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20605756316345Learner Resource

00Learner Resource

20834357474585BSBPEF502

00BSBPEF502

29089356283325002227580744791500-648335-66548000

36480754480560Develop and Use Emotional Intelligence

00Develop and Use Emotional Intelligence

Precision Group (Australia)

Level 13, 269 Wickham St, Fortitude Valley 4006

Email: info@precisiongroup.com.auWebsite: www.precisiongroup.com.au

2020 Precision Group (Australia)

BSBPEF502 - Develop and use emotional intelligence (Release 1)

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Version Control & Document History

Date Summary of modifications Version

16 July 2020 Version 1 final produced following assessment validation. 1.0

Table of Contents TOC o "1-3" h z u

About the Business Services Training Package PAGEREF _Toc45687295 h 6About this Unit of Competency PAGEREF _Toc45687296 h 8Chapter 1: Prepare to Develop Emotional Intelligence PAGEREF _Toc45687297 h 91.1 Develop Evaluation Criteria for Assessing Emotional Strengths and Weaknesses PAGEREF _Toc45687298 h 111.2 Assess Emotional Strengths and Weaknesses Against Evaluation Criteria PAGEREF _Toc45687299 h 181.3 Identify and Analyse Potential Emotional Stressors in the Workplace PAGEREF _Toc45687300 h 191.4 Identify Methods for Responding to Emotional Stressors PAGEREF _Toc45687301 h 251.5 Seek Feedback from Others to Identify and Confirm Methods for Responding to Emotional Stressors in the Workplace PAGEREF _Toc45687302 h 29Activity 1 PAGEREF _Toc45687303 h 31Key Points: Chapter 1 PAGEREF _Toc45687304 h 33Chapter 1 True or False Quiz PAGEREF _Toc45687305 h 34Chapter 2: Develop Emotional Intelligence PAGEREF _Toc45687306 h 352.1 Analyse and Document Emotional Responses of Co-Workers PAGEREF _Toc45687307 h 362.2 Develop a Plan for Identifying and Responding to a Range of Emotional Expressions PAGEREF _Toc45687308 h 382.3 Apply Techniques that Indicate Flexibility and Adaptability in Dealing with Others in the Workplace PAGEREF _Toc45687309 h 422.4 Apply Techniques that Show Consideration for the Emotions of Others When Making Decisions PAGEREF _Toc45687310 h 462.5 Consult with Relevant Stakeholders and Identify Improvement Areas for Own Emotional Intelligence PAGEREF _Toc45687311 h 49Activity 2 PAGEREF _Toc45687312 h 51Key Points: Chapter 2 PAGEREF _Toc45687313 h 53Chapter 2 True or False Quiz PAGEREF _Toc45687314 h 54

Chapter 3: Promote Development of Emotional Intelligence in Others PAGEREF _Toc45687315 h 553.1 Identify Workplace Opportunities for Others to Express Their Thoughts and Feelings PAGEREF _Toc45687316 h 573.2 Develop Tasks for Assisting Others to Understand Effect of Personal Behaviour and Emotions on Others in the Workplace PAGEREF _Toc45687317 h 603.3 Implement Identified Opportunities and Tasks in the Workplace According to Organisational Policy and Procedures PAGEREF _Toc45687318 h 62Activity 3 PAGEREF _Toc45687319 h 68Key Points: Chapter 3 PAGEREF _Toc45687320 h 70Chapter 3 True or False Quiz PAGEREF _Toc45687321 h 71Summary PAGEREF _Toc45687322 h 72References PAGEREF _Toc45687323 h 74

About the Business Services Training Package

The BSB Business Services Training Package covers a diverse range of industries and occupations. Business Services covers a range of cross-industry functions and services supporting the commercial activities of all industries.

Defining Qualifications

When units of competency are grouped into combinations that meet workplace roles, they are called qualifications. These qualifications are aligned to the Australian Qualifications Framework (AQF). Each qualification will have packaging rules which establish the number of core units, number and source of elective units and overall requirements for delivering the qualification.

Delivery and Assessment of Qualifications

RTOs must have the qualifications (or specific units of competency) on their scope to deliver nationally recognised training and assessment. RTOs are governed by and must comply with the requirements established by applicable national frameworks and standards. RTOs must ensure that training and assessment complies with the relevant standards.

Qualification Training Pathways

A pathway is the route or course of action taken to get to a destination. A training pathway is the learning required to attain the competencies to achieve career goals. Everyone has different needs and goals, and therefore requires a personalised and individual training pathway.

Foundation Skills

Foundation Skills are the non-technical skills that support the individuals participation in the workplace, in the community and in education and training.

Australian Core Skills Framework (ACSF)

This Assessment meets the five ACSF core skills as described in the Foundation Skills mapping.

About this Unit of Competency

BSBPEF502 - Develop and use emotional intelligence

This unit standard BSBPEF502 Develop and Use Emotional Intelligence describes the skills and knowledge required to develop and use emotional intelligence to increase self-awareness, self-management, social awareness and relationship management in the workplace.

The unit applies to individuals who are required to identify, analyse, synthesise and act on information from a range of sources and who deal with unpredictable problems as a part of their job role. These individuals may be responsible for leading a team or work area.

This Learner Resource is broken up into three elements. These include:

Prepare to develop emotional intelligence

Develop emotional intelligence

Promote development of emotional intelligence in others

At the end of this training, you will be asked to complete an assessment pack for this unit of competency. You will need to access a supervisor, a manager, or your assessor who can observe you perform project or workplace tasks and verify your competency or performance.

On competent completion of the assessment, you must have demonstrated skills and knowledge required to develop and use emotional intelligence.

Chapter 1: Prepare to Develop Emotional Intelligence

Emotional intelligence is the ability to evaluate and manage ones emotions, as well as the emotions of other people. This chapter will give you an overview of how you can develop criteria for evaluating emotional intelligence, which will help you identify emotional strengths and weaknesses. Evaluating emotional intelligence can also help you identify stressors in the workplace. This chapter also covers methods for managing stressors by means of self-evaluation and feedback from co-workers.

Peter Salovey and John D. Mayer (1990) defined emotional intelligence as a type of social intelligence that allows people to monitor and regulate their emotions, as well as use it to guide their thoughts and actions.

Intellectual intelligence is not enough to be successful in life. Many academically brilliant people can also be socially inept, which can negatively impact both their professional and personal relationships. Intellectual intelligence can help you get into university, but emotional intelligence will help you manage the stress of dealing with exams.

Emotional intelligence affects the following:

Work performance

Emotional intelligence can help you navigate social relationships in the workplace, lead and motivate others, and work toward excellence in your career. Many companies now value it just as much as technical ability, requiring applicants to undergo emotional intelligence testing before hiring. If you are able to bring your emotions into balance at will, you will be able to act more rationally even in stressful work situations.

Physical health

Being unable to manage stress levels can negatively impact health. When uncontrolled, stress raises blood pressure, suppresses the immune system and increases the risk of heart attacks and strokes.

Mental health

Uncontrolled stress can also leave you vulnerable to anxiety and depression. If emotions are not understood and managed, mood swings and an inability to form relationships can result, leading to feelings of loneliness and isolation.

Memories are also strongly linked to emotions. Learning to retain healthy connections with the emotional portion of your brain will significantly expand your range of choices when reacting to different stimuli. Additionally, emotional memory factors greatly in your decision-making process. Honing your emotional intelligence will help prevent you from repeating decisions that had negative emotional reactions.

Relationships

If emotions are understood and regulated, there is an increased ability to express your feelings and to understand how others are feeling. This allows for more effective communication and stronger relationships.

While some claim that emotional intelligence is an innate characteristic, it is possible to develop it further to be more successful and feel more fulfilled, both in your workplace and in your personal life. Emotional intelligence generally includes three key skills:

Emotional Awareness

The ability to identify emotions in yourself or in others.

Ability to Harness Emotions

The ability to utilise your emotions during tasks, such as thinking and problem-solving.

Ability to Manage Emotions

The ability to regulate emotions, such as cheering up another person or calming yourself down.

1.1 Develop Evaluation Criteria for Assessing Emotional Strengths and Weaknesses

1.1.1 Principles of Emotional Intelligence

Daniel Goleman, a psychologist who contributed to the rise of the concept of emotional intelligence, proposed these five key principles of emotional intelligence in the workplace, which are self-awareness, self-management, motivation, empathy and social skills (1998).

These principles provide more detail than the three key skills previously mentioned and can be summarised into four categories:

Self-Awareness

This is the ability to know your own emotions, strengths, weaknesses, and goals, as well as how they impact your actions and other people. It is characterised by having self-confidence and a realistic assessment of oneself. There are three stages of self-awareness:

Being able to accurately identify your emotions and abilities helps you figure out which areas you need to improve on. This principle is also the foundation for other principles, as you cannot properly manage and harness your emotions if you do not know them in the first place. Self-awareness can be applied in the workplace by analysing emotional stressors and the reason behind those stressors, as well as actively asking for feedback about your own behaviour.

Self-Management

This involves taking what you know about your own emotions and finding ways to apply integrity and flexibility in decision-making by keeping disruptive emotions in check. A huge part of managing yourself involves holding yourself accountable and committing to improving yourself.

You can practise self-management in the workplace by remaining calm during stressful situations and adapting your response to others emotional expressions. The ability to keep your emotions in check while resolving issues will show that you are able to respond effectively and rationally to any situation. Showing control under stress will allow others to approach you more easily and create a more open relationship between workgroup members.

Social Awareness

Being socially aware refers to the ability to accurately identify others emotions. It involves being conscious of what other people are feeling at any given time based on their behaviours and being able to respond in appropriate ways to different situations. This means adjusting the way you interact with others in the workplace, depending on the situation and their emotions.

Empathy plays a key role in social awareness. Empathy deals with processing and understanding others reactions, emotions and motivations from their perspective. This is a valuable skill to become an effective leader, as it involves putting yourself in someone elses shoes and feel what they are experiencing so that you can respond appropriately.

There are three kinds of empathy:

The ability to relate to other people from their perspective helps establish respect and understanding between workgroup members. Empathy can be demonstrated in the workplace by actively asking co-workers about their opinions and offering them guidance and support whenever they need it.

Relationship Management

Relationship management involves connecting with others. Before managing your relationship with someone, you must know what outcome you want to get out of it. It is important to note that this skill considers not just what you want to happen in the relationship, but also the other persons needs. This can be applied in the workplace through teamwork and mediation of conflicts.

Golemans principles of motivation and social skills can be categorised here. Motivation involves assessing your position and goals and understanding why you want to reach them. It involves the ability to find the good in each situation, especially failures, and learning to move forward. Being able to motivate yourself and others effectively can increase productivity and efficiency in the workplace.

Social skills, on the other hand, is the culmination of the previous principles. It uses emotional intelligence in action by negotiating your own motivations with others and coming to a compromise. This includes being persuasive, finding common ground and resolving conflicts in the workplace effectively.

1.1.2 Existing Evaluation Criteria

Knowing whether you have a high or low level of emotional intelligence is a difficult task. There are areas of the self that remain unanalysed and this can cause harm or potential not being met. To assist people in understanding more about themselves, numerous tests and studies have been developed and conducted to quantify and evaluate emotional intelligence. Though not wholly accurate, these tests can give you a starting point into understanding where you stand and where you want to go regarding your own emotional intelligence.

The following is a list of some tests that measure emotional intelligence:

Bar-On Model of Emotional-Social Intelligence (ESI)

This model was developed by Reuven Bar-On (2006) and is designed to evaluate a persons ability to manage personal, social and environmental change. The model evaluates their self-awareness, empathy, self-management and motivation, as well as their ability to adapt to solve problems related to their emotions.

Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT)

This test was developed by Mayer, Salovey, and Caruso (2002) and it measures how well a person is able to perceive, understand, manage and use emotions. These are measured by having the person solve tasks related to each ability.

Genos Emotional Intelligence Inventory

This is a workplace tool developed by Palmer, Stough, Harmer, and Gignac (2009), usually used by Human Resources to evaluate potential employees. Unlike other tests, this does not evaluate emotional intelligence directly. Instead, it measures 70 workplace behaviours that effectively demonstrate emotional intelligence in the workplace. The inventory attempts to assess the awareness of self and others, authenticity, emotional reasoning and self-management.

These tests all measure the principles of emotional intelligence, giving test-takers an overview of principles they are proficient in and principles they need to improve on.

1.1.3 Developing Evaluation Criteria

Although there are many existing evaluation criteria for you to use, it may be helpful for you to develop your own. This allows you to contextualise it according to your job role or your workplace and focus on certain aspects of emotional intelligence that you feel are more important to your work. Some existing evaluation criteria may be very general or do not emphasise the specific skills that your workplace needs; therefore, it may be more useful to develop your own.

Testing yourself on each of the principles will let you know what your emotional strengths and weaknesses are, and how these can be applied in your workplace. Your strengths and weaknesses will be based on the principles previously discussed. For example, questions about the relationship management principle will help you identify how well you empathise with your co-workers or if you lack the ability to motivate them effectively. Additionally, questions about your self-management may let you know that your strengths lie in being able to calm yourself down when you are angry.

The types of tests that are suitable for measuring emotional intelligence are the following:

Yes or No

This type of test only has two answer options, either yes or no. An example is shown below:

Do you manage your stress level in the workplace effectively?

Yes

No

Although this type of test is simple and straightforward, its binary nature can limit responses. The responses may also not be applicable at all to the persons taking the test, in which case you should opt to use the other types of tests listed.

Scale

This type of test gives a statement and you must rate yourself based on the statement on a provided scale. The answers are usually on a five-point scale and they list how applicable the statement is to you, from 1 being least likely and 5 being most likely. An example of a statement in this form is shown below:

I am a happy person.

1 - Strong disagree

2 - Somewhat disagree

3 - Neutral

4 - Somewhat agree

5 - Strongly agree

The statement may also ask about the frequency of your actions. Another example is:

I smile at co-workers who I am not close to.

1 - Never

2 - Rarely

3 - Sometimes

4 - Frequently

5 - Always

Freeform Response

This type of test allows for any type of response. This is best when giving a scenario, where the response can be any action possible to do in real life. For example:

One of your teammates performance at work is not up to standards. How do you address this issue?

Since this type of test allows freedom of response, scoring the test itself may be difficult. In order to create a test like this, you should list down all possible correct responses. When scoring the test, refer to your answer key, but allow room for variations. This test can help you analyse emotional intelligence in-depth, as the answers to different scenarios often reveal what the test-takers process of thinking of a response is.

The next thing to consider are the specific skills you want to evaluate. A good foundation to start with is the three skills required for emotional intelligence: being aware of emotions, harnessing emotions, and managing emotions. If you want your criteria to be more specific, you can also base your questions or statements off Golemans principles of emotional intelligence in the workplace.

To start developing your own evaluating criteria, list down the principles you want to include. It is generally a good idea to cover all principles, but if you feel that your workplace or job task does not really require a certain principle, you can opt to focus more on the others. Contextualise these principles according to your job role or workplace. You can also use situations that commonly arise within your organisation as examples. Next, write down questions or statements that correspond to those principles.

A sample questionnaire with four statements per principle is provided below. Responses to it are on a five-point scale, with 1 being least like the test-taker, and 5 being most like the test-taker. The statements are general, but you can reword them to be more specific and fit the context of your workplace:

Self-Awareness

I know what situations can cause me stress. I know why I react to things the way I do. I set goals for myself that I know I can achieve. I know when I feel upset. Self-Management

I encourage myself to do my best at work. I set realistic goals for myself. I analyse the situation before reacting. I can calm myself down quickly when Im angry. Social Awareness

I understand what others are feeling based on their facial expressions. I can pick up on changes in others voices while they are speaking. I understand others body language. I know when others feel upset. Relationship Management

I know what my co-workers strengths and weaknesses are. I am able to motivate my co-workers to do their work efficiently. I can calm people down quickly. I know how to find common ground with others.

In the sample questionnaire, all the questions are worded positively, such that answering with a high number means that you have a good grasp of the emotional intelligence skill being asked about. For this test, the higher the score, the more developed ones emotional intelligence is.

You may also word some questions negatively, such that answering with a high number means that the emotional intelligence skill is not fully understood by the test-taker. An example of a negatively worded question is I often lose my temper. Remember to note down which questions are worded negatively in your answer key.

An emotional intelligence test could also be used to measure job satisfaction. A person who scores highly on emotional intelligence is more likely to be satisfied with their job and those who perform the best are in positions that require them to use their emotional intelligence frequently. Meanwhile, people with a high level of emotional intelligence but are in a job that does not require them to utilise it are reported to perform more poorly and are less committed to their job.

A good test that measures emotional intelligence would be more rigorous, having more questions or statements than the example above. The questions should also be specific to your workplace and the industry it belongs to. For example, an emotional intelligence test for someone who works in sales would have questions that focus more on dealing with customers. Meanwhile, an emotional intelligence test for a manager or team leader would have more questions related to motivating and encouraging co-workers effectively.

To summarise, the following steps are how to develop your own evaluation criteria for measuring emotional intelligence:

Decide on the type of test, whether the responses will be in yes-or-no form, scale rating or freeform.

List which emotional intelligence skills and characteristics are the most essential for your job role, workplace or industry.

Write the questions for each category in the skills or principles of emotional intelligence.

Make sure the questions are specific to the industry and type of workplace you work in.

You may opt to rearrange the order of the questions so that the test-taker does not know which specific skill of theirs is being tested. Make sure you keep an answer key that indicates the skills that the questions correspond to.

1.2 Assess Emotional Strengths and Weaknesses Against Evaluation Criteria

Now, look at how you scored and compare the items that you felt were most like you and the ones that were least like you. The way you answered these questions could provide clues to learning your strengths and weaknesses.

Were your strengths in reading your own emotions, or in reading other peoples emotions?

Do you find it difficult to regulate your own emotions?

Is it difficult for you to motivate yourself and others to perform your/their best?

Do you find it difficult to figure out how others are feeling?

Are you able to connect and interact positively with others?

Identifying your strengths and weaknesses will allow you to function in a work environment that plays to your strengths and helps you achieve your goals. If your result shows that managing your emotions is the category with the lowest score, you can focus your effort into improving that skill. You may practise self-regulation by stopping before you act and asking yourself how and why you feel this way. It may help you gain insight into which emotions are driving your behaviour.

Remember that your level of emotional intelligence is not fixed. You can always continue to improve it. Adjusting the way you interact with other people is a sign of effective leadership. Great leaders are the ones who show transformative qualities. Transformative leadership inspires valuable change, and it can enhance morale, motivation, and performance of followers.

1.3 Identify and Analyse Potential Emotional Stressors in the Workplace

It is important to identify emotional stressors in the workplace. These are what trigger your stress and other negative emotions such as anger and sadness. If stress is becoming a problem for you and your team members, you may need to take action to reduce this. Too much stress reduces emotional intelligence, which negatively impacts your leadership capabilities.

A certain amount of stress is normal, but the main culprits of severe work-related stress are the following:

Deadlines

Interpersonal conflicts

Staff management

Dealing with too many issues and problems

Not everything in the workplace can be controlled, but that does not mean there is nothing you can do. It is about finding ways to manage workplace stress, not about making huge changes or rethinking your ambitions. The only thing you can have constant control over is yourself, so focus on that.

Some symptoms, both physical and psychological, of chronic stress are:

Even if a job has become increasingly stressful, you can retain a large measure of self-control and self-confidence by understanding and practising emotional intelligence. When it comes to work satisfaction and success, it matters just as much as intellectual ability. Emotional intelligence is about communicating with others effectively, overcoming differences and defusing tension and stress.

1.3.1 Identifying Emotions

The first step to identifying emotional stressors is to be aware of what emotions you feel. However, feelings are complex, and it is difficult to identify them. You may have been taught to ignore and override your feelings as most people have. Sometimes, even if you can identify them, it may become hard to express them appropriately. For example, feeling mild annoyance may be expressed as intense anger. It is important to identify your feelings to be able to express them properly.

