS
...............................................................................................
....................................................... 46
ADDRESSING POOR PERFORMANCE
...............................................................................................
........................................ 47
TACKLING POOR PERFORMANCE
...............................................................................................
............................................. 47
PROVIDE ON-THE-JOB COACHING WHEN NECESSARY TO
IMPROVE PERFORMANCE AND
TO CONFIRM EXCELLENCE IN PERFORMANCE
............................................................................. 49
For knowledge-based details
...............................................................................................
........................................................ 50
For skill based details
...............................................................................................
................................................................. 51
IDENTIFYING IMPROVEMENTS
...............................................................................................

................................................. 52
DOCUMENT PERFORMANCE IN ACCORDANCE WITH THE
ORGANISATIONAL
PERFORMANCE MANAGEMENT SYSTEM
.......................................................................................... 54
CONDUCT FORMAL STRUCTURED FEEDBACK SESSIONS
AS NECESSARY AND IN
ACCORDANCE WITH ORGANISATIONAL POLICY
............................................................................ 55
THE PURPOSE OF THE PERFORMANCE APPRAISAL
...............................................................................................
................ 55
THE EVALUATION PURPOSE
...............................................................................................
...................................................... 55
THE DEVELOPMENT PURPOSE
...............................................................................................
.................................................. 55
TYPES OF APPRAISAL
...............................................................................................
.................................................................. 56
PROCESS
...............................................................................................
........................................................................................ 58
INITIAL SELF-REVIEW BY THE EMPLOYEE
...............................................................................................
.............................. 60
INITIAL REVIEW OF THE EMPLOYEE’S PERFORMANCE
BY THE
MANAGER(S).................................................................. 60
MEETING OF THE EMPLOYEE AND THE MANAGER(S)

...............................................................................................
......... 60
PROCESS
.......................................................................................... .....
........................................................................................ 61
Initial briefing
...............................................................................................
............................................................................. 61
Review the appraisal forms
...............................................................................................
.......................................................... 62
Discussion
...............................................................................................
................................................................................... 62
Actions
........................................................................................ .......
....................................................................................... 62
Documentation
...............................................................................................
............................................................................ 62
Dangers
...............................................................................................
...................................................................................... 63
TOPIC 4 - MANAGE FOLLOW UP
...............................................................................................
............. 64
WRITE AND AGREE ON PERFORMANCE IMPROVEMENT
AND DEVELOPMENT PLANS IN
ACCORDANCE WITH ORGANISATIONAL POLICIES
........................................................................ 64
Example of an overall Performance Rating Scale

...............................................................................................
........................ 65
Describe staff development options and information
...............................................................................................
...................... 65
SEEK ASSISTANCE FROM HUMAN RESOURCES
SPECIALISTS, WHERE APPROPRIATE .......... 68
REINFORCE EXCELLENCE IN PERFORMANCE THROUGH
RECOGNITION AND
CONTINUOUS FEEDBACK
............................................................................................. ..
....................... 69
MONITOR AND COACH INDIVIDUALS WITH POOR
PERFORMANCE ......................................... 70
PROVIDE SUPPORT SERVICES WHERE NECESSARY
........................................................................ 71
COUNSEL INDIVIDUALS WHO CONTINUE TO PERFORM
BELOW EXPECTATIONS AND
IMPLEMENT THE DISCIPLINARY PROCESS IF
NECESSARY .......................................................... 72

PERSONAL AND WORK RELATED FACTORS
...............................................................................................
............................ 72
COUNSELLING PHASES
...............................................................................................
............................................................... 73
Exploration
...............................................................................................
................................................................................ 73
Understanding
...............................................................................................
............................................................................ 73
Actions
...............................................................................................
....................................................................................... 74
SKILLS NEEDED IN PERFORMANCE COUNSELLING
...............................................................................................
.............. 74
Gather information
...............................................................................................
..................................................................... 74
Explain details
................................................................................ ...............
........................................................................... 74
Problem solve
...............................................................................................
.............................................................................. 75
Follow-
up...........................................................................................
........................................................................................ 75
TERMINATE STAFF IN ACCORDANCE WITH LEGAL AND
ORGANISATIONAL

REQUIREMENTS WHERE SERIOUS MISCONDUCT OCCURS
OR ONGOING POOR-
PERFORMANCE CONTINUES
...............................................................................................
................. 76
Explain unlawful dismissal rules and due process
...............................................................................................
....................... 77
UNFAIR DISMISSAL
......................................................................................... ......
...................................................................... 77
RELEVANT LEGISLATION THAT MAY IMPACT
MANAGING PEOPLE IN ANY BUSINESS ........ 81
Outline relevant legislative and regulatory requirements
...............................................................................................
................ 81
ANTI-DISCRIMINATION LEGISLATION
...............................................................................................
..................................... 81
INDUSTRIAL RELATIONS LEGISLATION
...............................................................................................
.................................. 81
AWARDS AND AGREEMENTS
...............................................................................................
..................................................... 83
Outline relevant awards and certified agreements
...............................................................................................
.......................... 83
WHS CODES OF PRACTICE
...............................................................................................

........................................................ 84
ETHICAL PRINCIPLES
...............................................................................................
.................................................................. 85
PRIVACY LAWS
...............................................................................................
............................................................................. 86
SUMMARY
...............................................................................................
.................................................... 87
REFERENCES
...............................................................................................
............................................. 88
U N I T I N T R O D U C T I O N
This resource covers the unit BSBMGT502 - Manage people
performance.
This unit describes the skills and knowledge required to manage
the performance of staff who

report to them directly. Development of key result areas and key
performance indicators and
standards, coupled with regular and timely coaching and
feedback, provide the basis for
performance management.
It applies to individuals who manage people. It covers work
allocation and the methods to review
performance, reward excellence and provide feedback where
there is a need for improvement.
The unit makes the link between performance management and
performance development, and
reinforces both functions as a key requirement for effective
managers.
No licensing, legislative or certification requirements apply to
this unit at the time of publication.
ABOUT THIS RE SOURCE
This resource brings together information to develop your
knowledge about this unit. The
information is designed to reflect the requirements of the unit
and uses headings to makes it

easier to follow.
You should read through this resource to develop your
knowledge in preparation for your
assessment. At the back of the resource are a list of references
you may find useful to review.
As a student it is important to extend your learning and to
search out textbooks, internet sites,
talk to people at work and read newspaper articles and journals
which can provide additional
learning material.
Your trainer may include additional information and provide
activities, PowerPoint slide
presentations, and assessments in class to support your learning.
ABOUT ASSES SMENT

Throughout your training we are committed to your learning by
providing a training and
assessment framework that ensures the knowledge gained
through training is translated into
practical on the job improvements.
You are going to be assessed for:
activities that apply to a
workplace environment.
these on the job.
You will receive an overall result of Competent or Not Yet
Competent for the assessment of this
unit. The assessment is a competency based assessment, which
has no pass or fail. You are either
competent or not yet competent. Not Yet Competent means that
you still are in the process of
understanding and acquiring the skills and knowledge required
to be marked competent.

The assessment process is made up of a number of assessment
methods. You are required to
achieve a satisfactory result in each of these to be deemed
competent overall.
All of your assessment and training is provided as a positive
learning tool. Your trainer/assessor
will guide your learning and provide feedback on your
responses to the assessment. For valid and
reliable assessment of this unit, a range of assessment methods
will be used to assess practical
skills and knowledge.
Your assessment may be conducted through a combination of
the following methods:
ctical tasks

The assessment tool for this unit should be completed within the
specified time period following
the delivery of the unit. If you feel you are not yet ready for
assessment, discuss this with your
trainer/assessor.
To be successful in this unit, you will need to relate your
learning to your workplace. You may be
required to demonstrate your skills and be observed by your
assessor in your workplace
environment. Some units provide for a simulated work
environment, and your trainer and
assessor will outline the requirements in these instances.

E L E M E N T S A N D P E R F O R M A N C E
C R I T E R I A
1. Allocate work 1.1 Consult relevant groups and individuals on
work to be
allocated and resources available
1.2 Develop work plans in accordance with operational plans
1.3 Allocate work in a way that is efficient, cost effective and
outcome focussed
1.4 Confirm performance standards, Code of Conduct and work
outputs with relevant teams and individuals
1.5 Develop and agree performance indicators with relevant
staff prior to commencement of work
1.6 Conduct risk analysis in accordance with the organisational
risk management plan and legal requirements
2. Assess performance 2.1 Design performance management and
review processes to
ensure consistency with organisational objectives and policies

2.2 Train participants in the performance management and
review process
2.3 Conduct performance management in accordance with
organisational protocols and time lines
2.4 Monitor and evaluate performance on a continuous basis
3. Provide feedback 3.1 Provide informal feedback to staff on a
regular basis
3.2 Advise relevant people where there is poor performance and
take necessary actions
3.3 Provide on-the-job coaching when necessary to improve
performance and to confirm excellence in performance
3.4 Document performance in accordance with the
organisational performance management system
3.5 Conduct formal structured feedback sessions as necessary
and in accordance with organisational policy
4. Manage follow up 4.1 Write and agree on performance
improvement and
development plans in accordance with organisational policies
4.2 Seek assistance from human resources specialists, where

appropriate
4.3 Reinforce excellence in performance through recognition
and continuous feedback
4.4 Monitor and coach individuals with poor performance
4.5 Provide support services where necessary
4.6 Counsel individuals who continue to perform below
expectations and implement the disciplinary process if
necessary
4.7 Terminate staff in accordance with legal and organisational
requirements where serious misconduct occurs or ongoing poor-
performance continues

P E R F O R M A N C E A N D K N O W L E D G E
E V I D E N C E
This describes the essential knowledge and skills and their level
required for this unit.
PERFORMANCE EVIDENCE
Evidence of the ability to:
requirements, performance
standards and agreed performance indicators
efficiently and within
organisational and legal requirements
d
provide coaching or
training, as needed
continuous feedback

appropriate
organisational performance
management system
Note: If a specific volume or frequency is not stated, then
evidence must be provided at least
once.
KNOWLEDGE E VIDENCE
To complete the unit requirements safely and effectively, the
individual must:
organisation
be staff development options and information

A S S E S S M E N T C O N D I T I O N S
Assessment must be conducted in a safe environment where
evidence gathered demonstrates
consistent performance of typical activities experienced in the
management and leadership field
of work and include access to:
es and, where possible, real situations
Assessors must satisfy NVR/AQTF assessor requirements.
P R E - R E Q U I S I T E S
This unit must be assessed after the following pre-requisite
unit:
There are no pre-requisites for this unit.

T O P I C 1 – A L L O C A T E W O R K
Welcome to the unit BSBMGT502 - Manage people
performance.
This unit describes the skills and knowledge required to manage
the performance of staff who
report to them directly. Development of key result areas and key
performance indicators and
standards, coupled with regular and timely coaching and
feedback, provide the basis for
performance management.
It applies to individuals who manage people. It covers work
allocation and the methods to review
performance, reward excellence and provide feedback where
there is a need for improvement.
The unit makes the link between performance management and
performance development, and
reinforces both functions as a key requirement for effective
managers.

No licensing, legislative or certification requirements apply to
this unit at the time of publication.
In this unit you will learn how to:
Let’s begin!
CONSU LT RELE VANT GRO UPS AND INDIVIDU ALS ON
W ORK

TO BE ALL OCAT ED AND RE SOU RCES AVAIL ABL E
When allocating work, it is important to give team members as
much information as possible
about the work you require them to do and to make sure they
understand and accept the
delegation you are giving them. People are not mind readers;
therefore, they cannot be expected
to meet your expectations unless you fully brief them in a clear
and unambiguous way.
Your staff must not only be well informed about the specific
nature of the work you wish them
to undertake and its overall objective, but also the timeframe in
which the work must be
completed and any other special conditions or requirements of
the work.
Establishing a channel of clear and open communication is also
essential if you want your people
to be committed to, and excited about, achieving their own
particular objectives and the
organisation’s goals. A policy of open and honest
communication on all issues relating to work
plans and strategies will enable each employee to know exactly

what he or she is meant to be
doing at any given time, and why, and encourages interaction
and constructive problem solving.
Being ‘available’ for your staff is extremely important, as is
keeping them ‘in the loop’ about any
important decisions you make, why you are making them and
how they might affect the team.
When you give instruction and allocate work, make sure the
individuals to whom you assign the
work are realistically in a position to commit to the project or
task and not simply taking on too
much work because they don’t know how to say no to a
manager. If you have a positive
organisational culture and your team feels they can talk openly
to you about any difficulties or
concerns they may have, then these situations will be rare.
However, you should periodically
review workloads to ensure that the distribution in your
department or section is fair and
manageable all round.
In your role as a manager, there will be many situations where
you need to consult with other

individuals and groups in order to successfully implement your
work plans.
These individuals or groups may be either:
Remember, few teams work completely in isolation and
workload issues within your section
often affect other individuals and groups working in or with an
organisation. Therefore, keeping
all relevant stakeholders up-to-date with your plans will really
help to avert misunderstandings
and problems later on.
CONSULTING WITH INTE RNAL GROUPS AND INDI

VIDUALS
You must also bear in mind that the decisions you make as
manager of a team or department
within an organisation will also have an impact on the rest of
that organisation to some degree,
so consulting widely on issues of mutual interest is vital.
Individuals and groups within an organisation need to
communicate regularly to be efficient.
Organisations are essentially just networks of people, each
having a particular skill set, who rely
on each other to get the job done.
No single person in any organisation is fully equipped to
perform every task required by that
organisation. Individuals—indeed, whole departments—need to
work collaboratively in order to
fulfil their own work requirements, so you should always
consult with colleagues with regard to
any areas of mutual concern and keep them abreast of your
timelines and all significant
developments they should know about.
CONSULTING WITH EXTE RNAL GROUPS AND INDI

VIDUALS
In most management jobs, you will not only need to interact
regularly with other departments
and their managers, but also with a range of different external
stakeholders. For example:
An IT manager might interact with: A fashion manager might
interact with:
Software and hardware distributors Clothing suppliers
External training organisations Other stores in the shopping
centre
Network providers Members of the public
Outlets in other locations
DECIDING WHO TO CONS ULT AND WHEN
Deciding which internal or external stakeholders need to be

consulted on your work allocation
plans largely depends on their level of involvement. If you
happen to work in a high-volume
business where you deal with a large number of suppliers, you
would not be expected to consult
with every single supplier on all of your work plans and
strategies. However, do consider that in
some cases, a long-term or regular supplier can play a
significant role in helping an organisation
achieve its objectives and a manager in these instances would
be wise to consult externally.
For instance, a grocery store that contracts to one major
delivery company would have a valuable
operational partnership, so letting the delivery company know
in advance about changes to work
plans and to discuss any concerns that they may have would be
good business practice in this
situation. Keeping the delivery company informed throughout
the consultation process provides
their management with an opportunity to re-schedule their own
internal workflow accordingly
and, as a result, the delivery company would be better placed to
meet its client’s future

operational needs and requirements.
COMMUNICATING YOUR P LANS AND COLLABORATI NG
WITH OTHERS
Individuals, groups and even entire sections of an organisation
need to work together to achieve
organisational outcomes; effective communication and the
ability to collaboratively schedule
activities are therefore paramount.
Communication is a fundamental element of all organisational
work, and a winning work plan
requires a good communications strategy. The way people
communicate in the workplace can
take many forms but despite today’s high level of technology,
workplace communication still
revolves around the principles of basic conversation.
Conversation and communication skills are extremely important
when interacting and negotiating
with relevant groups and individuals both internal, and external
to your organisation. To operate
effectively as a manager you need to apply the same positive
principles of consultation and open

communication that you encourage from your team to all of
your dealings in the workplace.
By developing your own communication skills, and setting up a
basic communication plan, you
will help to minimise confusing situations and unexpected
obstacles from impeding the success
of your work plans.
METHODS OF WORKPLACE COMMUNICATION
Once you have identified everyone who might be affected by
your work allocation plans, you
must decide on the most appropriate way of keeping them
informed about your intentions and
timelines.
Your communications strategy may be formal or informal

depending on the situation. Some
work plans or projects will function more smoothly if you
schedule short, regular meetings with
all key stakeholders to discuss areas of mutual interest or
concern. However, it may be more
expedient in other cases to simply send an occasional email or
memo updating your plans.
Some of the most common forms of workplace communication
include:

DEVELOP WORK PLANS I N ACCORDANCE WITH
OPERAT IONAL PLANS
In order to allocate work in accordance with operational plans
retailers conduct a job analysis.
Job Analysis is the process used to identify and determine the
particular job duties and
requirements of detail and the relative importance of these
duties for a given job. Job Analysis is
a process where judgements are made about data collected on a
job.
An important concept of Job Analysis is that the analysis is
conducted on the job, not the person. While Job Analysis
data may be collected from incumbents through interviews or
questionnaires, the product of the analysis is a description or
specifications of the job, not a description of the person.
PURPOSE OF JOB ANALYSIS
The purpose of Job Analysis is to establish and document the
relatedness of employment procedures such as training,
selection, compensation, and performance appraisal to the job.

DETERMINING TRAINING NEEDS
Job Analysis can be used in training to identify or develop:
ed in delivering the training
Job Analysis can be used in compensation to identify or
determine:
Job Analysis can be used in selection procedures to identify or
develop:
vacant positions

PERFORMANCE REVIEW
Job Analysis can be used in performance review to identify or
develop:

A typical method of Job Analysis would be to give the
incumbent a simple questionnaire to identify:
The completed questionnaire would then be used to assist the
Job Analyst conduct an interview of the incumbent. A draft
of the identified job duties, responsibilities, equipment,
relationships, and work environment would be reviewed with
the
supervisor for accuracy. The Job Analyst would then prepare a
job description and/or job specifications.
The method that you may use in Job Analysis will depend on
practical concerns such as the type of job, number of jobs, the
number of incumbents, and location of jobs.
WHAT ASPECTS OF A JOB ARE ANALYSED?
Job Analysis should collect information on the following areas:
of specific tasks and duties.
Information to be collected about these items may include:
frequency, duration, effort, skill,

complexity, equipment, standards, etc
physical requirements to be able to
perform a job. The work environment may include unpleasant
conditions such as offensive odours
and temperature extremes. There may also be definite risks to
the incumbent such as noxious
fumes, radioactive substances, hostile and aggressive people,
and dangerous explosives
using specific equipment and tools.
Equipment may include protective clothing. These items need to
be specified in a Job Analysis
with internal or external people
required to perform the job. While
an incumbent may have higher KSA's than those required for the
job, a Job Analysis typically

only states the minimum requirements to perform the job
- "Job Analysis." Web. 29 Jul. 2015 <http://www.job-
analysis.net/G000.htm>
1
You will then use the above information in order to create the
work plan. The work plan is a
document that will outline the duties and tasks of the work to be
done, details of the
environment in which the work will occur, details of any
equipment needed for the tasks, details
on the contacts and relationships that the worker will need for
that task and the overall KSA’s
that the worker will require to complete the tasks.
Your organisation will have a specific template that you will
need to use to document the work
plan. You must ensure that you follow any policies and
procedures in place for the
documentation of work plans.
1 "Job Analysis." Web. 29 Jul. 2015 <http://www.job-
analysis.net/G000.htm>

ALLOCATE W ORK IN A WAY TH AT IS EFF ICIENT, COS
T
EFFECTIVE AND OUT COM E F OCUSSED
ALLOCATING WORK THRO UGH DELEGATION
Delegation is one of the most important management skills.
Good delegation saves you time,
develops your people and motivates. The poor delegation will
cause you frustration, de-motivates
and confuses the other person, and fails to achieve the task or
purpose itself.
The Steps to Delegating:
suitable to be delegated.
ns for
delegating to this person or team? What
are they going to get out of it? What are you going to get out of
it?

of people capable of doing the task?
Do they understand what needs to be done? If not, you can't
delegate.
responsibility is being delegated. And why
to that person or people? What are its importance and
relevance? Where does it fit in the overall
scheme of things?
understanding by getting feedback from the
other person. How will the task be measured? Make sure they
know how you intend to decide
that the job is being successfully done.
ources required: Discuss and agree what is
required to get the job done. Consider
people, location, premises, equipment, money, materials, other
related activities and services.
ongoing duty, when are the review
dates? And if the task is complex and has parts or stages, what
are the priorities?
At this point, you may need to confirm understanding with the
other person of the previous points, getting ideas and

interpretation. As well as showing you that the job can be done,
this helps to reinforce commitment.
know what's going on, and inform
them
how they are doing, and whether they
have achieved their aims. If not, you must review with them
why things did not go to plan, and
deal with the problems. You must absorb the consequences of
failure, and pass on the credit for
success
-" Allocating Work Through Delegation." Web. 29 Jul. 2015
<http://www.businessballs.com/delegation.htm>.
2
Before delegating the work, you must decide on the appropriate
personnel to complete particular

tasks in the store and indeed the cost involved. This includes
consideration of the following
questions:
Which personnel are already trained and competent in that
task’s completion?
It may be advantageous to select a team member who is already
trained and competent at
performing the task. By allocating the most experienced team
member to complete the task it
will be done more efficiently therefore at a reduced labour cost.
Who is not currently competent at completing that task, but
needs to learn how to do it?
It may be an opportunity to train another team member at this
time. This may cost more in the
short term, however, to ensure that particular skills are not held
by only one team member, it is
appropriate to use a new task as an opportunity to teach another
employee how it is completed.
Can the tasks be shared evenly among team members?
When tasks are seen to be either particularly enjoyable or
unattractive, it may be appropriate to

share them with the team so no-one feels that other team
members receive more favorable
treatment. This may also result in increased productivity
therefore reducing labour cost.
What current work-load needs to be taken into consideration?
The current workload of team members needs to be considered
when allocating tasks. For
example, A staff member who is already struggling with a
delivery of new merchandise may not
be the appropriate choice to complete another task. This may
result in the work not being
completed to standard therefore labour costs will increase when
it needs to be completed again.
What workplace requirements need to be considered?
Workplace Industrial Relations and/or Health & Safety
requirements must be considered when
allocating team members to particular tasks so that all business
and legal obligations are being
met. Mistakes in this area can be very costly to you, your team
and your business.
2 " Allocating Work Through Delegation." Web. 29 Jul. 2015
<http://www.businessballs.com/delegation.htm>.