Before you learn to identify them, it is important to understand the following about your feelings:

Feelings can result in physical reactions

During moments of emotional stress, you can experience bodily reactions such as increased heart rate, perspiration and trembling. This is because feelings are mediated by a part of the brain called the limbic system and the autonomic nervous system, which cause involuntary reactions.

Feelings are influenced by thoughts

How you interpret a situation can result in various feelings. If you perceive a person as selfish and unreasonable, you may feel anger towards them. If you are jealous of someone, you will be inclined to react accordingly towards them whenever you interact.

Feelings can be simple and complex

Simple feelings could be anger, sadness, fear, love, excitement, or joy. Complex feelings may be a combination of basic emotions and last longer compared to simple feelings. For example, fear is a basic emotion, while free-floating anxiety is a complex emotion.

Feelings give you energy

If you acknowledge your feelings and express them appropriately, you will feel more energetic. When you remain unaware of them, you may feel numb and tired.

Multiple feelings can arise at once

For example, you may feel anger and fear together in response to a threat. It is also possible to feel both a negative and positive emotion at the same time.

Feelings are contagious

If you spend much of your time with a person who is depressed, you may start to feel sad, too. Similarly, you may feel happy around a person who is excited. Interacting with optimistic people can encourage you to feel positive emotions.

Feelings are never right or wrong

Emotions simply exist. The perception and judgment can be right or wrong, but feelings are simply there. All people experience both positive and negative emotions.

Feelings tend to be suppressed

Suppression can be conscious or unconscious. You can ignore and withhold your emotions, but they still exist. You may experience a vague sense of unhappiness, but you may find it difficult to pinpoint what is making you unhappy.

As discussed, suppressed emotions manifest themselves through bodily sensations. It is important to tune into your body to identify what you feel. A process called experiential focusing was developed by Eugene Gendlin (2007). This process allows you to give a concrete form to your emotions, which makes it easier to identify them. The following are the steps for tuning into your body:

1.3.2 Identifying Emotional Stressors

Controlling your emotions means you can recognise them and can develop strategies to act on them when appropriate. The following steps may help you with the process of identifying and analysing emotional stressors in the workplace:

Understand What Causes Your Emotions

Human emotions fall into basic categories, such as joy, fear, surprise, sadness, disgust and anger. More complex emotions are combinations of these basic ones. Jealousy, for example, is a complex emotion in reaction to fear. This fear may be caused by things in your personal life. You may feel that you are not as good as someone else, or fear being abandoned because you are not perfect.

If you can learn to recognise what kinds of situations cause which emotions, you will be able to tell the difference between anger and fear. Remember that sometimes multiple emotions can show up at the same time and the person who is experiencing the emotions may not be able to distinguish between the two.

Recognise that Emotions are Not Random

Emotions often occur on a subconscious level. By learning to recognise your emotions and bringing them to a conscious level, you will be more able to control them. Repressing emotions does not make them disappear on their own. If you can recognise the emotion the moment you feel it instead of letting it build up and intensify, you will know that you are gaining control.

Another crucial thing to do is to accept responsibility for your emotions. Do not blame other people for them. Taking full responsibility will help you control your emotions better.

Be Aware of What You Thought or Experienced When the Emotion Began

Regularly during the day, ask yourself how you are feeling. Keep a journal, if you can. Even if you only use it at the end of the day, write down your thoughts, feelings and situations that cause a particular emotion in you. Stop and analyse what you were thinking about. Focus until you find what thought was causing that emotion. This way, you can pinpoint the trigger that made you feel that way instead of letting its origin slip away.

Documenting your emotions also helps in determining just how much of a trigger you can tolerate. Understanding these things will help in facilitating your emotions when faced with overwhelming situations.

If you are unsure of how to start writing in your journal, you can use the following guidelines:

You may already know what triggers certain emotions in you but analysing it further by using the steps outlined above may help you discover the hidden roots of your stress. For example, an employee may have made a joke while talking to their manager, but the manager did not laugh. The employee interpreted the lack of reaction as the manager being angry at them and jumped to the conclusion that they did not do a good job that day. This can spiral to feelings of sadness and inadequacy, all in just a short amount of time without the person even being aware of it. If they took the time to analyse their feelings in that situation, they would have realised that the managers lack of reaction was not an expression of anger toward them.

There is nothing wrong with negative feelings and thoughts, as you cannot control them all the time. These are natural, as long as you do not let them consume you with worry. Like the example above, there may have been times that you assumed something was about you. You may have misinterpreted something and felt anger or sadness. Feeling those emotions at the moment is fine, as long as you take the time later to calm down and analyse your emotional state.

You should also note what kind of relationship you have with your emotions.

Do you experience feelings that change smoothly, encountering one emotion after another as your experiences change?

Are your emotions accompanied by physical sensations, in places such as your stomach or chest?

Do you experience discrete feelings, such as anger, sadness, fear, and joy, each of which is evident even in subtle facial expressions?

Can you experience feelings strong enough to capture others attention?

Do you factor your emotions into your decision-making?

If any of these experiences are unfamiliar, then you may have learned to suppress or disregard the emotions you are feeling. Many people are disconnected from their emotions, especially the strong core emotions such as anger, fear, sadness and joy. This may be the result of experiences that taught them to shut their feelings off. But although emotions can be distorted, denied, or ignored, they cannot be eliminated. They are still there, whether the person is aware of them or not.

In order to be emotionally healthy and intelligent, you must rediscover and reconnect with your emotions, accept them and become comfortable with them. Do not let your past emotions and the situations that triggered them distract you from your goal. Learn to recognise and anticipate what triggers your emotions.

1.4 Identify Methods for Responding to Emotional StressorsOnce you have acknowledged what situations trigger certain emotional states in you, it is time to address how to respond to them. A few methods that you can try are the following:

Make Choices

It is important to make sure you make a conscious choice and not simply react to a situation with pure emotion. Here are some good things to remember before acting:

Change Your Outlook

In order to experience fewer negative emotions, you must change the way you see the world. It takes time and effort, but it means learning how to let go of some things and find good things in everyday life.

You may find that changing your outlook also changes your emotions. Being optimistic is important. Instead of letting emotions take over because you pessimistically expect them to, try to evaluate the world around you and find a learning experience in the things that happen. Keep your perspective open and allow yourself to grow with each event.

Acknowledge that there are certain things you cannot change, but do not allow them to anger and frustrate you. What you can change is your reaction.

Discard Upsetting Thoughts and Negative Emotions

There are many ideas that can upset people repeatedly. Though they are made up, many people pressure themselves to conform to these thoughts. Here are some common notions about the self that are wrong:

I must be perfect in order to be worthwhile.

Nobody is perfect. If you believe you must be perfect in every situation, you will only cause yourself stress.

I must be loved and approved by everyone.

There will always be one or two people who will not really like you, and that is fine. You are not required to be liked by everyone and the sooner you learn this, the easier it will be to discard feelings of inadequacy and disappointment.

I hate it when I am frustrated, treated badly, or rejected.

Small doses of frustration can be healthy for you. It improves patience and resilience to adversity. It is all about taking things into perspective and building resistance to letting your emotions control your every action.

I hate it when things do not work out the way I want them to.

The only thing you can control without compromise is yourself. The rest is beyond you. Learn to adapt and accept that there are things that will not go as you planned.

Eliminate Many Negative Core Beliefs About Yourself

Some people do not think of themselves highly enough. Their self-esteem is almost non-existent and many of their emotions result from not being able to love themselves adequately. Some common negative core beliefs are:

Misery comes from outside forces, which I cannot influence.

You cannot control the things that happen around you, but you can change how you perceive them. You are the only one who can choose to change your own situation.

It is easier to avoid difficulties and responsibilities than to face them.

Even painful experiences can serve as a basis for learning and future growth once you get through them. It is childish to go through life thinking that difficulties can be avoided.

Because I had no control over my life before, I have no control over my present and future.

Change is the only constant thing. People do not stay the same as time passes. Situations change, people learn and growth happens. Learning to let go of the past can help you improve your life.

I could be happy if I did nothing and enjoyed myself.

An unmotivated life is a life left unrealised. Setting new goals, new objectives, and striving for your ambitions help give more meaning and purpose to life. While you can, it is better to explore and actively search for your goals and purpose.

Discard Negative Ideas that Come from Feeling Inadequate

Inadequacy comes from low self-esteem, the idea that you are not good enough. Banishing inadequacy from your thoughts can help you accomplish more things. Some habits that form from feelings of inadequacy are:

All-or-Nothing Thinking

This type of thinking assumes that everything is either good or bad. There is no in-between.

Disqualifying the Positive

You may feel that positive statements are untrue, while negative comments are things you knew all along.

Personalisation

You falsely believe that you are always at the root of bad situations.

Mind Reading

You immediately assume that you know what other people think of you. Instead of asking and clarifying their thoughts, you assume the worst.

Discard Negative Ideas that Come from Fear

People can be afraid of a lot of things, but you should not let fear rule over your decision-making. Rationalise things and understand the root of your fear and find a way to face it rather than cower from it. Some common thoughts that stem from fear are:

Over-Generalisation

A single negative event turns into a pattern of defeat. A failed job application becomes two, and suddenly you may believe that you are incompetent. You generalise not because of a pattern, but because you fear the pattern.

Labelling and Mislabelling

This is an extreme form of over-generalisation. When you make a mistake, you instantly label yourself as a loser. Mislabelling involves describing a situation with words that are emotionally charged, and often extreme or irrational.

The Fortune Teller Error

You already believe that things are going to turn out badly. You have no evidence of this, but you are convinced anyway.

Jumping to Conclusions

You immediately jump to the worst conclusion without even facing the facts. You think that preparing for the worst is better than hoping for the best because you are afraid, not hopeful.

Avoid Negative Ideas from Other Complex Emotions

Do not give in to defeatist emotional responses. Realise that you are more than what you think of yourself. Focus on interpreting your worth positively if you catch yourself thinking the following thoughts:

Magnification or Minimisation

Magnification, also known as catastrophising, is the exaggeration of the importance of insignificant events. Meanwhile, minimisation is lessening the importance of something significant. These two blow up a persons problems. This cognitive distortion is often found in people who experience panic attacks frequently.

Emotional Reasoning

You assume that your negative emotions reflect how things really are, I feel it, therefore, it must be true. You put your emotional weight on situations so that you can regain some sort of control.

Should Statements

You beat yourself up as a way to become motivated to do something. You should do this, you must do that, you ought to. This type of thinking only brings you undue stress instead of motivating you. And when you direct should statements toward others, you feel anger, frustration, and resentment.

Seek More Positive Experiences

Some experiences, like listening to a specific song or eating certain foods, can trigger good emotions. The more pleasant memories you recall, the easier it is to realign yourself to that mood. It is far easier to get out of an angry or sad emotional state when you know what a happy state feels like.

The way you cope with the stress can come in different forms. This can be facing the cause of the stress directly to solve the issue immediately. For example, if a deadline is causing you stress, your strategy may be to finish it as soon as possible so you can stop worrying about it.

You can also choose to take a step back from the cause of the stress. If you feel too overwhelmed, it is best to take time to calm yourself down before you face it again. Try to do any activity that relaxes you but note that this is only to take your mind off the issue temporarily. Actively avoiding the problem will only cause your stress to accumulate and will not solve anything. As soon as you feel ready, approach the cause of your stress with a refreshed mind.

No matter what method you choose to address your emotional stressors with, it is important to continue acknowledging the emotion. Just because you are not reacting to it does not mean that the emotion does not exist. Controlling your emotions is essential, but you must learn not to suppress them. Suppressing your emotions can cause not only emotional symptoms but physical disorders as well.

Controlling your emotions is built by reducing stress, remaining focused, and staying connected to yourself and others. It involves expressing emotions, even the negative ones, in a healthy manner. Being able to connect to your emotions by having a constant awareness of them and how they influence your thoughts and actions is key to understanding yourself and remaining calm in tense situations.

1.5 Seek Feedback from Others to Identify and Confirm Methods for Responding to Emotional Stressors in the Workplace

If you feel stressed at work, chances are, your co-workers feel the same way. Managing stress in the workplace goes beyond individual methods and strategies. As an organisational issue, emotional stressors should be dealt with collectively. When the organisation openly recognises work-related stress, it de-stigmatises this and allows the members to feel more comfortable sharing their emotions. This helps in the development of everyones emotional intelligence.

Sharing the emotional stressors you have identified can allow you to compare them with your co-workers, allowing you to check if they have encountered these as well. They can then give you feedback if the methods you use to handle your stress are effective and share their own methods with you. There may also be resources within the organisation that you can use to address your emotional stressors. You can ask if these are available so you can utilise them.

There may also be situations that trigger your co-workers that you are unaware of. Knowing this information will help you foster an emotionally safe and healthy working environment for everyone. It is also important to remember that you should respect others boundaries if they choose not to share their emotions. If you try to bring up the topic and the person you are speaking to does not feel comfortable sharing, do not insist.

Addressing stress in casual situations can help, but if the emotional stressors in the workplace cannot be prevented or managed by the members, they need to be addressed formally. You may opt to hold a meeting to compile all the members concerns into a list and think of methods that the organisation can implement to address the concerns. However, meeting and discussing this as a group may feel uncomfortable for some. You can also opt to have relevant personnel, such as the office therapist or the human resources department, conduct one-on-one interviews in a safe environment.

Based on feedback from others, review or reflect on your emotional stressors and the methods you use to handle them. Reflecting is closely linked to learning from experience, in which you think about what you did and what happened and decide what to do differently next time. The difference between thinking and reflective practice is that reflective practice requires conscious effort to think about events and develop insights into them.

Reflective practice is an active, action-based, and ethical set of skills, situated in real time and dealing with complex situations. To develop the critical thinking necessary for reflective practice, it is helpful to follow these steps:

Thinking is only a small part of the process. You must learn to develop an understanding of the theory and others practice, too. As much as possible, explore ideas with other people. Reflective practice does not have to be done alone; it can be a shared activity.

Reflective practice can improve your self-awareness, as well as help you develop creative thinking skills and encourage you to engage actively in your work. In work situations, regularly reflecting will support more meaningful discussions about the development of your professional life. Although it will take time to apply the technique and adjust it to suit your needs, it will ultimately save you time and energy in the long run.

Activity 1On pieces of paper, write down situations that make you feel stressed. Everyones papers will be collected in a box. Papers will be chosen randomly and read out loud. If you find a certain situation stressful, raise your hand.

Situations that cause me stress Situations that do not cause me stress

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Notes

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Key Points: Chapter 1The three key skills of emotional intelligence are emotional awareness, harnessing emotions and managing emotions.

The four principles of emotional intelligence in the workplace are self-awareness, self-management, social awareness and relationship management.

Evaluation criteria for measuring emotional intelligence can vary in format but should be specific to your job role, workplace or industry.

Acknowledging and understanding the causes of emotional stressors in the workplace is the first step to solving them.

Documenting your emotions can help you trace their actual causes.

Using feedback from others can help you improve your methods of dealing with emotional stressors.

Chapter 1 True or False QuizTick True if the statement is correct, and False if not. True False

Everyone needs to be aware of their emotions and what causes them. FORMCHECKBOX FORMCHECKBOX

Emotional intelligence is an inborn characteristic that cannot be changed. FORMCHECKBOX FORMCHECKBOX

Having greater emotional intelligence can help in both work and personal life. FORMCHECKBOX FORMCHECKBOX

It is important to persist in making others tell us their emotions in order to figure out the best way to address their issues. FORMCHECKBOX FORMCHECKBOX

Emotional intelligence in the workplace is just as important as technical skills. FORMCHECKBOX FORMCHECKBOX

Self-management is the ability to know your own emotions and their effects on others. FORMCHECKBOX FORMCHECKBOX

Intense emotions can cause bodily reactions like increased heart rate. FORMCHECKBOX FORMCHECKBOX

Keeping a journal can help with documenting emotional stressors. FORMCHECKBOX FORMCHECKBOX

Negative emotions should not be expressed at all. FORMCHECKBOX FORMCHECKBOX

Emotional stressors in the workplace may require organisational intervention. FORMCHECKBOX FORMCHECKBOX

Encountering stress during work is natural and mostly unavoidable. FORMCHECKBOX FORMCHECKBOX

Chapter 2: Develop Emotional Intelligence

After learning what the key skills and principles of emotional intelligence are, you need to further analyse your own emotional intelligence in order to develop a plan to improve it. Practising emotional intelligence actively helps facilitate its faster development while allowing you to improve your interpersonal relationships at the same time.

Applying your emotional intelligence skills and techniques in the workplace maximises the capabilities of communication channels, fosters better overall relationship management and improves morale for the team. Properly utilising this will help you interact more positively with your team and reach your organisations goals.

As discussed in the previous chapter, the three key skills that make the foundation of Golemans framework are emotional awareness, the ability to harness emotion and the ability to manage emotions. These skills apply to your own emotions and to other peoples emotions.

2.1 Analyse and Document Emotional Responses of Co-Workers

Understanding the mental state of your co-workers is a crucial skill that enables appropriate and useful emotional expressions in any situation. Through experience, everyone has learned that when engaging in face-to-face communication, social information is conveyed by emotional expressions. Emotional states are the specific emotions that a person feels at any given moment and these can be conveyed through emotional responses and expressions.

Emotional responses are physical cues that happen automatically as a result of you feeling emotions. These are usually subtle and cannot be controlled. Meanwhile, emotional expressions are how you express the emotions in general. These can be obvious or subtle and verbal or nonverbal. Emotional expression also includes a lack of expression as a result of suppressing your emotions.

Nonverbal indicators of emotion include apparent behaviours such as facial expression, eye contact and tone of voice. Other less obvious messages include posture and physical distance between people. Understanding these kinds of responses and expressions is important for social interaction because of the need to modify your own behaviour in response. The ability to effectively process emotions helps in the success of personal and workplace situations. Additionally, those who can understand responses and expressions can better develop superior social skills and form more positive relationships.

Empathy is defined as understanding and relating to another persons feelings. Sympathy, on the other hand, is defined as feelings of pity for someone elses misfortune. Empathy is an essential part of social awareness and it is what you should aim to achieve. It is widely regarded as a crucial attribute of leaders, as empathy in teams helps in achieving higher work satisfaction, enablement and improvement in team outcomes. Empathy involves the ability to:

Develop your empathy by being more observant of others emotional responses and expressions. When communicating with your co-workers, take notice not only what words they say but their tone of voice, how fast they speak, their posture, how far they are standing from you and the subtle changes in their facial expressions. Detecting their emotional expressions and choosing the appropriate way to respond can improve your empathy and strengthen your professional relationships.

A few examples of emotional responses you can look out for in others are listed in the table below:

Emotional Response Emotional State

Jaw droop Surprise

Fist Anger

Throat-clearing Uncertainty

Pout Unhappiness

Frown Displeasure

Face flushing Embarrassment

Eyebrow raise Surprise

Laugh Pleasure

2.2 Develop a Plan for Identifying and Responding to a Range of Emotional ExpressionsThe key skills of emotional intelligence can be learned by anyone. However, there is a difference between learning about emotional intelligence and applying that knowledge in real life. To effectively change behaviour in ways that will remain stable even under pressure, you need to learn how to overcome stress by remaining emotionally aware. You need to have experience and practise your skills every day.

There are four barriers to building emotional intelligence skills in organisations:

Emotional intelligence focuses on powerful and practical skills that anyone can use. To be an effective leader, you need to have a desire to listen, learn and communicate across diverse groups and varying emotional expressions. The first step is to learn how to observe and identify emotional expressions accurately.

2.2.1 Cultural Display Rules

Emotional cues can differ greatly across cultures. For example, research by Matsumoto, Yoo and Fontaine (2008) compared the facial expressions of Japanese and Americans. They found differences in expressions of emotions and how these were interpreted according to the culture.

Display rules are the cultural norms that dictate how emotion should be expressed. Cultural context acts as a basis for reading emotional cues when people are trying to communicate. People with different cultural backgrounds allocate their attention differently.

For example, East Asians focus more on the central region of a persons face, specifically towards the eyes and the direction of the gaze. Western Caucasians, on the other hand, concentrate more on the eyebrows and mouth of the person they are speaking to.

This is illustrated in the stylised emoticons used by Asian and Western communities. Asian emoticons express emotion through the eyes, while the mouth typically stays the same. Meanwhile, Western emoticons express emotions through the mouth, while the eyes remain neutral. You can see sample emoticons in the table below:

Asian

(^_^) (>_<) (@_@)

Western

:) :( :/

You should take note of these differences to know what type of expressions is appropriate to respond with. Though culture changes from place to place, general knowledge of how these cultures express emotions will give you a general guideline on what to watch out for. Different cultures respond to emotions, depending on how they were conditioned to react. Australians usually have no trouble deducing peoples true feelings based on facial expressions. Meanwhile, Japanese people may be more likely to look for contextual cues such as phrases or actions to understand others emotions better.

If you are speaking to someone from a Western culture, since you know that they will most likely be looking at the movements of your eyebrows and mouth, you can utilise these to nonverbally support your message. And if you are talking to someone from an Asian culture, they will most likely use their eyes to communicate while the rest of their face is neutral. While speaking, you can gauge their interest and agreement to what you are saying by observing their eyes.

It is also important to note that in the broadest definition of culture, social groupings like gender and socio-economic standing are also included. People will express their emotions according to their upbringing and the norms of their community.

Culture is not static. Cultures continue to evolve, so categorising a culture as strictly individualistic or collectivistic provides an inaccurate picture of the culture. It may help to associate a culture with their common individualistic or collectivistic behavioural patterns, but it is best to not limit them to those. Every aspect of emotion is affected by culture. It influences how people identify emotions and decide what emotions to express. Thus, exploring emotions in different cultures is very important in developing your emotional intelligence.

Planning around different cultural backgrounds will give you a good idea of how other people may react and how you should respond to them. However, keep in mind that although a persons cultural background impacts their emotional expression, you should also observe their individual patterns. Putting the person first before the culture will guide you into not just becoming a more understanding person, but a better leader as well.

2.2.2 Strategies for Responding to Expressions of Emotion

As discussed before, you can recognise when others are experiencing certain emotions by paying close attention to them. You can pick up on both their verbal and nonverbal cues through active listening and making eye contact with them.

Some strategies to keep in mind are:

Acknowledge others emotional expressions

If you think you may have noticed an emotional expression, acknowledging it is the best response. Emotional cues, whether they are positive or negative, should not be ignored or brushed aside. Negative emotions, in particular, should be tended to immediately to prevent them from growing and intensifying.

Use I - statements

If the person you are talking to does not share any more information about what they are feeling, you can try to ask by using I - statements. Use these statements to show that you notice that they are feeling something, instead of making assumptions about their emotions.

For example, you can say, I noticed you seem down lately, is something wrong? instead of Youre sad today, arent you? This avoids putting them on the spot and they may be more willing to share their feelings with you.

Listen carefully

If the other persons emotion is negative, do not try to solve their problems for them if they do not ask for it. If they choose to share their problems with you, simply listen and provide them with the support that they need.

You can apply the following techniques to gain more insight into their situation and make them feel that they are being taken seriously:

Use body language

Aside from observing others body language, do not forget that you must show body language that is appropriate for the situation, too. When you are silent, you are still communicating nonverbally. If you insist that you are fine, while your eyebrows are furrowed and you are looking away, your body is clearly signalling the opposite of what you said.

If you are unsure of what nonverbal cues to display, you can try mirroring. This means subtly copying the other persons gestures and posture. Matching your body language with theirs can build rapport but be careful not to overuse it. Do not mimic anything that is unique to that person, such as accents or unusual gestures. You should also avoid mirroring negative body language, such as crossing your arms.

Mirroring is only effective if you do it subtly because overtly copying another person may make them feel like you are mocking them. It is best to utilise it during casual conversations or when the other person is happy or calm.

2.2.3 Planning How to Respond to Emotional Expressions

Preparing an action plan before going into a conversation with someone can be helpful if you think they will feel certain emotions. For example, planning how to tell someone bad news can help you prevent them from getting overwhelmed with sadness or anger.

For planning your response to emotions, your action plan should have the following steps:

Identify the goal

Think of your end goal or the outcome you want from the conversation. What do you want to do and how do you want the other person to feel?

Identify the steps

Next, list the steps you need to follow in order to achieve the goal.

Identify resources needed

Identify how much time you need to have the conversation and if you need help from other people. You can also plan to use items if you think they will be helpful, such as tissues in case someone cries.

2.3 Apply Techniques that Indicate Flexibility and Adaptability in Dealing with Others in the WorkplaceBeing a good leader requires more than just verbal skills and the ability to manage stress. You also need to be able to adapt and be flexible when dealing with others. Adaptability is the ability to change and adjust your ideas according to changes in the environment and in other people, while flexibility is the willingness to accommodate and compromise with others to meet both of your needs.

You need both of these skills to handle your own stress and the problems that arise at work. As discussed earlier, emotional stressors are an inevitable part of work, but you can view these issues as opportunities to develop your emotional intelligence. You can display your adaptability and flexibility in different workplace situations, such as asking for clarifications if there are changes to organisational policies and procedures. Or you can collaborate with others on tasks you do not usually work on in order to facilitate your creative problem-solving skills.

In general, being flexible at work requires you to do the following:

Identify your core values

Your core values are the things you believe are most important in your life. These shape your priorities and making sure that your actions are aligned with them are what makes you happy. In the workplace, keeping your core values in mind can anchor you during periods of change.

Keep an open mind

To be flexible, you must consider perspectives different from yours. Analyse and understand other peoples views and try to see challenges as opportunities.

Improve your skills

Work can throw unexpected challenges at you from time to time, so it is important that you continue to develop your skills to prepare yourself. Always keep yourself updated with the latest news in your organisation and industry and try to learn about a wide variety of things.

Stay optimistic

Similar to being open-minded, you must try to see the positive side of things. When you find yourself in stressful situations, being optimistic can help you stay resilient and resolve problems.

Manage your stress

Facing stressful situations at work can make you lose control of your emotions. Always try to keep yourself calm to avoid making decisions or taking actions that you will regret later.

Plan for the unexpected

You can anticipate changes by keeping yourself updated on the news and analysing past events. This can help you minimise risks in the workplace.

Build strong relationships

By socialising and building trust with your co-workers, you can have a strong support system you can rely on.

Being flexible and adaptive in the workplace also means adjusting the way you communicate based on their emotions and communication style. The four communication styles are the following (Alvernia University, 2018):

Communication Style Characteristics

Aggressive Speaking in a loud, demanding voice

Blames, intimidates and criticises other people

Issues commands

Usually does not listen to other people

Passive Acts indifferently and yields to other people

Does not express their own needs and wants

Avoids confrontations

Usually avoids eye contact and cannot say no

Passive-Aggressive Appears passive but acts out in indirect ways

Mutters to themselves instead of speaking directly

Has difficulty addressing their anger

Builds resentment and may try to sabotage others

Assertive Expresses their own needs while acknowledging others needs

Aims for both people to achieve their goals

Is direct without being overbearing

Can confront others without assigning blame

People are usually not categorised into just one communication style, but you can get a sense of how aggressive or passive they are based on the way they interact with you. Noticing the way they communicate will help you adjust the way you interact with them. If they are passive, you can pay more attention to them by questioning them actively and getting their opinions. Or if they are aggressive, you can modulate your own voice to help them act more calmly.

Other communication styles you should be mindful of are functional, personal styles (Cumbo, 2017):

Communication Style Characteristics

Analytical Looks at situations logically and objectively

Relies on statistics to be informed

Dislikes vague language

Does not usually use emotional language

Intuitive Prefers seeing the big picture

Often thinks outside the box

Likes going straight to the point

Does not usually have the patience to go over details

Functional Likes going over details

Plans steps thoroughly

Methodical in their process

Usually good at implementing plans

Personal Good at listening to others

Resolves conflicts effectively

Uses emotional language

Builds deep relationships with others

When you keep these different communication styles in mind, you can easily identify what others styles are and how you can interact in a more effective way with them.

Another method to handle issues with other people is through humour or playful communication. This broadens your emotional intelligence because you adapt to whatever challenges the problem throws at you and it trains you to be more flexible when coming up with solutions. For example, if you feel that a conversation with someone is about to turn into an argument, you can use humour that is appropriate.

As always, just be mindful of cultural differences in humour. Some types of humour may be accepted by people and be frowned upon by others. By judging when it is suitable to use humour and by using humour that is not offensive to the other person, you display your ability to change according to the situation. This allows you to:

2.4 Apply Techniques that Show Consideration for the Emotions of Others When Making Decisions

People who perceive emotions accurately better understand difficult situations. This includes where people are coming from, why they are doing what they do and how their own behaviour is holding them back. As discussed previously, you can observe how people feel about certain things by paying attention to their emotional cues.

This is helpful if you are discussing important decisions with people whose communication styles are passive or passive-aggressive. Actively questioning them on their opinions will let them voice their views more directly and let you take their perspective into consideration before making decisions that will affect them.

2.4.1 Dealing with Difficult Emotions

Including other people in decision-making can often become more complicated when the people involved show signs of emotional distress. It is difficult to deal with these expressions without getting carried away with their emotions, but it is important for you to acknowledge and consider their emotions before making the best decision.

The following are common emotional states that others may have during the discussion:

Sadness

If you notice that someone is feeling down because of the decisions being presented, you can briefly pause the discussion to ask them what they think. As always, ask them about their feelings without putting them on the spot by using I - statements. Asking them about their opinions will let them share any reservations they have about the decision. It is important to note that talking about their feelings may lead to more overt expressions of sadness, such as crying.

Crying is a natural response to disappointment, sadness or frustration towards unmet expectations, whether from oneself or from others. It can also be from pent-up stress and anxiety. Whatever the root cause is, it is always important to give the person crying some time to settle down before moving on. If it is severe, allow them the option to reschedule the discussion. It is important to do this because their emotions can affect the decision being made. Remember to not make them feel like their tears are invalid and allow them to recover so that both of you can have a more meaningful discussion.

Embarrassment

When a person realises or feels that they have been acting or thinking in a way that is harmful to themselves or to others, they can feel embarrassed. Do not try to interrupt their reaction. Instead, give them time to process their emotions. Once you sense that they can move on, ask them to explain their realisation and what they will do to rectify their behaviour.

Anger

Anger usually comes from someone hearing something they did not want to. This can result if the decision you are presenting is against their expectations or will affect them in ways they do not want to. In these cases, it is important that you keep calm and not add insult to injury. Give them a chance to vent and identify the cause of their anger. Once they have calmed down, find a way to look for the solution to the problem together. If their anger seems inconsolable, request that you schedule another meeting so that they can calm down first.

Confusion or Fear

If the other person does not fully understand or fears the decision you want to implement, the best method is to listen. Ask about their confusion or fear and listen to their explanation. Do not try to dampen their emotions because it is better for you to understand what they are facing. Do not go straight to saying that you understand what they feel. When someone is afraid, they want to be understood, not patronised. Once the emotion has subsided, explore the root of their fears. What do they feel like they will lose? Is the loss real or imagined? Take reasonable steps to understand how you can help the other person and clarify the decision you are proposing.

Resistance to Change

When you want to make a decision, you need to consider who it will affect and in what ways. Not everyone will immediately understand why you want to make this decision and they may try to resist it. You can help by understanding what is preventing the other person from moving on. Try to learn what is at stake or what they are not getting with the change. It is important to be open with the other person, ensuring that you show genuine concern and curiosity to communicate where you are coming from and understand where their hesitance stems from.

The common element of dealing with these situations is openness and reserving judgment towards someones reaction. Respect their emotions and remember that their reactions are natural reactions. Your conversation with them must aim to promote growth for them to improve themselves. Regardless of how intense the emotions they feel are, give them time to process their emotions before proceeding with the discussion.

2.4.2 Resolving Conflicts

Conflict and disagreements are inevitable in personal and professional relationships, especially if an important decision is being made. Resolving conflict in healthy, constructive ways can build and strengthen trust between people. The ability to manage and resolve conflicts in a positive way is supported by the previous techniques discussed.

The following are ways you can handle conflict:

2.5 Consult with Relevant Stakeholders and Identify Improvement Areas for Own Emotional Intelligence

Stakeholders refer to any person or group who have vested interests and can be affected by the actions within an organisation. For example, customers are stakeholders that will be affected if the organisation changes the cost of their products. Meanwhile, within the organisation, employees are stakeholders that will be affected by significant management decisions.

To identify the relevant stakeholders, consider anyone who is directly involved or can be affected by your activities in the workplace. In the context of emotional intelligence, these will be whoever you interact with on a regular basis or collaborate on tasks with. The following is a guide for you to assess their level of interest or involvement in your activities (Watt, 2014):

Conduct a stakeholder analysis

Identify how your activities and methods of interacting with others at work affect the stakeholders. Consider if your activities benefit them or support them on their own activities.

Assess the stakeholders influence

Identify how much influence your stakeholders have over your work activities. It will help you figure out who to prioritise in your communications.

Identify the stakeholders goals and expectations

Figure out or ask what the stakeholders want most from you and how they want you to achieve it.

Once you have identified who has the most involvement or influence over your activities, you should prioritise asking them for feedback. You should keep all your stakeholders involved and communicate regularly with them, but the stakeholders you have identified as the most important must be prioritised.

Reach out to these key stakeholders and ask for feedback regarding your emotional intelligence. Make sure that you seek feedback by doing the following:

Keeping an open line of communication with stakeholders keeps them updated and makes you accountable as you work on improving your emotional intelligence. When they are given regular updates, they may also be more inclined to support you with your activities.

The purpose of seeking feedback is to address issues and apply suggestions that were pointed out. See how you can integrate their recommendations into your interactions with other people and remember to follow up with them. Even if you decide not to use their suggestions, it helps to follow up with them and discuss why you ended up not using their suggestions. This shows that you value their input and are committed to improving your emotional intelligence.

Activity 2In this exercise, you must discuss strategies for surviving on a deserted island with your group. Your group must decide on one tool that you can bring and delegate the tasks each person will do on the island. You must cooperate with your group and everyone must agree on the final decision, which your group will then present to the other learners.

Tool Tasks Delegated

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Notes

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Key Points: Chapter 2

Assessing your co-workers emotional cues and responding to their emotional states are important to improve your professional relationships.

The way people convey their emotions can depend on their cultural background.

Being adaptable and flexible in your interactions with others involves observing their communication styles and using humour.

Peoples emotions can affect decision-making.

Conflicts and disagreements are inevitable but can be resolved in a healthy manner.

Showing expressions of emotion, even negative ones, is natural and should not be invalidated.

Areas of improvement can be identified by asking for feedback from key stakeholders.

Chapter 2 True or False QuizTick True if the statement is correct, and False if not. True False

Understanding the mental state of co-workers enables appropriate and useful emotional responses in any situation. FORMCHECKBOX FORMCHECKBOX

Emotional intelligence focuses on practical skills that anyone can use to improve their personal or professional lives. FORMCHECKBOX FORMCHECKBOX

Cultural behaviour does not influence how positive and negative emotions should be experienced and expressed. FORMCHECKBOX FORMCHECKBOX

Having a high level of emotional intelligence helps one defuse issues before they escalate. FORMCHECKBOX FORMCHECKBOX

Nonverbal cues are just as important as the words spoken. FORMCHECKBOX FORMCHECKBOX

Conflicts and disagreements are not supposed to happen in personal and professional relationships. FORMCHECKBOX FORMCHECKBOX

Sympathy is defined as the ability to understand and share another persons feelings. FORMCHECKBOX FORMCHECKBOX

Signs of sadness from other people should be ignored. FORMCHECKBOX FORMCHECKBOX

Active listening helps one observe all the subtle complexities in a conversation. FORMCHECKBOX FORMCHECKBOX

Resolving arguments in a healthy manner can help build trust. FORMCHECKBOX FORMCHECKBOX

Chapter 3: Promote Development of Emotional Intelligence in Others

Emotions have an impact on peoples learning skills by influencing their ability to process information and understand what they encounter accurately. Additionally, learning how to manage ones feelings and relationships enables people to be successful. Due to this, it is important for leaders to create a positive, emotionally safe workplace environment to optimise team members learning. Specific behaviours and skills can be taught to help teams develop emotional intelligence.

Emotional intelligence requires abstract reasoning, including the ability to perceive and understand emotion and understand how emotions facilitate and influence thought. These skills can be learned with enough experience. Through modelling, direct instruction and coaching, leaders can help team members learn to monitor their own feelings, handle difficult situations calmly without giving up, channel their motivation to work in positive ways and relate to others in a supportive manner.

It is important for all members of a team to have the skills necessary for emotional intelligence, as it improves productivity through the following:

Morale

Having good morale will give team members more reason to reach the goal and persevere even after experiencing difficulties.

Better Communication

Fostering empathy among team members will improve how they relate and relay information to each other. Better channels of communications mean fewer conflicts and less chance of mistakes.

Conflict Resolution

Good emotional intelligence helps resolve conflicts in a healthy and efficient manner. It also reduces the chance of forming office politics by directing members attention to work.

Collaboration

Social skills and empathy will open the opportunity to collaborate more often. Valuing each others opinions fosters an environment that promotes the sharing of ideas. This will result in a better working atmosphere where each member feels like their contributions are worthwhile.

Ability to Take and Give Criticism

Developing emotional intelligence allows people to learn how to give and receive constructive criticism. Learning how to deliver criticism from a place of genuine concern ensures that you concentrate on the actions rather than the person. It will also help the recipients of criticism to take it as a chance to become better rather than seeing it as a personal attack.

3.1 Identify Workplace Opportunities for Others to Express Their Thoughts and Feelings

Developing emotional intelligence not only affects your relationship with your team, but it also builds a better foundation in your workplace. It is important that you find opportunities to apply emotional intelligence to increase the efficacy of your team members with each other.

Self-awareness is an important component of emotional intelligence. As you learned, one of the attributes of self-awareness is the ability to recognise ones own feelings. Team members, however, may not always identify what they are feeling or understand why they feel those emotions, let alone know what to do about how they feel.

Team members ability to understand their emotions is linked to greater self-confidence since this understanding gives them greater control over their emotions. You can support team members develop this self-confidence by helping them learn to identify what they usually think about and what they feel when they make decisions.

Talking about both positive and negative feelings is one way to help team members learn how to deal with their emotions appropriately. Addressing their stress, anxiety, frustration and disappointment can help them learn to identify their feelings.

A barrier to developing your team members emotional intelligence may be their lack of willingness to do so. You should be aware that some of them may express the following maladaptive emotional behaviours:

You can set time to have one-on-one consultations with team members if required, but generally, your conversations with your team members about emotions do not need to be rigidly structured like regular meetings. As such, they do not have to be scheduled in advance and have an agenda prepared for them. You can accomplish your goal simply by chatting during breaks or setting a time to go out for lunch or dinner with the team. Keep your tone casual, as these conversations should be relaxed.

However, not everyone finds expressing their feelings easy. They may be afraid of anger and conflicts with others and believe that people in good relationships should not have arguments. As a leader, you can give team members guidelines about the language to interact productively with one another about their emotions. For example, using I - statements. A team member can say, I feel frustrated when instead of He was rude. This enables them to identify their emotions and avoid placing blame onto other people for the way that they feel.

You should also remember to be aware of the different ways team members respond to and display emotion. As you know, emotional expression varies from culture to culture. Displays of emotion can also vary from individual to individual. It is important for you to be sensitive to their different ways of emotional expression. It is also essential for team members to understand that their peers may respond to and display emotions differently than they may.