CONF IRM PERF ORMANCE STANDARDS, C ODE OF
CONDUCT
AND W ORK OUT PUTS WIT H REL EVANT TEAMS AND
INDIVIDUALS
Prior to commencing a task, you must discuss performance
expectations/standards and goals for
groups and individuals to channel their efforts toward achieving
organisational objectives.
Measures that will be used to determine whether expectations
and goals are being met need to be
decided upon. Involving employees in this process helps them
understand the goals of the
organisation, what needs to be done, why it needs to be done,
and how well it should be done.
Standards of Performance should:

Objectives (KRAs)
Area
/Team/Work Area
ated and realistic
procedures and practices.
Performance standards represent the level of performance and
behaviour necessary for the job to
be done successfully.
They can be determined by management in the following ways:
3 "Standards of Performance." Web. 29 Jul. 2015
<http://www.powershow.com/view1/1a4720-

ZDc1Z/Introduction_to_Management_and_Leade
rship_Cluster_4_Manage_performance_and_knowledge_Show_1
_People_powerpoint_ppt_pr>.
With due consideration for the team member’s experience and
abilities, the manager needs to
ensure that tasks are completed with the full knowledge of the
standards required.
This includes an appropriate level of information about the task,
including consideration of the
following:
Requirement Standards examples

Task Instructions Explicit procedure steps to be followed for the
task, such as Ticket stock
Quantity Completion of a set number of items such as:
Price mark the contents of three cartons of stock
Quality Such as:
Safety and risk Using correct equipment
Using equipment safely
Using safe lifting and manual handling skills
Aware of own safety and safety of others
Time Completion of task by a defined time of day such as:
Fully completed by close of business today
The manager must also ensure that there is understanding by the
team member prior to
commencing the task and commitment to meeting the identified
standards and requirements.
This may involve only a few brief words in passing
conversation or may require an extensive

discussion before the task is commenced.
The manager needs to encourage feedback from the team
member to ensure that he/she
understands the requirements of the task prior to its
commencement.
Performance standards are targets and as such, where possible
should be expressed objectively.
That means expressing the standard in quantifiable terms such
as:
CHOOSE AND USE THE M OST SUCCESSFUL METHO D OF

INSTRUCTION
Employees and work teams need to have clear guidance on the
work that they are expected to
perform. In retail environments, managers generally issue their
instructions:
-to-face or via the telephone
on such as memos, work
diaries, emails, etc.
Managers need to consider the most appropriate method to issue
work instructions so that team
members:
-motivated
tic and willing to participate
There are different types of work instructions that managers use
to alert team members to
complete particular tasks. These include:
These are instructions that are issued very directly. They
normally contain very obvious

information and are very clear about what has to be done and
how it is to be completed. These
are useful for issuing details to people who have limited
experience with that skill/work
requirement and/or limited abilities or motivation.
These are usually presented as a closed question starting with
words including “Can you” or
“Would you”. They are a softer approach when compared to
direct instruction. Request
instructions are useful when dealing with experienced and
willing team members who have
sufficient levels of experience to understand what is required.
Conditional instructions are similar to request instructions
except that they allow the team

member to manage the task without being given specific details.
They are useful for more
experienced team members who are already familiar with the
required methods and standards.
They are also useful to engender initiative and enterprise by
allowing employees to work out their
own task completion method.
These can be used to add a task to an existing workload.
Implied instructions include examples
such as “We need to get the ticketing completed by the end of
the day”,” or “If you are not busy
later, the stock counts need to be finished off”. Implied
instructions are softer approaches that
are useful with self-motivated and experienced team members.
However, if they are used with
less experienced employees, they may not be recognised as
instructions and the task may not be
completed at all.
This is used when the manager explains a task that must be

completed and asks for assistance to
get it done. It can be useful to identify willing employees and
can also provide stimulation and a
change from other work tasks for employees who prefer to
complete a variety of duties.
DEVELOP AND AGREE PE RF ORMANCE INDICATORS
WITH
RELEVANT STAF F PRI OR TO COMMENCEMENT O F
WORK
KEY RESULTS AREAS (K RA)
Key results areas are the main areas of accountability and
responsibility for a particular job role.
They relate to the areas of performance that are critical to the
overall success of the business.
For example, a store manager’s role may include the following
Key Results Areas:

KEY PERFORMANCE INDI CATORS (KPI)
Key Performance Indicators are specific targets of achievement
for each Key Results Area. They
measure important aspects of a KRA and provide a way of
tracking specific performance
abilities.
According to Cole (1995) measures used in KPI’s usually relate
to:

FOR EXAMPLE JOB-ROLE: STORE MANAGER
Key Result Area: Stock Control
Example Key Performance Indicators:
stock levels and percentages of aged
stock reductions as
identified on the Operational Plan
-downs do
not exceed 3% of total
sales
selling floor with less than
20% of stock holding in stock reserves or receiving bays
within set time frames as

advised by Stock Controller
he
Operational Plan
CONDUCT RISK ANALYS I S IN ACCORDANCE WIT H
THE
ORGANISAT IONAL RISK MANAGEMENT PLAN AND
LEGAL
REQUIREMENTS
Unlike capital or equipment, human resources or ‘people’ are
susceptible to a wide range of
influences and factors that can affect their performance in the
workplace. The types of issues that
can affect the way people perform in the workplace are too
varied and numerous to count.
However, some common examples include:

and services
what he or she is
meant to achieve
remuneration
in their work
o opportunities for training or career
development
staff member

As a manager, you need to be aware of any issues that may be
affecting your team’s performance
as well as ensuring all allocated work is undertaken in
accordance with the organisational risk
management plan and legal requirements.
It is important to consider what might go wrong and to plan risk
management strategies
accordingly. Talking to stakeholders, including your managers
and legal advisers is a good way
of fully understanding the risks. The risks that an organisation
faces will depend on the nature of
the business, but all businesses have some risks - for example
losing a major customer or key
staff, technology changes or changes in the exchange rate.
The risk is measured by both likelihoods of occurrence and
impact of occurrence. A simple way

to do this is to score likelihood on a scale of 1 (almost
impossible) to 5 (almost certain)
multiplied by impact (1 insignificant) to 5 (catastrophic). Rank
the risks in order and deal with
the riskiest ones first. This can be scored, as shown in the grid
below
Obviously the higher the risk rating, the more urgent the
response should be. Once the list is
developed, there are four ways to treat the risk.
Risk avoidance (eliminate the risk). For example, it is possible
to eliminate the risk of a car crash
by not getting into a car. However, this might not be
practicable if you have to go somewhere
and it is the only means or the safest means of travel.
Risk Reduction. Reducing the chance that the risk occurs or the
severity of the impact should the
risk arise. For example, antilock brakes reduce the chance of
collision, wearing a seatbelt reduces
the chance of injury should a collision occur.
Risk Retention. This means accepting the risk, usually because
the impact of an adverse event is

small, or because the entity has self-insurance. Large
companies sometimes do not ensure their
fleet of vehicles because the cost of insurance is far greater than
the damage done in a given year.
Risk Transference. Transferring the cost of an adverse event to
someone else - for example
insurance, or contracting the work to someone else
The correct approach will depend on type and severity of the
risk, and how comfortable the
organisation is to accept risk.
T O P I C 2 - A S S E S S P E R F O R M A N C E
DESIGN PERF ORMANCE M ANAGEMENT AND REVIEW
PROCES SES T O ENSURE CONSIS TENCY W ITH

ORGANISAT IONAL OBJEC T IVES AND P OL ICIES
According to Johnston and Clark (2005:332), there are four
main reasons for assessing and
managing performance. These are:
By alerting team members to targets and Key Performance
Indicators (KPI’s) that will be
measured, the organisation is informing staff of the areas that
are important to the business. This
provides a shared understanding of what is considered to be
important. Communication also
allows for providing feedback so action can be taken if targets
are not being achieved, or rewards
can be given where targets are being exceeded.
Communication to team members of the areas where they should
strive to meet and even exceed
organisational standards provides an extrinsic (external)
motivation to employees. Knowing what
is required can assist people to focus on the critical points that
have to be achieved. This level of
clarity can be an excellent motivator.