Being aware of their emotions is only a part of emotional intelligence. Team members who are emotionally intelligent should also know how to manage these emotions. They will sometimes be frustrated or anxious when they try to learn something that is difficult. Leaders cannot eliminate frustration in the workplace, but they can help team members learn to manage these feelings.

Having these discussions with them regularly lets you encourage them to participate in the workplace more and interact more with other co-workers. It also lets you bring up issues that other co-workers may have pointed out. You can identify any areas in their behaviour that they can improve in order to have better relations with the rest of the team.

Conflict is inevitable in workplaces, but you can minimise unnecessary conflicts and help team members learn to resolve disagreements peacefully. When team members learn patience with themselves and each other, they can develop the perseverance and skills needed to work through conflict and frustration.

Other skills that you can teach team members are anger management, conflict management, the ability to reassess disruptive impulses and the ability to work cooperatively. Your involvement will facilitate the long-term goal of them developing their emotional intelligence and applying it in the workplace.

3.2 Develop Tasks for Assisting Others to Understand Effect of Personal Behaviour and Emotions on Others in the Workplace

When you start developing tasks to help develop your co-workers emotional intelligence, consider the specific principles that you want to improve. Based on your interactions with them, consider which areas that could use additional work. When developing tasks for team members, remember to introduce a no-fault approach for them. This approach for working out workplace issues is a process that does not blame individuals but instead helps team members internalise a way of working through and thinking out issues.

3.2.1 Tasks for Self-Awareness

As discussed before, not everyone is always aware of their emotions and why they feel them. When your team members are not aware of their emotions, they may not also be aware of what motivates their actions. They need to be aware of what they feel and why they feel that way in order to be able to communicate these feelings with others more effectively.

You can encourage them to start a journal where they can write a few sentences each day about the emotions they felt and what triggered them. You can also teach them how to do mindfulness exercises. You can ask them to do this on their own time or conduct mindfulness sessions as a group.

3.2.2 Tasks for Self-Management

Leaders sometimes take for granted that all team members are able to manage their impulses. You need to teach them how they are expected to behave, rather than assuming that they are bad when they behave in ways that do not align with your expectations. Impulse control is an important component of self-management. An important ability in impulse control is knowing the difference between feelings and actions, learning to make better decisions by controlling the impulse to act and then identifying alternative actions and their consequences. Similar to the tasks for self-awareness, you can facilitate their self-management by teaching them how to do mindfulness exercises. When they are aware of what they are feeling and why they feel that, they can have better control over their thoughts and actions.

Helping them learn how to motivate themselves can also help them manage their emotions and actions. Team members are more productive when they are self-motivated and engaged in their duties. Set regular meetings or consultations where you can check up on their progress and ask about how they are doing. During these discussions, you can give them specific feedback on how they can do tasks and identify what motivates them. Strive to learn about what they believe about themselves and their abilities, what they care for and what tasks are likely to give them the success that will keep them working hard. You can motivate them by developing engaging tasks and providing rewards for their success.

3.2.3 Tasks for Social Awareness

Team members who display empathy are good listeners, are sensitive to others needs and feelings and treat others with respect. You can help team members develop this by creating opportunities for them to take on and understand different perspectives, as well as take responsibility for their actions. For example, you can help them empathise with another member who is experiencing a particularly difficult time. You can foster empathy by encouraging them to remember what it was like for them when they experienced similar frustration. You can also schedule regular lunches or dinners outside of work hours so everyone can share their feelings with each other in a casual setting.

3.2.4 Tasks for Relationship Management

Conflict is an inevitable part of any relationship, particularly in the workplace. These can be resolved in healthy, positive ways to ensure that workplace relationships are not impacted. Conflict management and resolution education involve helping team members process their emotions in productive ways when disagreements occur. Good conflict resolution is nonviolent, meets the needs of each person involved and maintains or improves the relationship of those involved. You can help them understand that conflicts are natural and that there are many ways to resolve conflicts that will satisfy everyone involved. This process involves coaching team members to take responsibility for their actions. If conflict arises between two co-workers, you can step in as the mediator and guide them through resolving conflict without escalating it into a fight.

3.3 Implement Identified Opportunities and Tasks in the Workplace According to Organisational Policy and Procedures

Before implementing any tasks or strategies to develop your team members emotional intelligence, be sure to check if your organisation has any policies or procedures. There may be an existing policy that can guide you in developing a strategy or a procedure that can give you specific instructions. You may also need to submit a formal proposal for the relevant authorities in your organisation to review and approve or make sure that you have proper documentation of the tasks you plan to implement.

As an example, you can refer to policies and procedures on Bounce Fitness. Bounce Fitness is a premier provider of health and wellness in Australia and is a simulated business for you to use if you currently have no access to an existing one. A document you can use as a guide in case conflict arises between your co-workers is the Mediation Policy and Procedures. This document outlines guidelines that should be followed if you act as a mediator for conflict resolution. Regardless of what tasks you want to implement, always check with your organisation for rules you need to follow.

As a leader, you can help your team members learn to recognise and understand their own and others emotions, express their feelings and concerns, negotiate and work out their problems and handle frustrations productively using the tasks that you identified previously.

Identify where and when these tasks can be implemented. If you want your team members to do mindfulness exercises together, set a time after work or during breaks when everyone is free. You can also have them do certain tasks as a part of their regular work tasks. If you think that they can benefit from interacting more with others, set a goal for them, such as greeting and talking to each team member at least once a day.

Facilitating social relationships in the workplace like this is often associated with positive achievement. In addition, team members who develop social skills become team players and team builders, which is important both inside and outside of the workplace. You can facilitate positive relationships and effective group relationships by encouraging a commitment to work as a group, valuing each others participation, being mindful of others and showing appreciation for each other. You can also model ways to have team members work together in groups, including taking different roles, sharing responsibility, active listening, developing consensus and reflecting on ones own and the groups work.

You can foster positive relationships modelling behaviour for everyone to follow. You can start by conveying respect and compassion for team members, listening to them carefully and responding to their needs and feelings. You can also provide specific, positive feedback on successful elements of work, along with suggestions for improvement. Positive workplaces have many ways of acknowledging team members capabilities. High expectations of team members, combined with support, encouragement, and opportunities for success, help affirm team members accomplishments in non-competitive ways.

3.3.1 Constructive Emotional Expression

If one of your tasks is to have team members be more direct and positive in their interactions with others, you need to provide them with the guidelines and tools that they need. Teach them and demonstrate to them how to express their emotions in constructive ways:

Talk it Out

As a leader, you should build and strengthen trust so that your team members can be open about their emotions with you and each other. However, make sure not to force them to share if they do not want to. Encourage your team members to listen to each others feelings without judging, and to keep sensitive information confidential.

Expressing Difficult Feelings

Instruct team members to be specific rather than general about how they feel. Using only one or two words to say how they feel is too vague. Ask to them specify the degree of the emotion that they feel to reduce the chances of being misunderstood. For example, if someone says that they are angry, this usually implies extreme anger, when, in fact, what they truly feel is only mild irritation.

If they have mixed feelings, ask them to express each feeling and explain what each feeling is about. For example:

I have mixed feelings about what you just did. I am thankful that you helped me, but I didnt like the comment about being stupid. It was disrespectful, and I found it irritating.

The statement above is also an example of the I - statement. It is a helpful way to have the individual recognise and address their feelings and what caused it, without unnecessarily assigning blame to others. It allows your team members to respectfully confront someone without attacking their self-esteem. It clarifies what they feel and minimises the other persons need to become defensive.

However, note that they should avoid doing the following:

Write it Down

Again, it is helpful to keep a journal to vent feelings in written form. Encourage your team members to keep a private log of their thoughts and emotions so that they can review this journal any time they wish and analyse if there are any patterns. Artwork, creative writing and songs are also healthy outlets for them to utilise.

Discharge Sadness

When sadness is withheld, it can cause a heavy load on both mind and body. If you and your team members are comfortable enough to share more sensitive details with each other, you can ask the following:

You can also encourage team members suffering from depression to receive play therapy, which gives them an outlet to express their feelings through symbolic play. Writing and telling stories is also a useful therapeutic tool which can facilitate their emotions in an indirect and subtle manner.

Discharge Anger

Anger is the most common emotion that leads to anxiety. Anger ranges from mild irritation to extreme rage and withheld anger can cause a person to be prone to anxiety and show increasingly aggressive behaviour. More detailed information about managing anger will be discussed in the next section.

3.3.2 Anger Management

You should teach your team members the value of expressing negative emotions in healthy ways. People are often afraid to express their feelings because they do not want to be alienated from people. However, if they learn that they can open the door for good communication by communicating their frustration and anger constructively, they will be more open to expressing their emotions.

Teach them to be assertive, not aggressive, in their interpersonal style. Being aggressive and demanding things makes the other person defensive because they feel attacked. Being assertive, however, respects others dignity and shows them that you care and are not trying to degrade them. This does not make them feel attacked and they are more likely to show sensitivity to your needs.

Teaching team members to use a script like the following I - statement can help them express their feelings instead of suppressing them:

I feel (emotion) when you (behaviour), because (reason). I would appreciate it if you would (rectify behaviour).

The order in which you say the parts of the I message does not matter, as long as you include its components:

Component Action

When Describe the persons behaviour in an objective, non-judgmental manner.

Effects Describe the effects of the persons behaviour.

I Feel Say how the persons behaviour makes you feel.

I Would Prefer Tell the person what you want or what you prefer they do.

3.3.3 Positive and Inclusive Climate

Another thing you can do to facilitate the development of your team members emotional intelligence is to create a positive and inclusive climate at work. The climate in an organisation is peoples perceptions and feelings about their work environment. Many people confuse climate with culture, thinking that climate cannot be changed because it is engrained into the organisation. However, climate can be improved. Climate is measurable and easier to transform, while culture emphasises the unspoken assumptions in an organisation, which can be more resistant to change.

Climate does not necessarily mean more fun and relaxation. It means creating conditions in which people feel productive and innovative. The following are management practices that can improve how positively a climate is perceived by people:

Another important thing to remember when improving the climate is to make in inclusive, especially in a diverse workplace environment. The goal of an inclusive climate is to remove the boundaries that are often set by diversity. Practising inclusivity means empowering team members to contribute their skills and perspectives for the benefit of the teams overall performance and the organisation as a whole.

The Diversity Council of Australia (DCA) has outlined the following mindsets necessary for you to become an inclusive leader (2015):

A positive and inclusive climate improves individual engagement, enhancing performance. All of these contribute to the emotionally safe environment required for the development of emotional intelligence.

Many people put teamwork and recognition at the top of the list of keys to improving workplace climate, but each climate depends on the goals of the organisation. Focus on analysing the kind of climate the organisation needs, whether it is about innovation, clients or collaboration. Since climate is something that can be controlled, has an immediate effect and does not require major investments, you can achieve your desired outcome easily.

Activity 3Find a partner and take turns interviewing each other about your emotional strengths and weaknesses. Ask your partner what they do that makes them able to maintain or continuously improve their emotional strength. Then, think of tasks for your partner to do to improve their emotional weakness.

Emotional Strengths Methods Used

FORMTEXT FORMTEXT

Emotional Weaknesses Tasks to be Done

FORMTEXT FORMTEXT

Notes

FORMTEXT

Key Points: Chapter 3When team members are aware of their own emotions and their effects on others, they can learn how to manage these effectively.

Before developing tasks, you should know which principles of emotional intelligence your team members need to improve on.

Strategies and methods should be reviewed and approved by the appropriate authorities to check if they are in line with organisational policies and procedures.

Team members learning how to become self-motivated improve their engagement with their work.

Learning how to manage and resolve conflicts effectively leads to team members improvement in their communication skills.

Teaching team members how to use the I - statement gives them a tool to express their emotions in a constructive manner.

Creating a positive and inclusive climate fosters an emotionally safe workplace environment.

Chapter 3 True or False Quiz

Tick True if the statement is correct, and False if not. True False

Managing emotions includes allowing disruptive impulses to be acted upon. FORMCHECKBOX FORMCHECKBOX

An emotionally safe workplace environment is necessary for developing team members emotional intelligence. FORMCHECKBOX FORMCHECKBOX

Team members do not need to learn how to use I - statements to express their emotions. FORMCHECKBOX FORMCHECKBOX

Tasks for developing team members emotional intelligence should be based on the principles they need to work on. FORMCHECKBOX FORMCHECKBOX

Climate is not measurable and very difficult to transform. FORMCHECKBOX FORMCHECKBOX

Leaders should encourage team members to be direct and open with their feelings. FORMCHECKBOX FORMCHECKBOX

Culture refers to the unspoken assumptions in an organisation and is difficult to change. FORMCHECKBOX FORMCHECKBOX

Recognising superior performance publicly helps improve team members self-confidence. FORMCHECKBOX FORMCHECKBOX

I - statements confront and put the blame on the other person. FORMCHECKBOX FORMCHECKBOX

Expressions of anger should be suppressed to avoid conflicts. FORMCHECKBOX FORMCHECKBOX

Summary3483610413911The world rewards those who take responsibility for their own success.

Curt Gerrish

00The world rewards those who take responsibility for their own success.

Curt Gerrish

Emotional intelligence is the ability to assess and manage your own and others emotions. It includes three skills, which are emotional awareness, the ability to harness emotions and the ability to manage emotions. In the workplace, these can be expanded into the principles of self-awareness, self-management, social awareness and relationship management. Developing and using evaluation criteria can help you identify which of these principles are your strengths and weaknesses.

In the workplace, stress can negatively impact your emotional intelligence. It is unavoidable, but you can minimise its effects by identifying emotional stressors and methods you can use to deal with them. You can also ask for feedback from your co-workers about these methods and how you can make them more effective.

While interacting with your co-workers, you need to be mindful of their emotional states. Their emotions can be identified by paying close attention to both their verbal and nonverbal cues. You should remember that these cues can vary depending on their cultural backgrounds. Once you have identified these emotions, you should acknowledge them and give them time to process these emotions. You can offer guidance and support, but do not try to solve their problems for them.

You must also be adaptable and flexible when dealing with your co-workers. Since there is no one fixed method for interacting with other people, you need to adjust the way you interact with others depending on their communication styles. You can also use humour with them if it is appropriate for the situation.

It is also important to remember that your and others' emotions can impact important decisions. During decision-making, you should be aware of any emotions that are present and give everyone time to calm down and compose themselves before proceeding with the discussion. Regardless of what the emotion is, it deserves to be acknowledged instead of being suppressed and ignored. Conflicts may also arise as a result of these decision-making processes, so you need to be able to manage and resolve conflicts effectively by using methods like collaborating or compromising.

Aside from developing your own emotional intelligence, you should help your co-workers, especially your team members, in developing theirs. You can start doing this by identifying their emotional states and how they handle their emotions and interact with others. Encourage them to share their thoughts and opinions during informal events such as going out for lunch together.

Once you have identified areas that your team members need to improve on, you can think of tasks that you can implement. These should be appropriate for them to do and are achievable. Before asking your team members to do the tasks, check if the tasks you developed are in line with organisational policies and procedures. These can provide you with guidelines that can help your facilitation.

Throughout the implementation of the tasks, monitor your team members' progress and give them support and constructive feedback. By improving everyone's emotional intelligence, you can help foster a positive and inclusive workplace environment within your organisation and help everyone be more productive in their work tasks, especially the collaborative ones.

References

These are some references that we feel may be of assistance to you in completing the Assessment for this unit of competency:

4 types of communication styles. (2018, March 27). Alvernia University. https://online.alvernia.edu/articles/4-types-communication-styles/Bar-On, R. (2006). The Bar-On model of emotional social intelligence (ESI). Psicothema, 18, 1325.

Beck, E. T. (1981). Focusing (2nd ed.). Bantam Books.

Cavazotte, F., Moreno, V., & Hickmann, M. (2012). Effects of leader intelligence, personality and emotional intelligence on transformational leadership and managerial performance. The Leadership Quarterly, 23(3), 443455. https://doi.org/10.1016/j.leaqua.2011.10.003Cumbo, C. (2017). The four communication styles: How to understand yourself and your audience. Pearce Center for Professional Communication. http://pearce.caah.clemson.edu/the-four-communication-styles-how-to-understand-yourself-and-your-audience/Diversity Council Australia (OLeary, J., Russell, G. and Tilly, J.). (2015). Building inclusion: An evidence-based model of inclusive leadership. Diversity Council Australia. https://www.dca.org.au/research/project/building-inclusion-evidence-based-model-inclusive-leadershipGendlin, E. T. (2007). Focusing. Bantam Books.

Goleman, D. (1998). What makes a leader? Harvard Business Review, 93102.

Jones, G. (2012). The Oxford handbook of sport and performance psychology (pp. 6280). Oxford University Press.

Matsumoto, D., Yoo, S. H., & Fontaine, J. (2008). Mapping expressive differences around the world. Journal of Cross-Cultural Psychology, 39(1), 5574. https://doi.org/10.1177/0022022107311854Mayer, J. D., Salovey, P., & Caruso, D. R. (2002). Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) item booklet. UNH Personality Lab, 26. https://scholars.unh.edu/personality_lab/26/Mediation policies. (n.d.). Bounce Fitness. Retrieved June 10, 2020, from https://bouncefitness.precisiongroup.com.au/policies-and-procedures/human-resource/Palmer, B. R., Stough, C., Harmer, R., & Gignac, G. (2009). The Genos Emotional Intelligence Inventory: A measure designed specifically for workplace applications. Assessing Emotional Intelligence, 103117. https://doi.org/10.1007/978-0-387-88370-0_6Salovey, P., & Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition and Personality, 9(3), 185211. https://doi.org/10.2190/dugg-p24e-52wk-6cdgSternberg, R. J. (2009). The essential Sternberg: Essays on intelligence, psychology, and education (pp. 71100). Springer Publishing Co.

Watt, A. (2014). Project management. BCcampus. https://opentextbc.ca/projectmanagement/End of Document

BSB50420 Diploma of Leadership and Management 238760-11684000

Term 2 2024 assignment Student Details/ Declaration

Unit of Competency BSBPEF502 Develop and use emotional intelligence

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Knowledge Criteria S

Performance Criteria S

Overall result C

Assessor Initials & Date

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NYC

Knowledge criteria: short answer questions

Briefly explain the concept of Emotional Intelligence (answers must not exceed 50-word count limit)

Self-awareness Check student Workbook page 11 - 12 or alternatively do own research about 5 key components of Emotional Intelligence by Daniel Goleman then provide brief description on each component.

Self-regulation Motivation Empathy Social skills Discuss how the application of Emotional Intelligence can impact organizational performance by (answers must not exceed 50-word count limit):

Understanding the individuals strengths and weaknesses Your own search - Provide description on how the application of EI by understanding the individuals strengths and weaknesses can impact organizational performance, i.e., Greater ability to manage their own emotions and tolerate stress

Discuss how the application of Emotional Intelligence can impact organizational performance by (answers must not exceed 50-word count limit; cont.):

Leading the individual to work in teams effectively Your own search - Provide description on how the application of EI by leading the individual to work in teams effectively can impact the organizational performance, i.e., you will have a personality trait that makes people more open and better at establishing relationships with others.

Making change initiatives succeed Your own search Provide description on how the application of EI by making change initiatives succeed can impact the organizational performance, i.e., you will have confidence in the ability to cope with the demands of job/ processes/ continuous improvement.

Identify and evaluate your own emotional strengths and weaknesses by taking an online emotional intelligence test offered by Global Leadership Foundation at URL: https://globalleadershipfoundation.com/geit/eitest.html

Complete all 40 questions by selecting the appropriate answer that relates to your personality. Upon completing the above online self-assessment exercise (there are 40 questions listed), score the test at the end of the webpage.

Transfer your personality scores below and relate a short reflection (improvement/s if required) for the scores achieved for each of the Emotional Intelligence (EI) quadrants on it.

Emotional Intelligence (EI) quadrants Score

Self-awareness Self-awareness is comprised of three competencies; emotional self-awareness, where you can read and understand your emotions as well as recognize their impact on work performance and relationships; accurate self-assessment, where you are able to give a realistic evaluation of your strengths and limitations; and self-confidence, where you have a positive and strong sense of ones self-worth. Copy your score here

Self-management Self-management/ self-control, which is keeping disruptive emotions and impulses under control; transparency, which is maintaining standards of honesty and integrity, managing yourself and responsibilities; and adaptability, which is the flexibility in adapting to changing situations and overcoming obstacles. Copy your score here

Social awareness Social Awareness is comprised of three competencies; empathy, which is understanding others and taking an active interest in their concerns; organizational awareness, which is the ability to read the currents of organizational life, build decision networks and navigate politics; and service orientation, which is recognizing and meeting customers needs. The adaptable, success-oriented type. Copy your score here

Emotional Intelligence (EI) quadrants (cont.) Score

Relationship management The Social cluster of Relationship Management is comprised of seven competencies; visionary leadership, which is inspiring and guiding groups and individuals; developing others, which is the propensity to strengthen and support the abilities of others through feedback and guidance. Copy your score here

Briefly provide a personal reflection on the scores which you have obtained Provide a description from your own reflection on the score above (can discuss about lower score and become area of improvements then discuss how you address it or discuss higher scores as your strengths with supporting arguments / evidence)

Feedback helps individuals and businesses continuously improve. Businesses with an effective feedback loop who do something, get an effect, and then get feedback tend to be more efficient as employees are more engaged. Conversely, employees who receive little or no feedback tend to disengage from their work more readily. By cultivating an effective feedback culture your business will be in a strong position for long-term sustainable growth. Explaining the following types of feedback:

Feedback type Explanation (answers must not exceed 50-word count limit)

Evaluative feedback Your own search - provide description on each type of feedback in business/workplace context - also can provide example to support your statement.

Informal feedback Peer feedback

Checklist/ performance criteria matrix for Short Answers Questions (for Assessor use only)

Instructions to Assessors

This checklist is to be used to record the students responses to the questions outlined in Q1. to Q4. When completing this checklist, you must ensure that:

Each checklist item is assessed against the criteria listed.

An assignment result, either Yes or No, is recorded in one of the two columns on the right of the checklist.

Feedback is provided to the student in the assignment cover sheet and/ or, at the Canvas commentary section.

Did the learner: Yes No

Answer all short questions covering: Relating to units performance criteria: Briefly explain the concept of Emotional Intelligence, including: 2.3 Apply techniques that indicate flexibility and adaptability in dealing with others in the workplace

2.4 Apply techniques that show consideration for the emotions of others when making decisions Self-awareness Self-regulation Motivation Empathy Social skills Discuss how the application of Emotional Intelligence can impact organizational performance by: 1.2 Assess emotional strengths and weaknesses against evaluation criteria Understanding the individuals strengths and weaknesses Leading the individual to work in teams effectively Making change initiatives succeed Identify and evaluate your own emotional strengths and weaknesses by taking an online emotional intelligence test offered by Global Leadership Foundation 1.3 Identify and analyse potential emotional stressors in the workplace By cultivating an effective feedback culture your business will be in a strong position for long-term sustainable growth. Explaining the following types of feedback: 1.5 Seek feedback from others to identify and confirm methods for responding to emotional stressors in the workplace Evaluative feedback Informal feedback Peer feedback Short Answers section has met satisfactory performance requirements

Short Answers section has not met satisfactory performance requirements (please refer to the feedback on Canvas commentary section)

Performance criteria: Case study/ project portfolio/ observation

The Practical Assessment is a set of tasks that must be completed in a workplace, or in an environment with conditions like that of a real workplace.

To be assessed for this unit of competency, you must demonstrate your skills and knowledge to plan and prioritise own work tasks and monitor and obtain feedback on personal work performance

The Practical Assessments in this assignment include:

Workplace Project Assessment - A series of written practical tests assessing the learners practical knowledge and skills underpinning of the unit of competency. This includes the learner completing workplace documents or similar as evidence of competent performance.

Workplace Practical Observation - A set of assessment tasks where the learner must demonstrate practical skills relevant to the unit of competency. These skills are to be demonstrated while being observed by the assessor.

Tasks and activities in this project assessment require you to have access to a workplace or a similar environment.

Case study

Introduction

Bounce Fitness is made up of four fitness centres. Head office is currently established in Cairns, Queensland. The other centres are in Brisbane, (Queensland), Sydney, (New South Wales) and Melbourne, (Victoria). It is the intention of the Board of Directors that a new centre will be opened in Perth, (Western Australia).

It was established in 2001 by Margaret House as a single aerobic studio. After two years membership increases demanded the small, leased centre be expanded and a new facility was built on land purchased by the organisation. In 2004 a second centre was established in leased premises in Brisbane and then Sydney and Melbourne in the subsequent two years.

The Head Office remains in Cairns and a Board of Directors has been established to oversee the function of the business in all the centres. Each centre has a manager, who reports to the CEO in Cairns, and a team of permanently employed fitness instructors and other casual instructors, all of whom report to the Centre Manager. The business is operated on best business practice and complies with all legislative requirements, local by-laws and is registered with the national body.

Bounce Fitness intends to market its brand through excellence in service and expertise to establish itself as a premier provider of fitness and wellness in Australia. Much time is invested in training the Centre staff to upgrade their professional skills and in customer service to foster a loyal member base. Classes are innovative and varied with regular changes to routines and activities

(cont.)

Bounce Fitness has developed choreographed fitness moves with accompanying music which is geared to the varying interests, needs and goals of the member group. It is intended that all around Australia, gym and fitness centre members will continue to be enhancing personal performance through classes designed and produced by this business. Classes are coupled with state-of-the-art fitness equipment to cater to those who prefer resistance training to aerobic workouts. Additional free weights allow for use by even die-hard lifters.

All centres are carpeted in areas used for stationary activities, spacious, well-ventilated, and air-conditioned to make the environment as safe and comfortable as possible. They are light and feature wrap-around mirrored walls. The decor was designed by a Brisbane firm and is updated every three years. There are showers, toilets, lockers.

Each centre features a retail section selling fitness shoes, clothes, and other related fitness items. There is a small cafeteria which is leased to a provider who supplies healthy, low-calorie drinks and light food. Each Centre has regularly scheduled aerobic classes ranging from high intensity to low intensity. The scheduling is left to each Centre but must sustain a minimum average of twelve in each class for them to continue to be held. The style of classes changes as new methods are developed to sustain interest and provide variety.

Circuit classes are also scheduled for groups who move in a circuitous rotation around the different resistance equipment sequentially as instructed by the instructor. They are required to complete interval aerobic exercises during the completion of a class to enhance the value of the workout. Very low intensity classes are also held in age care facilities to keep residents active and incorporate light weights to keep them healthy. This exercise contributes to the physical and mental health of participants as well as providing an interest in their day.

Special classes are held in high schools for senior students, sheltered workshops and other special situations as requested and are operated at minimal or no cost as a community service. Funding is primarily from memberships. Memberships are sold on one-, three-, six- and twelve-monthly basis on a decreasing fee scale. Casual members are welcome, but the daily rate is a premium one.

Each Centre sells memberships to 120%. This means that at peak times it could be quite crowded, but experience demonstrates that there is a maximum of 80% usage. The retail arm of the business accounts for about 30% of the takings from each centre. The strategic plan for retail is set to increase investment in sales this year to 35%. Each Centre will be given a budget to develop and implement a sales and marketing plan to trial. The most successful may be implemented nationally and will attract an incentive for the most successful Centre. The catering facilities are currently leased to private operators, and this is reconsidered during each annual planning session by the Board, which produces 5% of the income, less than the rent off-set.

Scenario

You are currently working as a General Manager Human Resource Management for Bounce Fitness, a dynamic fitness corporation centred on providing premier personal training services in Cairns, Brisbane, Sydney, and Melbourne.

You have reviewed the results from the recently conducted quarterly customer satisfaction survey, the third of four to be conducted for the year. The findings highlight some issues about the performance of two fitness instructors:

Monica Lange

Monica, a newly recruited team member, has received some great feedback from customers regarding her skills and knowledge as a fitness instructor. Most customers have provided her with a rating of excellent as an instructor as they are well on the way to meeting or exceeding their goals. This means Monica is on track to exceeding her key performance indicator of an excellent customer satisfactory rating of 60% by the end of the year (in three months time).

A couple of customers, however, are feeling pressured at the end of sessions into booking additional private sessions and joining classes, despite being on track to meet their goals. One customer stated she felt Monica is making assumptions about what was best for her instead of carefully listening to what she wanted. As a result, Monica is not meeting the requirements of the Customer Service Standard Policy. By the end of the year, Monica must demonstrate the ability to meet each of the requirements of Customer Service Standard Policy.

You feel that Monica is an extremely skilled and enthusiastic fitness instructor but needs to understand Bounces approach to being customer-centred, which involves making sure the customers are the one who makes the decisions about their needs and plan, and in making any adjustments to goals.

John Ward

John has always been popular with customers, working with them to develop and achieve their goals. He works mainly one on one with customers, rarely taking classes.

The latest surveys findings reveal that many of his customers rated John as a good instructor, none considered him to be excellent and a few rated him as satisfactory. One of Johns key performance indicators is to achieve, by the end of the year, an excellent customer rating of 90 per cent. The indicator was not unrealistic as John has received ratings in the high 80s for the past two years. Previous survey results and the current results indicate John will not be able to meet the standard.

Some responses indicate that John has not been very enthusiastic. One customer stated he was uninterested, another that he was bored and a new customer is considering asking for a new instructor because they dont feel motivated by John.

(cont.)

In line with the requirements of the Bounce Performance Management Policy and Procedure, you take steps to manage underperformance. You initiate performance improvement coaching by checking in with Monica and John and to provide feedback via email before meeting with them to plan for improvement. This gives each team member with an opportunity to carefully consider the feedback to identify ways to address concerns, and how you can support them in this.

Supplementary Case Study Materials (please use these documents to assist in your assignment)

1. BSBPEF502 - Case Study Bounce Fitness Performance Management Policy and Procedures V2022.1 1 of 6

2. BSBPEF502 - Case Study - Bounce Fitness - Job Description Fitness Instructors V2022.1 2 of 6

3. BSBPEF502 - Case Study - Bounce Fitness - Customer Relationship Management Policies and Procedures V2022.1 3 of 6

4. BSBPEF502 - Case Study Bounce Fitness Employee Assistance Program (EAP) Policy V2022.1 4 of 6

5 BSBPEF502 - Case Study Bounce Fitness Personal Development Policy V2022.1 5 of 6

6. BSBPEF502 - Case Study Bounce Fitness Staff Reward and Recognition Policy V2022.1 6 of 6

Case study/ workplace project/ workplace practical observation form

Candidates name Assessors name Erwan Tjan

Work activity For satisfactory performance, learners submission must include the following tasks:

Task 1: Prepare to develop emotional intelligence* (*learners who have completed BSBLDR522 successfully would be exempted for this activity task)

Activity 1 - Develop one Work Plan for each team member

Activity 2 - Assess performance and provide feedback

Activity 3 - Manage follow up through performance

Activity 4 - Monitoring performance and provide feedback

Task 2: Develop and promote emotional intelligence in other

Activity 1 - Develop a Workplace Wellness Plan

Activity 2 - Consult with relevant stakeholders and obtain approval for the proposed Workplace Wellness Plan

Activity 3 - Promote the Workplace Wellness to employees

Observation done

In person

Via remote (insert screenshot below)

Date of observation Please note:

Include a Zoom Meeting Screenshot (of yourself only; strictly no group nor selfie shots) with your name in the image.

Resize landscape image to fit into space provided on the right. Insert your Zoom Meeting Image # 1 (own image in landscape orientation)

Please check this box if you have completed BSBLDR522 Manage people performance successfully. Task 1 activity will be exempted.

Task 1: Prepare to develop emotional intelligence

As the General Manager Human Resource Management for Bounce Fitness, you have been directed by Margaret House, CEO of Bounce Fitness, to prepare for and participate two role-play activities to:

Provide positive feedback on current performance, including acknowledgement of any achievement above good

Describe the concerns with performance as identified in the case study, referencing current performance and the risk to achieving their key performance indicators by the end of the year initiate performance coaching by asking the team member:

to carefully consider the feedback to identify strategies to improve performance, including actions and development options

to identify how you can support them to resolve the concern and improve performance

to meet to plan for improvement.

To complete this task, you are required to:

Review the organizations Performance Management Policy and Procedures (refer to 1. BSBPEF502 Case Study Bounce Fitness Performance Management Policy and Procedures V2022.1) on the prescribed Preventive Action Process

Review the Job Description for Fitness Instructors (refer to 2. BSBPEF502 - Case Study - Bounce Fitness - Job Description Fitness Instructors V2022.1)

Review the case scenario relating to the two underperforming team members

Activity 1 - Develop one Work Plan for each team member

For each team member, set and record in the workplace plan part of the template at least two objectives that align to workplace/ organisational and operational goals, objectives and/or performance standards.

Identify the following:

At least two (2) Work Plan objectives for the Work Plan in accordance with the respective case scenario for each employee:

Monica Lange

John Ward

At least two (2) actions to the objectives

The resources the team member will need to complete each action, including human, financial and equipment

A timeframe or due date for completion of each action

(cont.)

At least one (1) performance standard for each action in accordance with the organizations Performance Management Policy and Procedures (refer to 1. BSBPEF501 Case Study Bounce Fitness Performance Management Policy and Procedures V2022.1)

At least one (1) key performance indicator to measure performance against each standard.

Use the completed Work Plans to support your meeting with the two-underperforming staff

Activity 2 Access performance and provide feedback

Develop a dialogue script on dealing with underperformance for the role play activity in accordance with organizational requirements to provide feedback to:

Monica Lange

John Ward

The feedback and coaching process should follow the organizations Performance Management Policy and Procedures

Schedule two (2) meetings to provide informal feedback and coaching to two (2) underperforming team members

In your discussions with these two employees, you will identify the objective key result/s (OKRs) and support needed by employees if they are to resolve their issues and improve performance

Confirm performance standards and key performance indicators with relevant staff concerned in accordance with the proposed Work Plans in Activity 1

Activity 3 Manage follow up through performance

For each team member, set and record in the Performance Evaluation template on their workplace performance, including:

Discussing and determining actual performance (progress to date if not at the end of the performance management period) for:

Monica Lange

John Ward

Discussing team members views on their actual performance

Providing feedback about what each team member if they:

Category 1 Performed well, you must take the following actions:

Identify from performance evaluations an employee who has performed well in a specific task or activity or who has achieved or exceeded expectations.

(cont.)

Determine an appropriate method of public recognition, e.g., nominating the team member for a workplace/organisational award, developing a certificate to present and display in a common area of the workplace or to post on the intranet, or an email to staff or special mention in the workplace/organisations newsletter.

Implement your idea, communicating to the team member and other staff the team members achievement/s.

Category 2 Performed not so well; you must take the following actions:

Review your organisations policies and procedures for the performance development of staff.

Meet with your team member to plan for performance improvement.

Determine two areas for skill or knowledge development, based on the Performance Evaluation.

Set two development objectives for continuous improvement in these areas.

Identify at least four strategies to achieve both objectives; one strategy must be a development option.

Determine expected completion dates for strategies.

Develop at least one indicator of achievement for each strategy to measure achievement against objectives.

Activity 4 Monitoring performance and provide feedback

Develop a dialogue script on dealing with underperformance for the role play activity in accordance with organizational requirements to provide feedback to:

Monica Lange

John Ward

The feedback and coaching process should follow the organizations Performance Management Policy and Procedures

Schedule two (2) meetings to provide informal feedback and coaching to two (2) underperforming team members

In your discussions with these two employees, you will identify the support needed by employees if they are to resolve their issues and improve performance

Confirm performance standards and key performance indicators with relevant staff concerned in accordance with the proposed Performance Evaluation in Activity 3

Activity 1 (a) Develop one Work Plan for each team member (Monica Lange)

This task will require you (as General Manager HRM) to develop a work plan, i.e., Monica Lange. To complete this task, you must take the following actions:

Determine the work required to be undertaken and the resources available by:

Reviewing organisational planning documentation, including operational plans relevant to your team, to determine the Objective and Key Result/s to be achieved and any relevant organisational standards to meet (refer to 3. BSBPEF502 - Case Study - Bounce Fitness - Customer Relationship Management Policies and Procedures V2022.1)

Plan to deliver a training session to the specific team member to present performance management requirements and the review process. Your plan must include:

Explanation on the purpose and benefits of performance management, for the workplace/organisation and for individual

Develop one work plan for the respective team member

Set and record in the workplace plan part of the template at least two objectives that align to workplace/organisational and operational goals, objectives and/or performance standards.

Activity 1 (a): Work Plan # 1 (Monica Lange)

Work plan (a written document designed to set out how a partnership will achieve its Objective Key Result/s by converting big picture goals into smaller, more manageable outcomes and tasks; work plans help ensure that the skills, experience, and resources brought together by the partnership are used efficiently and sustainably; yellow-coded sections are to be used in Activity 3a again)

Staff name Monica Lange Position Fitness Instructor

Prepared by Position General Manager - HRM

Location

Sydney

Melbourne

Brisbane

Cairns

Period of plan

First quarter

Second quarter

Third quarter

Fourth quarter

Interim review date (DD/MM/YYY) Final review date (DD/MM/YYY) Objective (select only one option)

Create an Exceptional Customer Experience (ensure that our customers are so happy with our service)

Satisfying customers needs (ensure delivery of personalized customer experience)

Activity 1 (a): Work Plan # 1 (Monica Lange; cont.)

Work plan (a written document designed to set out how a partnership will achieve its Objective Key Result/s by converting big picture goals into smaller, more manageable outcomes and tasks; work plans help ensure that the skills, experience, and resources brought together by the partnership are used efficiently and sustainably; yellow-coded sections are to be used in Activity 3a again; cont.)

Expected outputs (select all options)

Lists of major action steps and monitoring tasks, especially those needing to take place in the future.

Performance development activities for specific individual and a rough implementation timeline.

Measurement of performance standards with specific key performance indicators

(Select the appropriate option/s accordingly)

Key action/s Required resource/s Date of completion Performance standard/s Key Result/s Follow-up

Bringing positive attitude

Training plan

Week 20

Understanding customer needs

Customer Retention Rate increases by 10%

Week 23

Listening to customers

Training budget

Week 21

Customers rights and responsibilities

Customer Satisfaction Score increases by 15%

Week 24

Cultivating empathy

Coach/ mentor

Week 22

Matching customers needs

Net Promoter Score of 42 or better

Week 25

Improving communication

Training materials

Week 23

Communicating with customers

Achieve service quality rating 9 out of 10 based on anonymous poll

Week 26

Learning de-escalation strategies

LMS (online learning)

Week 24

Targeting services to meet customers needs

Increase end-user satisfaction rating from 4.0 to 4.5

Week 27

Quality assurance

Feedback session

Week 25

Handling difficult customer service delivery

Increase at least 30% thumbs up rate from customer support chats

Week 28

Activity 1 (a): Work Plan # 1 (Monica Lange; cont.)

Work plan (a written document designed to set out how a partnership will achieve its Objective Key Result/s by converting big picture goals into smaller, more manageable outcomes and tasks; work plans help ensure that the skills, experience, and resources brought together by the partnership are used efficiently and sustainably; yellow-coded sections are to be used in Activity 3a again; cont.)

By signing, both parties acknowledge that they are committed to the Work Plan (to obtain Monicas initials upon discussion in Activity 2a)

Team members initials M.L Supervisor/ Managers Initials Date (DD/MM/YYY) Date (DD/MM/YYY) Activity 2 (a) - Access performance and provide feedback (for Monica Lange)

This task will require you (taking the role of General Manager HRM) to evaluate the performance of a team members performance from Activity 1 (a): Work Plan, i.e., Monica Lange, against performance standards and indicators recorded in the plan.