Initiatives and actions can be aligned with the overall
accomplishment of organisational
objectives.
By linking performance measures with rewards and with
punishments, team members have some
control over their future with the organisation based on their
willingness to meet and improve on
measurable targets.4
Rewards could include: Opportunity for promotion or higher
duties and acknowledgement.
Punishment could include: Reduced opportunity to be promoted,
less opportunity for diverse
duties as well as counselling and dismissal.
4 Johnston and Clark (2005:332)

EXPLAIN PERFORMANCE MEASUREMENT SYSTEMS
UTILISED WITHIN THE
ORGANISATION
A performance management (or appraisal) system is a
management tool used to ensure each
employee delivers the work agreed to the required standard, and
to develop an employee, both in
the short and long term. It involves a formal discussion at least
annually, but often six monthly,
on areas the employee is doing well in and areas where
improvement is required. Some managers
see it only as a method or process to remove someone from the
organisation. However, its
purpose is to lift the performance of every staff member and to
maximise the productivity of the
organisation.
When managers do not take the process seriously, or fairly, or
use a flawed system, employees
become disgruntled. This becomes more of an issue when pay

rises or bonuses are linked to the
results of the performance appraisal.
Most companies design performance management systems to
suit their own needs and to fit their
organisational objectives. This is very important. If the
appraisal system does not link with the
organisational objectives, then there is a very real danger that
employee’s work targets will be
different to the organisations. This leads to duplication of effort
and standards being different. It
is also unique because different organisations have different
requirements on what they want
from an individual.
Most commonly, interviews will involve a discussion of work
performance against company-wide
objectives, and review of the rating system used to quantify
performance. Sometimes the
employee will rate themselves first, and the manager will
follow. Usually, there will also be a
discussion about career development plans and setting
objectives for the coming year.

If you are involved in implementing a system, there are several
points that are worthwhile
considering:
run with a small section
of the organisation before undertaking a company-wide roll out.
Staff members will
need training in how to use the system as part of the roll-out.
your needs to fit the
needs of your company. With multinational companies, local
adaption may also be
required, to suit the local culture and nature of the local
business. As mentioned
above, your performance management system needs to reflect
your organisation’s
needs and values, the nature of the business, company culture,
technology, client base

and so on.
data. Wherever possible,
try to avoid designing a system where the ratings are based on
subjective feel rather
than objective data. This should be backed up with comments
describing the reasons
why ratings were given a certain way. There should be ratings
for each area and a
measurement of the employees overall result.
extent, the rating the
person receives will be determined on how well they get along.
Training managers in
how to remove bias is a good idea, as is getting one one-up
manager to review the
outcomes. An appeals process may be useful, as long as the
line manager is not
undermined or threatened by it.
employees on the same level. It
enables comparisons to be more easily made. It also makes the
system simpler.

- or it will not be used
correctly, or be ridiculed.
people not requiring the
information, respecting the individual’s privacy.
There are many ways that businesses choose to measure the
performance of different job levels.
The following information offers two different perspectives for
measuring performance.
Perspective One:
Johnson and Clark (2005) suggest the following headings are
measures for service operations
managers: Finance, Operational, Development and External.
These have been listed below with
examples of retail target areas that a business may measure as
part of performance management.
Finance
-heading such as customer, merchandise type

hieved and compared to targets
-headings such as per customer, per
merchandise type
which the employee is
responsible
Operational
business
f faults, errors made in operational management
Development

nd retention rates
External
recommendations
Perspective Two:
An alternative view is provided by Clark et al. (2005: 310) who
suggests that measures are based
on the following: Financial, Strategy driven and Benchmarking.

These are the conventional measures of dollar-based indicators
and
percentages/ratios.
For example, a manager may be measured on his/her ability to
achieve an overall
sales budget objective.
gy driven measures
These relate to specific indicators that are driven by the
organisation’s strategic plan.
For example, a manager may meet the conventional financial
indicators by meeting or
exceeding sales for an overall sales budget. However, the
manager may not meet a
strategic measure in relation to growing a particular range of
merchandise or client
groups within that overall achievement.
Benchmarking compares the organisation and its component

parts to “best practice”
measures. There are three types possible:
o Internal benchmarking which involves a comparison between
different parts
of the organisation such as comparing different stores in a retail
chain.
o Industry benchmarking which involves comparing the
organisation against
other businesses in the same industry.
o Process or generic benchmarking which involves comparisons
with other
industry areas or businesses that use the same broad processes.
For example,
retail may logically benchmark with hospitality. However, it
could also
benchmark with unrelated industries such as the airline industry
where
customer focus is also central to the achievement of objectives.
Managers need to be familiar with their own business’s
performance management system and
ensure that they follow its requirements when they are
monitoring and appraising their staff

member’s abilities.
The manager needs to be clear about the performance gaps that
are under discussion. These
should be discussed in terms of the employee’s opportunity for
improvement.
PERFORMANCE MANAGEME NT PROCESSES
The performance management process will outline the specific
responsibilities of each business
unit and member of that team. For each team, this may include:
-based
information
sustainability and
environmental impact statements

commuting to clients
within a city or specific location
The performance management process and the targets within the
performance management
process need to be specific, identifiable and measurable.
For the performance process to be effective, specific goals and
outcomes need to be stated. For
example, a specific goal would be ‘increase sales by 15%
compared to the last financial year’. This
is specific. A non-specific goal may state ‘increase sales’. The
performance measurement needs to
be specific, so the team member and team leader can easily
understand exactly what is required.
Once there is a specific goal, there needs to be an appropriate
measurement and way to measure
performance. The type of measure will depend on the
performance measure. For example, a
salesperson who has a target to increase sales by 15%,
compared to last financial year can have
this measured in the organisations ordering system. Using an
organisational ordering and sales

system, however, would be an inappropriate measure to try to
review efficiency in a factory. This
would require a different set of targets, measures and reporting
processes. 5
5 http://www.infoentrepreneurs.org/en/guides/measure-
performance-and-set-targets/
TRAIN PARTICIP ANTS I N THE PE RFORMANCE
MANAGEMENT AND REVIE W PROCESS
A performance management system is not enough. It is
important that the employee, and also
more importantly the manager, is trained in how to conduct an
appraisal effectively. Being
trained and prepared usually results in a better, more balanced
and accurate outcome. Below are
the areas where training is required:

performance. Performance
appraisals should never have any surprises in them - issues that
need to be resolved
should be done so promptly, not left to appraisal time.
somewhere private and
in a quiet place, free of distractions. It is important that the
employee is relaxed so
that opinions can be expressed openly. There should be enough
time so that
everything that needs covering is done so.
possible, the interview starts
and finishes on a positive note. Constructive criticism should be
in the middle of the
appraisal.
management interviews, it is
important that the manager is firm but fair. Giving a ‘soft’
appraisal, where the
employee gets a grade better than they deserve does not help the
employee, as it gives

him or her the wrong impression of their own abilities, and so
limits their
understanding of where they need to improve. Likewise,
marking someone down
unnecessarily reduces morale and stifles the employee’s desire
to continue to work to
a high standard.
death of a loved one will
reduce anyone’s performance. If allowances are not made for
that person, an
erroneous measurement of overall performance may be made
examples of (both good and/
or bad) performance that can be used for discussion. Not
having examples or using
one example for the entire process does not help the employee
get a complete
understanding of their abilities and limitations. In some cases,
the employee will not
accept the results if there is nothing to support the judgements
made.
time. Objectives are projects

or milestones the employee wants to achieve in the coming year.
These can range
from areas such as further study, undertaking a project, opening
a number of new
accounts or improving current systems. These objectives should
be SMART. That is:
o Specific
o Measurable
o Agreed (sometimes Achievable)
o Realistic
o Time bound
Goals that are smart are far more likely to get achieved.
Contrast these examples: “I want to be
better in Excel” to “I want to be capable of producing simple
graphs in Excel by July”.