Be guided by the prompts in the Performance Evaluation part of the Work Plan

Meet with the team member (your classmate or alternatively, your Trainer can undertake this role) when their performance is due to be reviewed, according to your organisations policy and procedures, to discuss performance. This must involve:

Discussing and determining actual performance (progress to date if not at the end of the performance management period)

Discussing team members views on their actual performance

Providing feedback about what each team member did well and not so well

Activity 2 (a): Dialogue Script # 1 (Monica Lange)

Staff name Monica Lange Position Fitness Instructor

Conducted by Position General Manager - HRM

Date of meeting (DD/MM/YYY) Venue

Meeting room

Remote

Welcome note (each answer should not exceed 20-word count limit) You: Monica:

Activity 2 (a): Dialogue Script # 1 (Monica Lange; cont.)

Step 1 Document behaviour & outcome expectations to position description (6 answer rows have been allocated for this section; each answer should not exceed 30-word count limit for each respective answer row)

Clarifying the issues or concerns at hand and actively listening to the employees explanation You: Monica: You: Monica: You: Monica: Step 2 Manage any issues as soon as possible (14 answer rows have been allocated for this section; each answer should not exceed 30-word count limit for each respective answer row)

Discussing options for a solution to be agreed upon by both parties You: Monica: You: Monica: You: Monica:

Activity 2 (a): Dialogue Script # 1 (Monica Lange; cont.)

Step 2 Manage any issues as soon as possible (14 answer rows have been allocated for this section; each answer should not exceed 30-word count limit for each respective answer row; cont.)

Agreeing on an option as an appeasement or solution You: Monica: You: Monica: You: Monica, with our agreement on the feedback provided as well as the prescribed Work Plan proposed, can I obtain your initials on the document to confirm your acceptance? Thank heaps, Monica.

Monica: Plotting clear and reasonable steps for improvement or prevention of the issue from reoccurring You: Monica: Concluding discussions You: Monica:

Activity 1 (b): Work Plan # 1 (John Ward)

Activity 1 (b) Develop one Work Plan for each team member (John Ward)

This task will require you (as General Manager HRM) to develop a work plan, i.e., John Ward. To complete this task, you must take the following actions:

Determine the work required to be undertaken and the resources available by:

Reviewing organisational planning documentation, including operational plans relevant to your team, to determine the Objective and Key Result/s to be achieved and any relevant organisational standards to meet (refer to 3. BSBPEF502 - Case Study - Bounce Fitness - Customer Relationship Management Policies and Procedures V2022.1)

Plan to deliver a training session to the specific team member to present performance management requirements and the review process. Your plan must include:

Explanation on the purpose and benefits of performance management, for the workplace/organisation and for individual

Develop one work plan for the respective team member

Set and record in the workplace plan part of the template at least two objectives that align to workplace/organisational and operational goals, objectives and/or performance standards

Work plan (a written document designed to set out how a partnership will achieve its goals by converting big picture goals into smaller, more manageable outcomes and tasks; work plans help ensure that the skills, experience, and resources brought together by the partnership are used efficiently and sustainably; green-coded sections are to be used in Activity 3b again)

Staff name John Ward Position Fitness Instructor

Prepared by Position General Manager - HRM

Location

Sydney

Melbourne

Brisbane

Cairns

Period of plan

First quarter

Second quarter

Third quarter

Fourth quarter

Interim review date (DD/MM/YYY) Final review date (DD/MM/YYY) Objective (select only one option)

Delight customers (ensure that our customers are so happy with our service)

Satisfying customers needs (ensure delivery of personalized customer experience)

Expected outputs (select all options)

Lists of major action steps and monitoring tasks, especially those needing to take place in the future.

Activity 1 (b): Work Plan # 1 (John Ward; cont.)

Work plan (a written document designed to set out how a partnership will achieve its goals by converting big picture goals into smaller, more manageable outcomes and tasks; work plans help ensure that the skills, experience, and resources brought together by the partnership are used efficiently and sustainably; green-coded sections are to be used in Activity 3b again; cont.)

Expected outputs (select all options; cont.)

Performance development activities for specific individual and a rough implementation timeline.

Measurement of performance standards with specific key performance indicators

(Select the appropriate option/s accordingly)

Key actions Required resources Date of completion Performance standard Key Performance Indicators Follow-up

Provide mentorship opportunities

Training plan

Week 20

Dedicated to giving customers the best possible customer service.

Achieving a fortnightly Employee Satisfaction / Pulse Score of 8+

Week 23

Incentivise and recognise employee achievements

Training budget

Week 21

Sees all the customers needs as varied and acceptable

Increase good and great ratings from 40 to 60

Week 24

Offer both financial and intrinsic rewards

Coach/ mentor

Week 22

Will not assume they know what the customer wants.

Week 25

Reward growth and upskilling

Training materials

Week 23

Will address any enquiry/ complaint in an easily understood way

Customer Satisfaction Score increases by 15%

Week 26

Offer interesting and challenging work

LMS (online learning)

Week 24

Considers anyone who contacts or communicates with as a valued customer

Net Promoter Score of 42 or better

Week 27

Look for opportunities to empower and demonstrate trust

Feedback session

Week 25

Dedicated to meeting customers realistic expectations in the highest quality of services.

Achieving "small wins" and any type of progress every single week

Week 28

Activity 1 (b): Work Plan # 1 (John Ward; cont.)

By signing, both parties acknowledge that they are committed to the Work Plan (to obtain Johns initials upon discussion in Activity 2b)

Team members initials J.W. Supervisor/ Managers Initials Date (DD/MM/YYY) Date (DD/MM/YYY) Activity 2 (b) - Access performance and provide feedback (for John Ward)

This task will require you (taking the role of General Manager HRM) to evaluate the performance of a team members performance from Activity 1 (a): Work Plan, i.e., John Ward, against performance standards and indicators recorded in the plan.

Be guided by the prompts in the Performance Evaluation part of the Work Plan

Meet with the team member (your classmate or alternatively, your Trainer can undertake this role) when their performance is due to be reviewed, according to your organisations policy and procedures, to discuss performance.

This must involve:

Discussing and determining actual performance (progress to date if not at the end of the performance management period)

Discussing team members views on their actual performance

Providing feedback about what each team member did well and not so well

Activity 2 (b): Dialogue Script # 2 (John Ward)

Staff name John Ward Position Fitness Instructor

Conducted by Position General Manager - HRM

Date of meeting (DD/MM/YYY) Venue

Meeting room

Remote

Welcome note (each answer should not exceed 20-word count limit) You: John:

Activity 2 (b): Dialogue Script # 2 (John Ward)

Step 1 Document behaviour & outcome expectations to position description (6 answer rows have been allocated for this section; each answer should not exceed 30-word count limit for each respective answer row)

Clarifying the issues or concerns at hand and actively listening to the employees explanation You: John: You: John: You: John: Step 2 Manage any issues as soon as possible (14 answer rows have been allocated for this section; each answer should not exceed 30-word count limit for each respective answer row)

Discussing options for a solution to be agreed upon by both parties You: John: You: John:

Activity 2 (b): Dialogue Script # 2 (John Ward)

Step 2 Manage any issues as soon as possible (14 answer rows have been allocated for this section; each answer should not exceed 30-word count limit for each respective answer row; cont.)

Discussing options for a solution to be agreed upon by both parties (cont.) You: John: Agreeing on an option as an appeasement or solution You: John: You: John: You: So, John, if you are agreeable to the prescribed Work Plan proposed, can I obtain your initials on the document to confirm your acceptance? Thanks, John.

John: Plotting clear and reasonable steps for improvement or prevention of the issue from reoccurring You: John: Concluding discussions You: John:

Scenario

You have reviewed the results from the recently conducted quarterly workplace performance and the findings for the two underperforming fitness instructors:

Monica Lange

Monica, a recruit who joined the team a few months ago, had been observed to have improved in her work performance where several customers have provided her with a rating of excellent as an instructor as she demonstrated meeting the required customer service standards set by the organization.

The Centre Manager has observed that she has been consistently applying what she has learned and by seeking and reflecting on informal feedback.

Monica is expected to exceed the objective by Week 30 and be able to meet the key performance indicators by the end of the year. Monica indicated that she would like the Centre Manager to continue his support in securing access to feedback and to ensure she can continue with the training and development programs that the company has provided.

John Ward

John has yet to meet his continuous improvement objective despite he was close to achieving it. He had been admitted to hospital with a virus and was unable to work for three weeks. He has a medical certificate for it, but this means he is unable to participate in a development option identified in the Work Plan in Activity 1.

John feels that he could meet the prescribed performance objective if given more time to be able to implement all the identified strategies/ key result/s. He has added that he would also like to pursue an accredited leadership training with classes to be undertaken in their own time. He expressed that he would like the Centre Manager to support him in continuing to lead group classes and to facilitate access to the development opportunities.

Activity 3 (a) Manage follow up through performance evaluation (for Monica Lange)

This task will require you (as General Manager HRM) to give recognition to a team member, i.e., Monica Lange, who has recently or continuously demonstrated strong or excellent performance. To complete this task, you must take the following actions:

Identify from performance evaluations an employee who has performed well in a specific task or activity or who has achieved or exceeded expectations, including:

Discussing and determining performance improvement based on performance standard/s against key result/s in Activity 1 (a).

Discussing team members views on their performance progress in meeting the objective and key result/s

Providing feedback about what the team member did well and not so well

Identify at least two (2) strategies/ actions to take and/ or development

(cont.)

Identify at least four (4) Supervisor/ Manager supporting methods

Complete the Performance Improvement Plan to:

Determine an appropriate method of recognition, e.g., nominating the team member for a workplace/organisational award, developing a certificate to present and display in a common area of the workplace or to post on the intranet, or an email to staff or special mention in the workplace/organisations newsletter

Activity 3 (a): Performance Improvement Plan # 1 (Monica Lange)

Performance Improvement Plan (a performance improvement plan (PIP), also known as a performance action plan, is a tool to give an employee with performance deficiencies the opportunity to succeed; it may be used to address failures to meet specific job goals or to ameliorate behaviour-related concerns; selection of objective, key action/s, performance standard/ s and key result/s should be the same as the Performance Evaluation # 1 for Monica Lange located in the yellow-coded section in Activity 1a and evaluation is based on the case scenario assumption)

Staff name Monica Lange Position Fitness Instructor

Prepared by Position General Manager - HRM

Location

Sydney

Melbourne

Brisbane

Cairns

Period of plan

First quarter

Second quarter

Third quarter

Fourth quarter

Review date (DD/MM/YYY) Next review date (DD/MM/YYY) Objective (option selected must be the same as on page 45)

Create an Exceptional Customer Experience (ensure that our customers are so happy with our service)

Satisfying customers needs (ensure delivery of personalized customer experience)

Performance Improvement based on Performance Standard/s against Key Result/s

(Select the appropriate option/s in accordance with Monicas Performance Evaluation) (Select one option)

Key action/s Performance standard/s Key Result/s Meet satisfactory competency Not Yet competent

Bringing positive attitude

Understanding customer needs

Customer Retention Rate increases by 10%

Listening to customers

Customers rights and responsibilities

Customer Satisfaction Score increases by 15%

Activity 3 (a): Performance Improvement Plan # 1 (Monica Lange; cont.)

Performance Improvement based on Performance Standard/s against Key Result/s (cont.)

(Select the appropriate option/s in accordance with Monicas Performance Evaluation) (Select one option)

Key action/s Performance standard/s Key Result/s Meet satisfactory competency Not Yet competent

Cultivating empathy

Matching customers needs

Net Promoter Score of 42 or better

Improving communication

Communicating with customers

Achieve service quality rating 9 out of 10 based on the after meeting anonymous poll

Learning de-escalation strategies

Targeting services to meet customers needs

Increase end-user satisfaction rating from 4.0 to 4.5

Quality assurance

Handling difficult customer service delivery

Increase at least 30% thumbs up rate from customer support chats

Strategies (actions to take and/ or development options; select option/s accordingly)

Increasing job-related skills

Offering education and training opportunities

Improving teamwork

Developing honesty, respect, and communication skills

Supervisor/ Manager support method/s (select type/s support youre going to provide to the team member to meet the performance objective)

Motivate and inspire

Recognize strengths & weaknesses

Provide/ encourage feedback

Be available

Focus on employee development

Reward achievements

Embrace flexibility

Foster a culture of wellbeing and support

Create opportunities for collaboration

Celebrate wins

Activity 3 (a): Performance Improvement Plan # 1 (Monica Lang; cont.)

Determine the recognition and rewards for employee performance (keeping employees engaged and motivated is vitally important to ensure the continued success of a company; programs should be crafted to include both financial rewards and non-monetary rewards; this can be used to highlight innovation and positive behaviour while taking advantage of new HR trends)

Select the reward systems to be used (select the appropriate option/s) Reward category (select at least one from each category)

Financial rewards Non-monetary rewards Rewarding innovation Gamification and rewards

Cash bonuses/ gift cards

Personal recognition notes from CEO

Opportunities to complete special projects

Game-based learning and employee training

Charity giving

Certificates, plaque, and trophies

Time perks

Badging and achievements

Coffee memberships

Perks, i.e., car maintenance, subsidized commute

Celebratory lunch/ dinner with colleagues or with family/friends

Social media-style recognition platforms

Subsidized recreation

Departmental party

Learning/ conference

Spin-to-wins and scratch off bonuses

Extra paid time off

Experiential packages, i.e., health and wellness

Award nominations

Interactive leaderboards

By signing, both parties acknowledge that they are committed to the Performance Improvement Plan (to obtain Monicas initials upon discussion in Activity 4a)

Team members initials M.L. Supervisor/ Managers Initials Date (DD/MM/YYY) Date (DD/MM/YYY)

Activity 4 (a) Monitor performance and provide feedback (for Monica Lange)

This task will require you (taking the role of General Manager HRM) to monitor the performance of a team members performance from Activity 3 (a): Performance Improvement Plan, i.e., Monica Lange, against performance standards and indicators recorded in the Work Plan (Activity 1).

Be guided by the prompts in the Performance Improvement Plan

Meet with the team member (your classmate or alternatively, your Trainer can undertake this role) when their performance is due to be reviewed, according to the specified objective and key results, to discuss improving performance. This must involve:

Discussing and providing team members performance (progress to date if not at the end of the performance management period)

Discussing team members views on their actual performance

Providing feedback about what each team member can do to improve their work performance, including:

Strategies/ actions to take to support the team member

Supervisor/ Manager supporting methods to be provided to the team member

Activity 4 (a): Dialogue Script # 3 (Monica Lange)

Staff name Monica Lange Position Fitness Instructor

Conducted by Position General Manager - HRM

Date of meeting (DD/MM/YYY) Venue

Meeting Room

Remote

Welcome note (each answer should not exceed 20-word count limit) You: Monica: Step 1 Document behaviour & outcome expectations to position description (4 answer rows have been allocated for this section; each answer should not exceed 30-word count limit for each respective answer row)

Clarifying the issues or concerns at hand and actively listening to the employees explanation You: Monica:

Activity 4 (a): Dialogue Script # 3 (Monica Lange)

Step 1 Document behaviour & outcome expectations to position description (4 answer rows have been allocated for this section; each answer should not exceed 30-word count limit for each respective answer row; cont.)

Clarifying the issues or concerns at hand and actively listening to the employees explanation You: Monica: Step 2 Manage any issues as soon as possible (10 answer rows have been allocated for this section; each answer should not exceed 30-word count limit for each respective answer row)

Discussing options for a solution to be agreed upon by both parties You: Monica: You: Monica: You: Monica: Agreeing on an option as an appeasement or solution You: Monica:

Activity 4 (a): Dialogue Script # 3 (Monica Lange; cont.)

Step 2 Manage any issues as soon as possible (10 answer rows have been allocated for this section; each answer should not exceed 30-word count limit for each respective answer row; cont.)

Agreeing on an option as an appeasement or solution You: Moving forward, Monica, let us go with the prescribed Performance Improvement Plan proposed and, on that note, can I you initial on this document to confirm your acceptance? Thanks.

Monica: Plotting clear and reasonable steps for improvement or prevention of the issue from reoccurring You: Monica: Concluding discussions You: Monica: Activity 3 (b) Manage follow up through performance evaluation (for John ward)

This task will require you (as General Manager HRM) to evaluate the performance of a team member, i.e., John Ward, on his performance from the Work Plan in Activity 1, against performance standards and indicators recorded in the plan. To complete this task, you must take the following actions:

Identify the team members performance based on the case scenario to evaluate performance

Complete the Performance Improvement Plan # 2 for team member

Meet with the team member when the team members performance is due to be reviewed, according to the organizations policy and procedures, to discuss performance, including:

Discussing and determining performance improvement based on performance standard/s against key result/s in Activity 1 (b).

Discussing team members views on their performance progress in meeting the objective and key result/s

Providing feedback about what the team member did well and not so well

(cont.)

Identify at least two (2) strategies/ actions to take and/ or development

Identify at least four (4) Supervisor/ Manager supporting methods

Activity 3 (b): Performance Improvement Plan # 2 (John Ward)

Performance Improvement Plan (a performance improvement plan (PIP), also known as a performance action plan, is a tool to give an employee with performance deficiencies the opportunity to succeed; it may be used to address failures to meet specific job goals or to ameliorate behaviour-related concerns; selection of objective, key action/s, performance standard/ s and key result/s should be the same as the Performance Evaluation # 2 for John Ward located in the green-coded section in Activity 1a and evaluation is based on the case scenario assumption)

Staff name John Ward Position Fitness Instructor

Prepared by Position General Manager - HRM

Location

Sydney

Melbourne

Brisbane

Cairns

Period of plan

First quarter

Second quarter

Third quarter

Fourth quarter

Review date (DD/MM/YYY) Next review date (DD/MM/YYY) Objective (option selected must be the same as on page 50)

Delight customers (ensure that our customers are so happy with our service)

Satisfying customers needs (ensure delivery of personalized customer experience)

Performance Improvement based on Performance Standard/s against Key Result/s

(Select the appropriate option/s in accordance with Monicas Performance Evaluation) (Select one option)

Key action/s Performance standard/s Key action/s Meet satisfactory competency Not Yet competent

Provide mentorship opportunities

Dedicated to giving customers the best possible customer service.

Achieving a fortnightly Employee Satisfaction / Pulse Score of 8+

Incentivise and recognise employee achievements

Sees all the customers needs as varied and acceptable

Increase good and great ratings from 40 to 60

Offer both financial and intrinsic rewards

Will not assume they know what the customer wants.

Activity 3 (b): Performance Improvement Plan # 2 (John Ward)

Performance Improvement based on Performance Standard/s against Key Result/s (cont.)

(Select the appropriate option/s in accordance with Monicas Performance Evaluation) (Select one option)

Key action/s Performance standard/s Key Result/s Meet satisfactory competency Not Yet competent

Reward growth and upskilling

Will address any enquiry/ complaint in an easily understood way

Customer Satisfaction Score increases by 15%

Offer interesting and challenging work

Considers anyone who contacts or communicates with as a valued customer

Net Promoter Score of 42 or better

Look for opportunities to empower and demonstrate trust

Dedicated to meeting customers realistic expectations in the highest quality of services.

Achieving "small wins" and any type of progress every single week

Strategies (actions to take and/ or development options; select option/s accordingly)

Increasing job-related skills

Offering education and training opportunities

Improving teamwork

Developing honesty, respect, and communication skills

Supervisor/ Manager support method/s (select type/s support youre going to provide to the team member to meet the performance objective)

Motivate and inspire

Recognize strengths & weaknesses

Provide/ encourage feedback

Be available

Focus on employee development

Reward achievements

Embrace flexibility

Foster a culture of wellbeing and support

Create opportunities for collaboration

Celebrate wins

By signing, both parties acknowledge that they are committed to the Performance Improvement Plan (to obtain Johns initials upon discussion in Activity 4b)

Team members initials J.W. Supervisor/ Managers Initials Date (DD/MM/YYY) Date (DD/MM/YYY)

Activity 4 (b) Monitor performance and provide feedback (for John Ward)

This task will require you (taking the role of General Manager HRM) to monitor the performance of a team members performance from Activity 3 (b): Performance Improvement Plan, i.e., John Ward, against performance standards and indicators recorded in the Work Plan (Activity 1).

Be guided by the prompts in the Performance Improvement Plan

Meet with the team member (your classmate or alternatively, your Trainer can undertake this role) when their performance is due to be reviewed, according to the specified objective and key results, to discuss improving performance. This must involve:

Discussing and providing team members performance (progress to date if not at the end of the performance management period)

Discussing team members views on their actual performance

Providing feedback about what each team member can do to improve their work performance, including:

Strategies/ actions to take to support the team member

Supervisor/ Manager supporting methods to be provided to the team member

Activity 4 (b): Dialogue Script # 4 (John Ward)

Staff name John Ward Position Fitness Instructor

Conducted by Position General Manager - HRM

Date of meeting (DD/MM/YYY) Venue

Meeting Room

Remote

Welcome note (each answer should not exceed 20-word count limit) You: John: Step 1 Document behaviour & outcome expectations to position description (4 answer rows have been allocated for this section; each answer should not exceed 30-word count limit for each respective answer row)

Clarifying the issues or concerns at hand and actively listening to the employees explanation You: John:

Activity 4 (b): Dialogue Script # 4 (John Ward; cont.)

Step 1 Document behaviour & outcome expectations to position description (4 answer rows have been allocated for this section; each answer should not exceed 30-word count limit for each respective answer row; cont.)

Clarifying the issues or concerns at hand and actively listening to the employees explanation You: John: Step 2 Manage any issues as soon as possible (10 answer rows have been allocated for this section; each answer should not exceed 30-word count limit for each respective answer row)

Discussing options for a solution to be agreed upon by both parties You: John: You: John: You: John: Agreeing on an option as an appeasement or solution You: John:

Activity 4 (b): Dialogue Script # 4 (John Ward; cont.)

Step 2 Manage any issues as soon as possible (10 answer rows have been allocated for this section; each answer should not exceed 30-word count limit for each respective answer row; cont.)

Agreeing on an option as an appeasement or solution You: So, John; lets go with the prescribed Performance Improvement Plan proposed and see how that supports your future undertaking. Can you initial on this document to confirm your acceptance? Thanks a bunch.

John: Plotting clear and reasonable steps for improvement or prevention of the issue from reoccurring You: John: Concluding discussions You: John:

Checklist/ performance criteria matrix for Case study/ project portfolio/ observation for Task 1

(For Assessor use only)

Instructions to Assessors

This checklist is to be used to record the students responses to the questions outlined in Task 1 Activities 1 - 4. When completing this checklist, you must ensure that:

Each checklist item is assessed against the criteria listed.

An assignment result, either Yes or No, is recorded in one of the two columns on the right of the checklist.

Feedback is provided to the student in the assignment cover sheet and/ or, at the Canvas commentary section.

Did the learner: Yes No

Answer all case study covering: Relating to units performance criteria: Developed Work Plans for two (2) team members covering: At least one (1) Work Plan objectives for the Work Plan in accordance with the respective case scenario for each employee 1.2 Assess emotional strengths and weaknesses against evaluation criteria

1.3 Identify and analyse potential emotional stressors in the workplace

2.1 Analyse and document emotional responses of co-workers At least two (2) actions to the objectives The resources the team member will need to complete each action, including human, financial and equipment A timeframe or due date for completion of each action At least one (1) performance standard for each action in accordance with the organizations Performance Management Policy and Procedures 1.1 Develop evaluation criteria for assessing emotional strengths and weaknesses

2.2 Develop a plan for identifying and responding to a range of emotional expressions At least one (1) Key Result to measure performance against each standard. Assessed performance and provide feedback, including: 1.1 Develop evaluation criteria for assessing emotional strengths and weaknesses

1.5 Seek feedback from others to identify and confirm methods for responding to emotional stressors in the workplace

2.3 Apply techniques that indicate flexibility and adaptability in dealing with others in the workplace

2.4 Apply techniques that show consideration for the emotions of others when making decisions

2.5 Consult with relevant stakeholders and identify improvement areas for own emotional intelligence Prepared a dialogue script on dealing with underperformance for role-play activity in accordance with organizational requirements in terms of feedback and coaching process Manage follow up through performance using a Performance Evaluation Form covering: Discussing and determining actual performance for each team member Discussing team members views on their actual performance

Did the learner (cont.): Yes No

Answer all case study covering: Relating to units performance criteria: Providing feedback about what each team member if they: 1.5 Seek feedback from others to identify and confirm methods for responding to emotional stressors in the workplace

2.3 Apply techniques that indicate flexibility and adaptability in dealing with others in the workplace

2.4 Apply techniques that show consideration for the emotions of others when making decisions

2.5 Consult with relevant stakeholders and identify improvement areas for own emotional intelligence

3.1 Identify workplace opportunities for others to express their thoughts and feelings

3.2 Develop tasks for assisting others to understand effect of personal behaviour and emotions on others in the workplace

3.3 Implement identified opportunities and tasks in the workplace according to organisational policy and procedures Performed well Performed not so well Monitored performance and provided feedback, including: Scheduled two (2) meetings to provide informal feedback and coaching to two (2) underperforming team members identified the support needed by employees if they are to resolve their issues and improve performance Confirmed performance standards and key performance indicators with relevant staff concerned in accordance with the proposed Performance Evaluation Conducts the consultation meeting and presents all details of the policy and procedures document: 1.2 Assess emotional strengths and weaknesses against evaluation criteria

1.4 Identify methods for responding to emotional stressors

1.5 Seek feedback from others to identify and confirm methods for responding to emotional stressors in the workplace

2.2 Develop a plan for identifying and responding to a range of emotional expressions

2.3 Apply techniques that indicate flexibility and adaptability in dealing with others in the workplace

2.4 Apply techniques that show consideration for the emotions of others when making decisions

2.5 Consult with relevant stakeholders and identify improvement areas for own emotional intelligence

3.1 Identify workplace opportunities for others to express their thoughts and feelings

3.2 Develop tasks for assisting others to understand effect of personal behaviour and emotions on others in the workplace

3.3 Implement identified opportunities and tasks in the workplace according to organisational policy and procedures Implementation processes of the policy Speaks clearly and in an appropriate volume Establishes and maintains eye contact Using hand or arm gestures to emphasise points in the discussion Explains concepts or jargons that are unclear to audience Seek feedback from stakeholders on the performance of processes developed: Asks follow-up questions to clarify information received Provides relevant responses to the persons questions Uses open-ended questions to quickly review the topic discussed Summarises discussion point or questions from speaker to confirm understanding Task 1 has met satisfactory performance requirements

Task 1 has not met satisfactory performance requirements (please refer to the feedback on Canvas commentary section)

Task 2: Develop and promote emotional intelligence in others

As General Manager Strategic Management for Bounce Fitness, you have been advised by Ms. Margaret House, CEO for Bounce Fitness, to develop a Workplace Wellness Plan for the organization to identify and implement at least one technique to manage team health and one technique to manage team wellbeing in the workplace.

To complete this task, you must:

Activity 1 Develop a Workplace Wellness Plan

Research and identify at least one technique for each of the following:

Manage team health in the workplace focusing on physical or mental condition in the workplace.

Manage team wellbeing in the workplace focusing on the collective groups overall health and job satisfaction in the workplace.

Determine the organizations human resource strategi plan

Determine the at least three (3) Objectives and at least two (2) Key Results (OKRs) to be achieved

Review the organizations policies and procedures that provide employee support, including:

Employee Assistance Program Policy (refer to 4. BSBPEF502 - Case Study Bounce Fitness Employee Assistance Program (EAP) Policy V2022.1)

Personal Development Policy (refer to 5. BSBPEF502 - Case Study Bounce Fitness Personal Development Policy V2022.1)

Staff Reward and Recognition Policy (refer to 6. BSBPEF502 - Case Study Bounce Fitness Staff Reward and Recognition Policy V2022.1)

Discuss the relevant legislative, regulatory, and industrial requirements related to HR practices, including:

Fair Work Act 2009

Workplace Gender Equality Act 2012

Bullying and harassment

Disputes at work

Privacy Act 1988

Anti-discrimination laws

(cont.)

Determine type of support for employees through providing personal and social competence that align with their work/ personal needs

Select at least one (1) managing team wellbeing in terms of managing individual personal competence

Select at least one (1) managing team health in terms of managing individual/ group social competence

Identify performance supporting initiatives, including:

Selecting the appropriate method/s of approach

Frequency of checking-in on the team

Select at least two (2) employee skills to develop

Mode of development

Select at least two (2) expected outcomes

Select at least two (2) resources required

Follow-up

Team inspiration approach

Select at least two (2) coaching approach

Select at least two (2) conflict management approach

Select at least two (2) leadership approach

Determine the performance planning and management, including:

Performance evaluation approach

Select at least one (1) goal setting parameters for:

Alignment between individual employee goals and the organizations goals

Re-accessing and setting competency requirements that will be required for optimum performance of the job

Type of performance review system/s to be used

Identify the learning and development opportunities, including:

Coverage of learning and development evaluation

Select at least one (1) formal learning solutions utilising the 70-20-10 for learning and development

(cont.)

Identification of recognition and rewards for employee performance, including:

Select at least one (1) reward category, including:

Financial rewards

Non-monetary rewards

Rewarding innovation

Gamification

Activity 2 Consult with relevant stakeholders and obtain approval for the proposed Workplace Wellness Plan

Make an appointment with the CEO (your classmate or alternatively, your Trainer would undertake this role), to seek consultation on the proposed Workplace Wellness Plan as an initiative to be introduced to the organization, covering:

Review the Workplace Wellness Plan based on Task 2 Activity 1

Obtain consultative advice and approval for all sections of the Workplace Wellness Plan

Activity 3 - Promote the Workplace Wellness to employees

Upon receiving approval from the CEO, you are required to communicate to Bounce Fitness employees at all its locations in Australia, i.e., Sydney, Melbourne, Brisbane, and Cairns. The promotion of workplace wellness is a part of the organizations initiative to ensure that your team members are safe, healthy, satisfied, and engaged at work.

Draft out an email message to all staff of Bounce Fitness, informing them on the organizations new Workplace Wellness Plan (based on Task 2 Activity 1) and it is expected that this employee initiative would be introduced next month.

Your email message should include the following components:

Provide an introduction of the importance of fostering workplace wellness

Provide a concise explanation of what the workplace wellness plan is all about.

Clarify how the plan will be implemented.

Provide a conclusion

one (1) formal learning solutions utilising the 70-20-10 for learning and development

Activity 1 Develop Workplace Wellness Plan

This task will require you to complete a Workplace Wellness Plan, covering:

Determine the organizations human resource strategic plan

Identify the organizations Objectives and Key Results

Review the organizations policies and procedures that provide employee support

Discuss the relevant legislative, regulatory, and industrial requirements related to HR practices

Determine type of support for employees through providing personal and social competence that align with their work/ personal needs

Identify performance supporting initiatives

Determine the performance planning and management

Identify learning and development opportunities

Identify the type of recognition and reward structure for employee performance

Workplace Wellness Plan

Document purpose (select only one option)

To ensure workers are safe, healthy, satisfied and engaged. It focuses on preventative action, to reduce the incidence of stress, injury and overwhelm.

To achieve a healthy workplace by incorporating various health activities within the daily work schedule to promote their employees wellbeing.

Prepared for Bounce Fitness

Location (select all)

Sydney

Melbourne

Brisbane

Cairns

Prepared by Insert your name

Position General Manager Human Resource Management Date prepared (DD/MM/YYY) Insert date of completion

In consultation with

CEO

Document version V2022.1 Document ID WPP 2022 - 001

Determine the organizations human resource strategic plan (select the appropriate option/s)

Continue to build an inclusive workplace culture across the organization

Drive innovation and a culture of continuous improvement

Support the organizations ability to initiate and embrace change

Develop the capability of managers across the organization

Workplace Wellness Plan (cont.)

Identify the organizations Objective Key Results (select at least three Objective options) Objectives Key Results (select at least two KR options for each objective)

Increase team engagement and motivation

Increase the team member engagement score from 75% to 90%

Reduce the number of complaints per month from 4 to 1

100% of team members receive feedback this quarter

Improve Employee Wellness

Interview 15 team members on how to improve work-life balance in the team

Review food offerings with a professional, roll out 100% health snacks

Decrease the sick day leaves per month per employee from 2 to 1

Provide a better employee experience for employees

Achieve a monthly employee NPS score >50

Conduct interviews of 2 employees each month to understand the challenges

Organize 2-3 employee engagement activities per month

Significantly improve our benefit program while staying within budget

Evaluate benefit programs of 5 similar local companies, select and finalize contract with new vendor with best fit

Ensure >85% participation in benefit program

Maintain benefits budget below $500 per team member per year

Implement Personal Development Program for all team members

Create the career roadmap for all 65 current positions and get approval from team leads

Create a program for 100% of team members of the PDP

Select the tool/system for tracking PDPs and achieve 80% satisfaction rate

Drastically increase team performance

Increase the OKR completion rate for team members from 60% to 70%

Increase the participation on the weekly check-ins from 75% to 90%

Increase the product teams velocity from 112 to 150

Refine and promote company values

Interview 25 members of the team (15% of total) on our culture and values

Update values, description, and examples based on the interview

Conduct 5 talks during the weekly team meetings on the examples of how we use our values

Workplace Wellness Plan (cont.)

Facilitating employees support in the workplace (support from the workplace can help increase an employee's feelings of competence and therefore their level of interest in their work; employees who feel valued and supported perform better at work and go beyond their required duties)

Review the organizations policies and procedures that provide employee support

Employee Assistance Program Policy (refer to 4. BSBPEF502 - Case Study Bounce Fitness Employee Assistance Program (EAP) Policy V2022.1) Policy statement: 1. Refer to Case study 4 page 2

2. 3. Implementation: 1. Refer to Case study 4 page 2

2. Personal Development Policy (refer to 5 BSBPEF502 - Case Study Bounce Fitness Personal Development Policy V2022.1) Policy statement: 1. Refer to Case study 5 first two paragraphs

2.

Workplace Wellness Plan (cont.)

Review the organizations policies and procedures that provide employee support (cont.)

Personal Development Policy (refer to 5 BSBPEF502 - Case Study Bounce Fitness Personal Development Policy V2022.1) Principles of personal development: 1. 2. 3. 4. 5. Staff Reward and Recognition Policy (refer to 6. BSBPEF502 - Case Study Bounce Fitness Staff Reward and Recognition Policy V2022.1) Policy statement: 1. Refer to Case study 6 page 1 first two paragraphs

2. The Performance Management System: Case study 6 page 1

Workplace Wellness Plan (cont.)

Discuss the relevant legislative, regulatory, and industrial requirements related to HR practices (the company has an obligation to comply with all aspects of Australian employment law and ensure its employees can work comfortably in a safe and secure environment; identify at the requirements that influence workplace planning and briefly explain its relevance in context to the workforce related objectives of the strategic plans identified above)

Relevant legislative/ regulatory guidelines to support work practices and organizational culture (answer all legislative/ regulatory types) Legislation/ regulatory types Provide a brief explanation (each answer should not exceed 50-word count limit)

Fair Work Act 2009 Your own search - Brief description on the Act, regulatory, and industrial requirements then follow with How the legislation/regulatory requirements can support work practices and organisational culture?

Workplace Gender Equality Act 2012 Bullying & harassment Disputes at work Privacy Act 1988 Anti-discrimination laws

Workplace Wellness Plan (cont.)

Determine type of support for employees through providing personal and social competence that align with their work/ personal needs (support from management is essential to building a successful wellness program that would include a variety of components that target risk behaviors and the needs and interests of the employees)

Wellness category EQ quadrants Competencies (select one option for each EQ quadrant) Developmental areas (select one option for each selected EQ element)

Team wellbeing (managing individual personal competence; select one EQ quadrant for this category)

Self-awareness

Emotional wellbeing/ self-control/ resilience

Managing mental health

Self-confidence

Managing conflict

Self-management

Physical wellbeing

Workplace furnishings

Working hours

Work-life balance

Safe work environment

Individual goals/ self-assessment

Financial security

Employment stability

Health packages

Career progression

Team health (managing individual social competence; select one EQ quadrant for this category)

Social awareness

Skills/ leadership/ political awareness

Communication

Problem-solving

Providing feedback

Relationship management

Accountability/ adaptability

Flexible about job and task assignments

Taking ownership for work done

Achieving performance standards

Commitment/ developing others/ building teams

Respect for each other

Be willing to extend help if required

Maintain positive, helpful attitude

Workplace Wellness Plan (cont.)

Identify performance supporting initiatives (highlight how you can support the team members to achieve their expected performance)

Selecting appropriate support for the team (select the appropriate option/s) Support category (select all options) Support activities

Method of approach

One-on-one

Team

Frequency of checking-in on the team

Random

Random

Weekly

Weekly

Bi-weekly

Bi-weekly

Develop employees skills (select at least two options)

Setting & achieving goals

Managing time & work effectively

Decision-making techniques

Managing conflict in the workplace

Motivating and engaging employees

Teamwork, delegation, empowerment

Continuous improvement

Innovative and critical thinking

Mode of development (select the appropriate option/s)

In-house training (involves using a company's own expertise and resources)

Outsource training (the use an external company, a supplier, to manage and deliver their training)

Expected outcomes (select at least two options)

Connect with purpose, values and core strengths in areas that make a difference

Create synergy by building meaningful relationships and high levels of trust

Learn how to shift from producing results to enabling and empowering others to produce the results

Understand skills to manage and lead adaptive challenges and ambiguity

Learn how to build rapport effortlessly and communicate effectively

Develop organizational capability to change, adapt and build resilience to external forces

Gain a deep understanding and develop the requisite skills to create a high-performance culture through alignment

Learn about the teams needs and receive feedback on management and leadership style

Workplace Wellness Plan (cont.)

Identify performance supporting initiatives (highlight how you can support the team members to achieve their expected performance; cont.)

Selecting appropriate support for the team (select the appropriate option/s; cont.) Support category Support activities

Resources required (select at least two options) Outsourced training In-house training

Training budget

Coach/ mentor

Training need analysis

Training plan

Training provider

Training materials

Training leave

LMS (online learning)

Evaluation session

Feedback session

Follow-up (select the appropriate option)

Monthly review

Bi-monthly review

Quarterly review

Bi-annually review

Team inspiration approach (select the supporting activities option/s)

Encourage them to take ownership of an assignment to ensure everyone is on the same page by providing a clear and positive company culture

Provide a forum for staff to voice their ideas and opinions; encourage face-to-face communication between departments

Build relationships through team-building activities, organize fun get-togethers outside of the office

Coaching approach (select at least two options)

Grow Coaching Model (Goal, Reality, Options, Will)

Group & Team Coaching Model (learning group, training group, development group)

STEPPA Coaching Model (subject, target identification, emotion, perception, plan/ pace, action/ amend)

Instructional Coaching (content focus, active learning, coherence, sustained duration, collective participation)

OSCAR Coaching Model (outcome, situation, choices, actions, reviews)

CLEAR Coaching Model (contract, listen, explore, action, review)

Workplace Wellness Plan (cont.)

Identify performance supporting initiatives (highlight how you can support the team members to achieve their expected performance; cont.).