Let’s assume that the goals are realistic and there is an
agreement between the employee and the
manager who would approve training. In the first case, the
employee does not know what ‘better’
means, the goal cannot be measured (how do you know when
you are ‘better’), and there is no
timeline - so the learning can be put off. In the second case, the
employee knows exactly what
the target is and has a deadline to achieve it.
CONDUCT PERF ORMANCE MANAGEMENT IN ACCORD
ANCE
WITH ORGANIS ATIONAL PROT OCOLS AND TIM E L INE
S
Most organisations will have set times when appraisals are

conducted. In Australia, this is usually
in June and sometimes a second one in December, aligning with
the Australian financial year.
Organisations operating in different financial years may have a
different time. For example,
Australian companies that are Japanese subsidiaries have a
financial year April 1 to March 30, and
so the performance appraisal is moved accordingly.
It is important to observe other protocols that exist with
appraisals. These will be unique to each
organisation. For example, some companies have quotas on the
percentage of people that can be
given a certain score. Statistically on a five-point scale the
score of all employees should be
spread according to a bell curve, so that 2.5% of people score 1,
15% score 2, 65% score 3, 15%
score 4 and 2.5% score 5. However, some companies allow a
skew to the right so that the
average score is no longer 3, but a little higher. This is usually
done to manage employees’ self-
esteem, as most people believe that they are better than
‘average’.

The dark columns show the distribution of scores under a
normal bell curve, the light curve
shows typical skewing.
MONIT OR AND EVALUATE PERFORMANCE ON A
CONT INU OUS B ASIS
It is important to remember that performance needs to be
continually monitored. There is no
value in leaving difficult issues to appraisal time when the
employee has no chance to rectify
them, and undesirable behaviour or habits have become
ingrained.
Performance, particularly underperformance, needs to be
regularly monitored. This can be done

with mini-deadlines for part of the task to get completed.
Setting goals along the way is a useful
tool to stop work being left to the last minute.
This topic is built upon in the next element. For example, if
you were writing a book, you might
aim to have each chapter finished by the end of each month.
Mini deadlines, aligning with the
overall deadline keep you on track.
T O P I C 3 - P R O V I D E F E E D B A C K
PROVIDE INF ORMAL FEE DBACK TO STAFF ON A

REGULAR
BASIS
Performance feedback has a high correlation with job
satisfaction and employees are generally
not satisfied when feedback in the workplace is not effectively
conducted.
Feedback illustrates what interpersonal communication is all
about; a combination of
information, mutual understanding and recognition.
Feedback can be:
r be very specific
Performance feedback may also be used at different times. This
is generally categories as
occurring either: at
Managers need to consider the use of the primacy-recency
factor. This means that people tend to

remember the first and last things that are said, more than they
remember the information in the
middle.
Feedback may contain negatives – a need for improvement, as
opposed to positives – a
reinforcement of excellent behaviour. A manager can choose to
leave the employee with
feedback that focuses on a positive or deliberately choose to
leave the employee with feedback
that focuses on a negative – such as a need for immediate
improvement.
Performance feedback generally refers to informal
communication in the workplace about an
employee’s abilities to meet the required outcomes and
standards. The feedback and
communication are generally not documented, or it may be
noted in a manager’s diary.

It may be appropriate to give feedback at the four times listed
below:
ing
Monitoring is undertaken to ensure that completed tasks meet
the required performance
standards and indicators, codes of conduct and also any safety
and risk management
requirements, etc. This can be considered in terms of lead,
critical control points and lag
indicators.
This refers to measures taken during a process before it is
completed. For example: when price-
ticketing stock, it would be appropriate to monitor the staff
member while the task is being
undertaken to see that time, effort and quality outcomes are
being met.
This refers to critical points in the process of the task, where it

is crucial that quality be
maintained. This is also a lead indicator, but specifically targets
the crucial points in a process
instead of the entire process. For example: when price ticketing
stock, it would be appropriate to
check that the ticket details are correct and that the tickets are
being applied correctly before the
entire shipment of the stock has been marked.
This refers to measures at the completion of a process. It could
include examining the quality of
the finished task immediately on completion, or a later
monitoring to ensure that other quality
indicators have been met. For example Price ticketing stock:
Immediately on completion, the
general standard could be examined. After time has elapsed, it
may be appropriate to ensure that
the tickets are still attached properly and are not damaging the
stock.
PROVIDING EFFECTIVE F EEDBACK
Feedback does not help resolve the causes of the problem,
grievance or conflict. Consider

throwing the solution search back to the team member. Let them
place the words around what
represents a satisfactory solution to the issues or matters
underpinning the problem.
Listen actively and be willing to let them navigate a way to the
root cause. Be prepared to
cooperate and offer assistance within your means and
capabilities, even if some expectations
cannot be fully met. If a possible solution arises, confirm what
can be done and be specific. Do
not raise expectations, and do not promise to take actions and
adopt solutions that cannot be
delivered.
Feedback is a vital learning tool that enables the identification
of areas for improvement and the
ongoing support of learning activities. It is an important

component of coaching and in
monitoring learning outcomes. Some of the reasons why
feedback is not used more effectively in
organisations is that it requires communication skills that are
not always present in individuals
and negative feedback is often ignored. People are usually
happy to give and receive positive
feedback but often feel uncomfortable when it comes to
addressing areas for improvement.
FOCUS ON SPECIFIC BEHAVIOURS
When giving feedback try to focus on the behaviour rather than
the person. Avoid value
judgements such as "You have a bad attitude." Not only is a
statement like this too vague to offer
any practical suggestions for improvement, it is also guaranteed
to provoke a defensive reaction.
Even positive feedback should state how the person has done a
good job, according to their
clearly identifiable actions. For example:
the ticketing for your
department? I am a bit concerned that you are falling behind
schedule."

your finger out with your department will
you, you're never going
to finish at this rate!"
CONSIDER THE TIMING OF FEEDBACK
It is much more effective to provide feedback as soon as
possible after the behaviour. This
establishes a link between the feedback and the behaviour that
enables accurate reflection.
Feedback prior to the behaviour may also be effective in
enabling the manager to provide
constructive advice before a mistake occurs.
For example:
your merchandising for next
week's promotion? I
think it might be good to have a run through to iron out any
wrinkles before the
event."
of a bomb, I think I
need to check this one out before you do another one."

FOCUS ON BEHAVIOUR THAT THE RECEIVER CAN DO
SOMETHING ABOUT
There is really no point giving feedback about someone's
personality or other personal issues that
they cannot change. This is incredibly alienating for an
individual and leads to feelings of anger
and resentment. This doesn't mean that some topics are not to be
discussed, but it is much better
to focus sensitively on how the individual may improve using
the skills at their disposal. Use
feedback to focus on goals rather than personalities.
For example:
addressing the customers.

Is that how you feel? It's not a big deal; most people do get
nervous when talking to
strangers. How can we deal with this? Would it help to practise
with me
beforehand?"
CONSIDER THE NEEDS OF THE PERSON RECEIVING THE
FEEDBACK, AS WELL
AS YOUR OWN
A previous recommendation suggested providing feedback
straight after the event. This can be
dangerous sometimes when you are angry about what has
happened. Do not use a feedback
opportunity to "dump" on the person. This might make you feel
better but it will inevitably
damage your relationship. As in the previous example, attempt
to understand how the other
person feels and provide your perspective in a rational manner.
For example:
but I would really

appreciate it if you could make this your priority. I had to stay
back late to finish the
last close and I would prefer it if we could work out some way
of managing our
workload to get things done on time. Have you got any
suggestions?"
and, I have to admit, I'm
not happy. When are you going to get your act together?"
SOLICIT FEEDBACK RATHER THAN IMPOSE IT
Feedback is a two-way street, you can't expect to give it without
also receiving some in return.
Almost all of the previous examples of good feedback involve a
question. Remember that
questions enable you to focus the individual's attention on
important underlying issues in a
productive, non-defensive manner. Your point of view is not

always the best and you should not
always try to impose your view on another. Be prepared to work
on an issue cooperatively and
use feedback as a useful tool for uncovering problems before
they eventuate.
For example:
that there
might be a few problems
implementing some of the ideas that you have learnt. How
would you like to address
these? What can I do to help out?"
me in a few weeks if
you haven't sorted them out, and I’m really busy at the
moment."

ADVISE RELEVANT PEOP LE WHERE THERE IS P O OR
PERFORMANCE AND T AKE NE CESSARY ACT IONS
When tasks have not been completed to the manager’s
satisfaction, remedial action must be
taken to address the situation. This includes deciding on the
cause of the poor work
performance.
Poor work results can be caused by a number of factors and
combinations of factors. This
includes consideration of the following:
POOR TASK ALLOCATION
If the task was allocated to an inappropriate person, then the
task completion is likely to be poor.
Poor task allocation may occur because of:
capable of completing the
task properly
the task to the required
standards

nager will need to
redeem the situation by
considering the following:
etc. are met
employee from completing
the task properly. This could involve development such as
coaching
complete particular
tasks so they are not allocated to them again
POOR COMMUNICATION O F THE TASK REQUIREME NTS
Poor communication of the task requirements must include
information about the standards to
be achieved. These include:

To manage poor communication, the manager needs to
reconsider the:
This may identify why the communication was not clearly
understood and highlight a better way
to organise the task completion next time.
INSUFFICIENT SUPPORT
This includes:
packaging, to complete the task
properly
usly manage other
tasks such as customer
service
To manage situations where tasks were not completed because
of poor/insufficient resources,

the manager must consider the following:
to be completed
properly next time
completed properly in
the future
MOTIVATIONAL PROBLEM S
This includes:
completion into the day’s
routine
assigned tasks

To manage poor motivation, the manager needs to consider what
can be done to improve on
individual’s willingness and cooperation and/or to improve a
general apathy that is occurring in
the business.
This includes consideration of the following:
specifics of what is de-
motivating staff members so
it can be addressed
offer of other more-prized
duties for completing task to meet the required standards
rmal feedback, reduced hours
or task allocation to
show that poor performance is linked to sustainability in the
business
staff opinions and ideas
in the decision making and store organisation
ADDRESSING POOR PERF ORMANCE

Most people don't have a problem receiving positive feedback
but it is often hard to address
areas where performance has not met expectations. People often
don't want to be the bearer of
bad news for fear of offending the other person and having to
deal with their defensiveness.
The following tips are for providing constructive negative
feedback:
es figures and
other performance
measures or specific examples of poor performance);
do about it?"
TACKLING POOR PERFOR MANCE
Building a communication relationship with a staff member will
rely on how well you conduct
interpersonal communication during face-to-face contact. This
relationship also may have to be
the basis used to address poor performance. While the
organisation may have formal processes

for dealing with the poor performance it is still the
responsibility of the relevant manager to
address the issue.
Many retail managers may wish to avoid this situation, but the
cost of not doing so will cause
further problems such as those shown in the diagram below:
Poor performance may be addressed by direct interview to
diagnose the 'problems/issues' or a
coaching session. However, poor performance may also lead to
the counselling. Serious breaches
or repeat poor can lead to more formal grievance procedures and
even dismissal.
Many managers prefer to address poor performance through the
organisation's formal structures.
This method is often chosen for both legal and policy reasons.

Sometimes, however, it is used
because the poor performance was not addressed early enough
as the manager wished to avoid
conflict.
PROVIDE ON -T HE -JOB C OACHING WHEN NECE SSA RY
TO
IMPROVE PERF ORMANCE AND TO CONF IRM EX CEL
LENCE
IN PE RFORMANCE
Part of performance management is that managers often have to
provide coaching to assist
employees to develop work skills.
Coaching:
-directive form of development

individuals’ skills
performance at work
goals
does not require a clinical intervention
their weaknesses
people
Coaching is just one of a range of training
and development interventions that
organisations can use to meet identified
learning and development needs. There is
a danger that coaching can be seen as a
solution for all kinds of development
needs. It is important that coaching is
only used when it is genuinely seen as the

best way of helping an individual learn
and develop. A useful decision tree tool is
reproduced below.
Coaching usually includes the following characteristics:
-on-one interaction with the learner instead of group
delivery
training locations
coach and the learner as
opposed to a training session where the trainer may be unknown
to the learner
Coaching may occur in conjunction with a formal training

program, or be a separate
development pathway for the learners.
Coaching is an interactive process that involves both the coach
and the participant in a two-way
learning situation. This means that coaches do not talk all of the
time – they facilitate and manage
the employee’s learning.
Coaches have to prepare before they coach peers or employees.
This preparation includes being
able to identify the employee’s gaps in ability
Learning is considered to be a change or improvement in
knowledge, skills and attitude.
These three areas are called learning domains.
Coaches need to be clear about the differences between these
three domains, so they can decide
if coaching is going to be useful to improve an employee’s

abilities. Coaching focuses on
knowledge and skill outcomes, as a way of influencing the
employee’s attitude towards their job
and work tasks.
FOR KNOWLEDGE-BASED DETAILS
When coaches explain a point, they must remember to make the
point:
o Say the information clearly, without rambling or sweeping
around the same
point too many times
o Explain: Say the details once through
o Activity: Provide an example or demonstration
o Summarise: Re-cap the main point if necessary

o The details should follow a logical sequence that is
understood by the learner.
This could relate to:
- as listed in a manual
steps through a skill
– from easy to more difficult; known to
the
unknown
o Talking at an appropriate speed is very important. Sometimes
coaches have to
slow down their speech from normal talking speed, or the
learners cannot
keep up with them
FOR SKILL BASED DETAILS
Most coaching focuses on a skill. When a coach is presenting a
skill in a coaching session, the
following points apply:

Ensure the learner understands any underpinning knowledge
first. For example, learners need to
know:
procedure doesn’t
work
Demonstrate the skill twice:
the whole task and the
final standard that will be expected of them.
with explanations.

Ensure that the learner can see what you are doing:
This may involve moving the learner. Ideally, right-handed
instructors should place learners in
the following way:
-handed learners next to the instructor
However, locating the learner will depend on the type of skill
being demonstrated and the
physical layout of the location and equipment.
Allow the learner to practice the skills:
up to an acceptable level
of speed and accuracy. This usually involves further practice in
the workplace after
the initial coaching session
Coaching follow-up is linked very closely to learners needing to
apply the new knowledge or
practice the new skills.

Coaches also need to evaluate if the coaching has improved
performance. This can involve skill
observations to assess the level of expertise that is being
achieved. This assessment may be an
informal process or it may be formally documented on
personnel training/development records.
IDENTIFYING IMPROVEM ENTS
This can include observing and analysing the following as
appropriate:
-coaching abilities to post-coaching abilities
sales rates; wastage levels;
accident/incident levels, merchandising standards, etc. as
identified in the
performance appraisal

DOCUMENT PERFORMANCE IN ACCORDANCE WITH
THE
ORGANISAT IONAL PERF ORMANCE MANAGEME NT
SYSTEM
Performance, both good and bad needs to be documented
according to the organisation’s
policies and in line with the law. This will occur during a
performance appraisal however it will
also need to occur when something pertinent occurs, such as
discussions on performance or
concerns that are raised by the employees which might have a
legal impact later. Letters from
customers, suppliers or other stakeholders should also be kept.
Records are important for future reference. It also helps new
managers get an understanding of
their employees if they are coming in from outside the

department or organisation. Different
organisations have different policies and procedures on what to
document. In the absence of a
policy, use common sense, but it is generally better to document
more than less. Remember that
these documents are sensitive and need to be treated
appropriately. At the very least they should
be filed securely.
Successful documentation requires that managers follow 10 key
rules:
1. Maintain a contemporaneous record
2. Define the problem or issue
3. Explain the effect of the problem or issue on your
organisation
4. Be accurate in your accounts
5. Use explicit time frames
6. Refer to specific instances or a pattern of conduct
7. Be fair to the employee
8. Explain your position clearly
9. Know the facts

10. Spell out the consequence
Documents created in the employment relationship will often
govern the ability of the manager
to defend human resource decisions.
CONDUCT FORMAL STRU C TURED FEEDBACK S ESSI O
NS AS
NECESSARY AND IN ACC ORDANCE WIT H ORGANIS AT
IONAL
POLICY
Performance Appraisals are conducted as a way of formally
assessing an employee’s performance
and for identifying and discussing other relevant information
such as ambitions and their need
for training and development. Appraisals should not be
condescending, argumentative or

patronizing.
THE PURPOSE OF THE P ERFORMANCE APPRAISAL
The performance appraisals perform a number of roles including
acting as a means of improving
organisational performance and success, and serving as a
contract between the employer and
employee. In particular the performance appraisal serves two
purposes:
1. To evaluate performance
2. To plan for the development of the individual
THE EVALUATION PURPO SE
Evaluative purposes include decisions on pay, promotion,
demotion, retrenchment and
termination. This includes evaluating the employee’s
contribution, variances in performance and
appropriate pay and incentives based on performance.
Performance needs to be monitored and
evaluated on a continuous basis.
Note, however, that performance reviews should be used to
review performance and should be

entirely separate from a wage review.
THE DEVELOPMENT PURP OSE
The results of the performance appraisal become the inputs for
the employee’s development plan
and coaching. Development purposes include setting the
employees future goals, identifying
areas for improvement, increasing or decreasing
responsibilities, aligning priorities and areas to
continue achieving success and stretch targets.
Cole (2005:424) describes performance appraisals as helping to
replace emotional decisions with
careful and systematic assessments. They assist the
organisation to link individual performance
to organisational goals by allowing the manager to:
past performance

job-roles
d ambitions with company
requirements and expectations
organisational levels within the
business
agreements
evelopment of staff
training and development
plans
TYPES OF APPRAISAL
This is the most common form of employee assessment. It is
primarily carried out by a

supervisor or manager in the workplace and in some cases there
has been an attempt to provide a
more objective viewpoint of the individual's performance by
having the interview conducted by
those other than the individual's immediate superior. The
interview process is supported by
some of the information gathering methods below.
Written essays on an employee's performance are supplied
primarily by the immediate supervisor.
Problems associated with this form of appraisal are that it uses
no objective measures of the
employee's performance.
This scale provides a list of measures to evaluate an employee's
performance. Graphics rating
scales as the name implies provide a scale to mark the employee
against. These are easy to

complete and are seen as effective in benchmarking employees'
performance against one another
when completing simple tasks.
Critical incidence appraisals provide a list of outcomes seen as
critical to job performance, for
example, the completion of specific tasks. This, as an outcome
based measure, can be effective
in linking individual performance to organisational outcomes.
Similar to the critical incidence appraisal, however, objectives
are usually set by both the manager
and the employee and an evaluation of performance against
these is made at the time of the
appraisal.
When used effectively performance appraisals can produce
common benefits including:

to assist individual development
systems
performance
ng individual contributions to team and enterprise
performance
priorities
ulture

The key principles:
t is
expected
the objectives/tasks of
the job
feedback, coaching and
counselling, not be a substitute
praisee must prepare for the
performance discussion
-
way communication
so that differences can be discussed and agreement concluded
-esteem.
He or she should
attempt to deal objectively with job performance
development
opportunities

performance
improvement and self-development
Performance appraisals are often undertaken annually or bi-
annually as a trigger for all parties to
meet in a structured format and discuss relevant information.
Appraisals may also be used when
needed as a way of initiating discussion in particular
circumstances where a counselling interview
is not appropriate.
PROCESS
Businesses choose the appraisal process that suits their needs;
however, it normally includes the
following components:
-role requirements to a performance
evaluation form
specifics of the employee’s
job role. The outcomes to be considered and discussed need to
be objective and
measurable

They may relate to:
o For example: Does the employee always meet work deadlines
for task
completion?
o For example: Is work correctly and fully completed every time
to meet
business standards?
company knowledge
o For example: Can the employee answer reasonable questions
about stock
location?

o For example: Can the employee correctly and efficiently use
the point-of-sale
terminal system?
skills such as teamwork and co-operative
completion of work tasks
o For example: Does the employee work efficiently and
cooperatively in a team
situation?
skills
o For example: Can the employee transfer and manage phone
calls; use the
intranet system?
when returning from breaks
o For example: Is the employee always ready to commence work
at the correct
time?
el of supervision including dependability when
working unsupervised
o For example: Are unsupervised tasks completed correctly and
efficiently?

and following OHS
procedures
o For example: Does the employee always follow OHS
procedures without
supervision or reminders?
grooming, interaction with
customers
o For example: Does the employee present well and use
appropriate language
with customers?
INITIAL SELF-REVIEW BY THE EMPLOYEE
An initial self-review allows the employee to rate him/herself
against the pre-determined criteria.
By focussing on the exact requirements of the business as

expressed in the self-evaluation form,
the employee is able to express their own opinion of their
abilities.
The self-review may be required to be sent to the appraising
manager prior to the interview, so
the manager can review and analyse the employee’s own
opinion.
INITIAL REVIEW OF TH E EMPLOYEE’S PERFORM ANCE
BY THE
MANAGER(S)
The manager’s opinion of the employee’s work performance
should be completed prior to
looking at the employee’s self-evaluation. This is so the
manager is not influenced by the
employee’s self-evaluation.
The manager rates the employee against the same pre-
determined criteria that have been used by
the employee. By focussing on the exact requirements of the
business as expressed in the self-
evaluation form, the employer is able to note their own opinion
of the employee’s abilities.

Where the appraising manager is not the line manager of the
employee, it may be necessary to
include the opinions of the line-manager.
MEETING OF THE EMPLO YEE AND THE MANAGER( S)
The employee and manager meet at a pre-determined time so
both parties have had time to
mentally prepare and are focussed on the meeting. The meeting
allows the two parties to
consider all of the work requirements and the level to which the
employee has been
meeting/exceeding expectations.
This is the opportunity to ensure that the needs of both parties
are met. That includes:
What the employee may need:

wledged
-falls treated professionally and in a non-
threatening way
there is any follow-up
required (such as coaching, opportunity for advancement)
What the employer may need to know:
aligned with business needs
work performance meets
company expectations
-
role/workplace
PROCESS
At the appraisal meeting, the manager needs to direct the

conversation to ensure that the
following occurs:
INITIAL BRIEFING
This should explain the interview process:
for the meeting should
put the employee at ease
REVIEW THE APPRAISAL FORMS
This should include:
-appraisal and the
manager’s evaluation
-appraisal and the
manager’s evaluation

DISCUSSION
employee’s self-evaluation
and the manager’s evaluation.
the business
ation requires for that job-
role
requirements
ACTIONS
rovement opportunities such as
coaching and mentoring,
etc.
promotion etc.

DOCUMENTATION
Proper documentation is an essential requirement for any
performance appraisal event. It is
important to ensure that this is completed and properly
maintained to:
the future, especially if
promotion or termination is being considered
DANGERS
Common Problems and Barriers to Effective Use of
Performance Appraisal
etween appraisal and corporate goals

outcomes from appraisal
levant or understated performance targets
tool
why variations occur
T O P I C 4 - M A N A G E F O L L O W U P

WRITE AND AGREE ON P ERFORMANCE IMPROVEME NT
AND
DEVELOPMENT PLANS IN ACCORDANCE WITH
ORGANISAT ION AL POLICIES
The performance review may be used to provide a final
summary report on an individual's
performance against the KRAs and job performance outcomes
required for competent
performance in the designated job.
The performance review will provide up-to-date information on:
team)
team (Business
Unit) and individual job
performance outcomes
period
individual
ing of the individual for HR purposes
(remuneration, succession

planning, training, etc.)
It is critical that performance outcomes are set and assessed on
attainment of realistic measures
set and agreed to by both parties.
The overall rating scale at the end of the performance review
would be used to derive a score for
performance in each area that would be added up to all scores in
each KRA area to give a total
performance rating.
EXAMPLE OF AN OVERALL PERFORMANCE RATING
SCALE
Rating Definition Description
5 Outstanding Capabilities Performance consistently exceeds

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