Selecting appropriate support for the team (select the appropriate option/s; cont.) Support category Support activities

Conflict Management approach (select at least two options)

Problem Solving / Collaboration / Confronting (focus on resolving the conflict and finding the best alternative/solution for the team)

Compromising/Reconciling (involved parties to think of a middle path wherein both parties decide to give up something and identify a resolution)

Withdrawing/Avoiding (avoiding any conflict resolution provides a cooling off period to the people involved so that they can later come back for meaningful resolution)

Forcing/Competing (technique can be used if we see the conflicts are unnecessary and mostly destructive for the team)

Smoothing/Accommodating (technique to be used when the atmosphere seems to be filled with apprehension/distrust among the parties involved)

Leadership approach (select at least two options)

Transformational Leadership (leader is a visionary who inspires others and encourages critical thinking and innovation)

Participatory Leadership (leaders empower employees who will be most affected by certain decisions to have participation and/or decision-making capabilities in addressing those issues)

Value-based Leadership (leaders guide their teams by encouraging others to act in accordance with the organizations shared core values)

Situational Leadership (a framework for leaders to match their behaviors to the performance needs of those they are working to influence)

Servant Leadership (leaders who makes a conscious decision to aspire to lead in a way that places other peoples needs as their highest priority)

Workplace Wellness Plan (cont.)

Determining the performance planning and management (focuses on objective goal setting so that every employee receives direction and communication about what they are expected to do).

Performance evaluation approach (select the appropriate option/s)

A broader approach to get the best out of all the employees even the top-performing ones

A process that inputs to the total rewards process and ensures that employees are paid appropriately for the value to bring to the organization

A continuous two-way process of planning, observation, conversation, and coaching that allows for improved performance that has a direct impact on the goals of the organization

A robust approach that holds both the manager/supervisor and the employee accountable

Goal setting parameters (select at least one option from each category) Alignment between individual employee goals and the organizations goals Re-accessing and setting competency requirements that will be required for optimum performance of the job

Gaining an understanding of the business goals for the year

Job competencies are generally defined during the hiring process

Creating team goals / departmental goals that align to the business goals

Job competencies form part of job description

Setting individual employee goals Type of performance review system/s to be used (select the appropriate option/s)

Competency-based (focuses on performance as measured against specified competencies as opposed to specific tasks or behaviors that are identified for each position)

360-degree feedback (collects information from the employee's supervisor, colleagues and subordinates about an individual's work-related behavior and its impact)

Management by objectives (goals are set collaboratively for the organization, various departments, and each individual member)

Ranking (list all employees in a designated group from highest to lowest in order of performance.)

Graphic rating scales (evaluates on several factors, including general behaviors and characteristics)

Behaviorally anchored rating scales (assess employee behavior rather than specific characteristics)

Workplace Wellness Plan (cont.)

Identify learning and development opportunities (effective learning and development evaluation needs to be strongly linked with identified performance gaps; it is essential to have clearly identified organisational performance targets and subsequent learning needs and agree what measures of success will look like.)

Coverage of learning and development evaluation (select the appropriate option/s) Type of evaluation activities

Impact (where L&D can work with the organization to show how the learning interventions have impacted on performance these can include links to key performance indicators, i.e., financial, and operational)

Transfer (where L&D can work with the organization to show how any learning undertaken on L&D events has been transferred back into the employees role and work area these can include performance goals and how new skills and knowledge have been used)

Engagement (where L&D can demonstrate how stakeholders are engaged with learning, this can be at an organizational level where a positive learning environment is the goal, at team levels or at an individual level)

The 70-20-10 model for learning and development (is a commonly used formula within the training profession to describe the optimal sources of learning by successful managers. It holds that individuals obtain 70 percent of their knowledge from job-related experiences, 20 percent from interactions with others, and 10 percent from formal educational events)

Selecting formal learning solutions Learning and development breakdown (select at least one from each category)

70 (learning by working) 20 (learning by working together) 10 (learning by formal intervention)

Problem-solving

Coaching colleagues in the workplace

Courses

Challenging tasks

Collaboration and continuous improvement

Training modules

Other roles and responsibilities

Giving and receiving feedback

Workshops/ masterclass

Auditing/ review

Learning in networks

eLearning

Innovation

Action learning

Seminars

Reflection

After-action reviews

Reflections

Workplace Wellness Plan (cont.)

Identification of recognition and rewards for employee performance (keeping employees engaged and motivated is vitally important to ensure the continued success of a company; programs should be crafted to include both financial rewards and non-monetary rewards; this can be used to highlight innovation and positive behaviour while taking advantage of new HR trends)

Reward systems to be used Reward category (select at least one from each category)

Financial rewards Non-monetary rewards Rewarding innovation Gamification and rewards

Cash bonuses/ gift cards

Personal recognition notes from CEO

Opportunities to complete special projects

Game-based learning and employee training

Charity giving

Certificates, plaque, and trophies

Time perks

Badging and achievements

Coffee memberships

Perks, i.e., car maintenance, subsidized commute

Celebratory lunch/dinner with colleagues or with family/friends

Social media-style recognition platforms

Subsidized recreation

Departmental party

Learning/conference

Spin-to-wins and scratch off bonuses

Extra paid time off

Experiential packages, i.e., health and wellness

Award nominations

Interactive leaderboards

Branded clothing / swag

Sponsored content on LinkedIn or Forbes

Tickets to a concert, movie, sports game, festival

Rewards for company competitions

Money for a personal growth experience

Wall of fame

Invest in their continued education

Branded tech

Activity 2

Make an appointment with the CEO (your classmate or alternatively, your Trainer would undertake this role), to seek consultation on the proposed Workplace Wellness Plan as an initiative to be introduced to the organization. You will be assessed on your oral interaction skills to:

Review the Workplace Wellness Plan based on Task 2 Activity 1

Obtain consultative advice and approval for all sections of the Workplace Wellness Plan

(cont.)

Use appropriate communication techniques to relay information:

Seize the audiences attention by keeping informative presentation brief and to the point.

Disclose the problem or needs that your workforce planning will satisfy

Captivate the audience by describing the advantages of solving the problem or need

Stakeholder Consultation

Stakeholder engagement and consultation (engagement with stakeholders provides the platform for a consultative process an opportunity to be informed, as well as to inform the company about local contexts that may not be obvious, to raise issues and concerns, and to help shape the objectives and outcomes of the project)

Date Fill in the date of the consultation (either same date of the plan above or after)

Stakeholder engagement level (select the appropriate option)

Inform (provide stakeholders with balanced and objective information to help them understand the project, the problem, and the solution alternatives)

Consult (gather feedback on the information given with level of input can range from minimal interaction or could be a one-time or ongoing/iterative opportunities to give feedback to be considered in the decision-making process)

Involve (work directly with stakeholders during the process to ensure that their concerns and desired outcomes are fully understood and considered at each stage; final decisions are still made by the consulting organization, but with well-considered input from stakeholders)

Collaborate (partner with stakeholders at each stage of the decision-making, including developing alternative solution ideas and choosing the preferred solution together; goal is to achieve consensus regarding decisions)

Empower (place final decision-making power in the hands of stakeholders. Voting ballots and referenda are common examples; this level of stakeholder engagement is rare and usually includes a small number of people who represent important stakeholder groups)

Consultative areas Meets requirements Adjustments needed

Identification of the organizations human resource strategic plan

Identification of the organizations Objective and Key Results (OKRs)

Review of the organizations policies and procedures that provide employee support: Employee Assistance Program Policy

Personal Development Policy

Stakeholder Consultation (cont.)

Consultative areas (cont.) Meets requirements Adjustments needed

Staff Reward and Recognition Policy

Relevant legislation and regulatory guidelines to support work practices and organizational culture, including: Fair Work Act 2009

Workplace Gender Equality Act 2012

Bullying and harassment

Disputes at work

Privacy Act 1988

Anti-discrimination

Determining type of support for employees through providing personal and social competence that align with their work/ personal needs, covering: Team wellbeing

Team health

Identifying performance supporting initiatives, including: Method of approach

Frequency of checking-in with team

Type of development of employees skills

Mode of development

Expected outcomes

Resources required

Follow-up review

Team inspiration approach

Stakeholder Consultation (cont.)

Consultative areas (cont.) Meets requirements Adjustments needed

Coaching approach

Conflict management approach

Leadership approach

Determining performance planning and management, covering: Performance evaluation approach

Goal setting parameters

Type of performance review system/s to be used

Identification of learning and development opportunities, including: Coverage of learning and development evaluation

Selecting formal learning solutions using the 70-20-10 model for learning and development

Identification of recognition and reward for employee performance, covering: Financial rewards

Non-monetary rewards

Rewarding innovation

Gamification and rewards

Consultative commentary (select the appropriate option)

Approval has been granted to the proposed Workplace Wellness Plan as it is able to align with the organizations human resource strategic plan.

Approval is pending as there are some areas in the proposed Workplace Wellness Plan that needs further consideration/ amendments to ensure that it is better aligned with the organizations human resource strategic plan.

CEOs initials M.H. Date (DD/MM/YYY) Same date as above

Activity 3 Communicate the Workplace Wellness Plan

Upon receiving approval from the CEO, you are required to communicate to Bounce Fitness employees at all its locations in Australia, i.e., Sydney, Melbourne, Brisbane, and Cairns. The promotion of workplace wellness is a part of the organizations initiative to ensure that your team members are safe, healthy, satisfied, and engaged at work.

Draft out an email message to all staff of Bounce Fitness, informing them on the organizations new Workplace Wellness Plan (based on Task 2 Activity 1) and it is expected that this employee initiative would be introduced next month.

Your email message should include the following components:

Provide an introduction of the importance of fostering workplace wellness

Provide a concise explanation of what the workplace wellness plan is all about.

Clarify how the plan will be implemented.

Provide a conclusion

Ensure you follow the email writing convention, including:

Greetings and signoffs

Courtesy phrases at the end of an email

Email Correspondence

To All staff From Students name here

Location Sydney, Melbourne, Brisbane & Cairns Position General Manager Human Resource Management

Subject Workplace Wellness Programs to be introduced Date Provide a date (after the consultation on activity 2 above)

Draft introduction message (provide an introduction; message content should not exceed 50-word count limit) Email content in this section include:

Greetings

Introduce yourself and the purpose of the email

Provide an introduction of the importance of fostering workplace wellness within Bounce Fitness

Email Correspondence (cont.)

Draft first section of body message (provide a brief explanation on what is the workplace wellness programs are all about; total word count for your answer is 60-word count limit) Email content in this section include:

Provide a brief explanation on what is the workplace wellness programs are all about summarise the workplace wellness plan completed on activity 1 above.

Draft second section of body message (provide a brief explanation on how the workplace wellness programs would be implemented; total word count for your answer is 60-word count limit) Email content in this section include:

Provide a brief explanation on how the workplace wellness programs would be implemented refer to the Workplace Wellness plan completed on activity 1 page 46 (manage teams health and teams wellbeing)

Refer to 70-20-10 model for learning and development on page 51

Mentioned about the commencing period of the plan

Draft conclusion (answers should not exceed 40-word count limit) Email content in this section include:

Provide a conclusion or summary of the content of the email / what you have discussed above

Courtesy phrases at the end of an email

Signoffs (with your name and position as per scenario)

Checklist/ performance criteria matrix for Case study/ project portfolio/ observation for Task 2

(For Assessor use only)

Instructions to Assessors

This checklist is to be used to record the students responses to the questions outlined in Task 2 Activities 1 - 3. When completing this checklist, you must ensure that:

Each checklist item is assessed against the criteria listed.

An assignment result, either Yes or No, is recorded in one of the two columns on the right of the checklist.

Feedback is provided to the student in the assignment cover sheet and/ or, at the Canvas commentary section.

Did the learner: Yes No

Answer all case study covering: Relating to units performance criteria: Completed the Workplace Wellness Plan, including: Determined the organizations human resource strategic plan 2.2 Develop a plan for identifying and responding to a range of emotional expressions

3.3 Implement identified opportunities and tasks in the workplace according to organisational policy and procedures Identified the organizations Objective and Key Results Reviewed the organizations policies and procedures that provide employee support, including: Employee Assistance Program Policy Personal Development Policy Staff Reward and Recognition Policy Discussed the relevant legislative, regulatory, and industrial requirements related to HR practices, covering: Fair Work Act 2009 Workplace Gender Equality Act 2012 Bullying & harassment Disputes at work Privacy Act 1988 Anti-discrimination laws Determined the type of support for employees through providing and social competence that align with their work/ personal needs: 1.3 Identify and analyse potential emotional stressors in the workplace

1.4 Identify methods for responding to emotional stressors Team wellbeing Team health

Did the learner (cont.): Yes No

Answer all case study covering: Relating to units performance criteria: Identified performance supporting initiatives, including: 2.1 Analyse and document emotional responses of co-workers

2.2 Develop a plan for identifying and responding to a range of emotional expressions

2.3 Apply techniques that indicate flexibility and adaptability in dealing with others in the workplace

2.4 Apply techniques that show consideration for the emotions of others when making decisions Method of approach Frequency of checking-in on the team Developing employee skills Mode of development Expected outcomes Resources required Follow-up Team inspiration approach Coaching approach Conflict management approach Leadership approach Determined the performance planning and management, covering: 1.1 Develop evaluation criteria for assessing emotional strengths and weaknesses

1.2 Assess emotional strengths and weaknesses against evaluation criteria

3.1 Identify workplace opportunities for others to express their thoughts and feelings

3.2 Develop tasks for assisting others to understand effect of personal behaviour and emotions on others in the workplace

3.3 Implement identified opportunities and tasks in the workplace according to organisational policy and procedures Performance evaluation approach Goal-setting parameters Type of performance review system/s to be used Identified the learning and development opportunities, including: Coverage of learning and development evaluation The 70-20-10 model for learning and development Identification of recognition and rewards for employee performance, covering: Financial rewards Non-monetary rewards Rewarding innovation Gamification and rewards

Did the learner (cont.): Yes No

Answer all case study covering: Relating to units performance criteria: Make an appointment with the CEO (your classmate or alternatively, your Trainer would undertake this role), to seek consultation on the proposed Workplace Wellness Plan as an initiative to be introduced to the organization. 1.5 Seek feedback from others to identify and confirm methods for responding to emotional stressors in the workplace

2.5 Consult with relevant stakeholders and identify improvement areas for own emotional intelligence Draft out an email message to all staff of Bounce Fitness, informing them on the organizations new Workplace Wellness Plan (based on Task 2 Activity 1) and it is expected that this employee initiative would be introduced next month. 3.3 Implement identified opportunities and tasks in the workplace according to organisational policy and procedures Uses communication techniques appropriate to audience to communicate: Follows logical sequence when discussion and does not jump from topic to topic 1.5 Seek feedback from others to identify and confirm methods for responding to emotional stressors in the workplace

2.5 Consult with relevant stakeholders and identify improvement areas for own emotional intelligence Avoids the use of jargons or technical terms Ensures explanations are concise yet meaningful Provides sufficient evidence to support their statements Answers questions raised by the audience about concepts discussed Explains how resolving the complex workplace issue benefits the audience Seek feedback from stakeholders on the performance of processes developed: Asks follow-up questions to clarify information received Provides relevant responses to the persons questions Uses open-ended questions to quickly review the topic discussed Summarises discussion point or questions from speaker to confirm understanding Uses active listening skills to elicit views of others regarding the topic discussed: Refrains from interrupting the person speaking

Did the learner (cont.): Yes No

Answer all case study covering: Relating to units performance criteria: Focuses on the words spoken by the other person 1.5 Seek feedback from others to identify and confirm methods for responding to emotional stressors in the workplace

2.5 Consult with relevant stakeholders and identify improvement areas for own emotional intelligence Uses appropriate facial expressions such as nodding or smiling to show that they are listening Summarises discussion point or questions from speaker to confirm understanding Suspends judgment when the person answers a question or provides their opinion on the topic Provides relevant responses to the persons questions Uses questioning skills to clarify or confirm understanding of others regarding the topic discussed: Encourages audience to ask questions Uses open ended questions to quickly review the topic discussed Seek feedback from stakeholders on the performance of processes developed: Asks follow-up questions to clarify information received Provides relevant responses to the persons questions Uses open-ended questions to quickly review the topic discussed Summarises discussion point or questions from speaker to confirm understanding Task 2 has met satisfactory performance requirements

Task 2 has not met satisfactory performance requirements (please refer to the feedback on Canvas commentary section)

BSB50420 Diploma of Leadership and Management 238759-116839

Term 2 2024 assignment

Student Details/ Declaration

Unit of Competency BSBLDR522 Manage people performance

I declare that (please tick): I fully understand the context and purpose of this assignment.

I am fully aware of the competency standard/ criteria against which I will be assessed.

I am aware of the resources I need and how the assignment will be conducted.

I have had the appeals process and confidentiality explained to me.

I understand that the assignment is an individual effort and that all written work is my own.

I am aware that if I am caught with either collusion or plagiarism of another students work, I will be penalised for academic misconduct which could result in the suspension or cancellation of my course enrolment/ student visa.

I understand that I will not disclose any assignment question or answer, in whole or in part, in any form or by any means before, during, or after I have submitted my assignment to Canvas on any internet share space/ chat room, or otherwise, which will constitute a breach of academic misconduct and would result in the suspension or cancellation of my course enrolment/ student visa.

Students Name Thin Su Lin

Student ID ECS 1077 Submission Date 07/07/2024

Submission Deadline Please submit your assignment via Canvas assignment page. Submitting the assignment via comments box would be considered null and void.

After the due date, Start Assignment button will not be available, and you will have to contact student services at students@eve.edu.au to arrange your assignment submission

Assignments submitted after the due date (as stipulated on Canvas) will incur a late submission fee of $50 if submitted by the end of the scheduled feedback session on week 7/9

If your assessment is marked as Not Yet Satisfactory (NYC), it is your responsibility to check the result on Canvas and contact student services and plan to be re-assessed. Re-assessments need to be submitted within the period allocated to the unit otherwise re-assessment fee of $250 per unit will apply.

Submission Notes You must complete your assignment by utilizing only this official assignment tool document (which features working answer/ portfolio templates) to meet the requirements of validity principles.

Please check on all the boxes in the Statement of Declaration prior to uploading assignment to Canvas as an authentication procedure.

If you do encounter any issues with working on this document or any other matter related to academic progress, please request for assistance from Student Services at students@eve.edu.au.

Assessor Use Only I declare that I have conducted a fair, valid, reliable, and flexible assignment with this student.

I have provided appropriate feedback (including verifying all answer pages within this assignment either on the check box or at the answer fields as well as leaving comments in Canvas).

Knowledge Criteria S Performance Criteria S Overall result C Assessor Initials & Date

NYS NYS NYC

Knowledge criteria: short answer questions

Briefly explain how the identified service supports employee performance development (answers must not exceed 50-word count limit).

Performance evaluations Evaluation plays a crucial role in supporting employee performance development by providing a structured mechanism for feedback, goal setting and improvement.Constructive feedback during evaluations allows employees to identify specific skills or behaviors to enhance, fostering a culture of continuous learning and improvement.

Training and development

Training and development significantly bolster employee performance by equipping individuals with the knowledge, skills, and resources necessary to excel in their roles. Targeted training programs address specific gaps identified through performance evaluations, ensuring that employees receive focused instruction on areas needing improvement.This personalized approach not only enhances competency but also boosts confidence and job satisfaction.

Answer the following questions about unfair dismissal and unlawful termination in accordance with Fair Work Act 2009 in terms of criteria for considering harshness (refer to URL: https://www.fwc.gov.au/what-makes-dismissal-unfair)

In considering whether a dismissal was harsh, unjust, or unreasonable, the Commission must consider (list answers) 1. whether there was a valid reason for the dismissal related to the person's capacity or conduct (including its effect on the safety and welfare of other employees)

2. whether the person was notified of that reason

3. whether the person was given an opportunity to respond to any reason related to the capacity or conduct of the person

4. any unreasonable refusal by the employer to allow the person to have a support person present to assist at any discussions relating to dismissal

5. if the dismissal related to unsatisfactory performance by the personwhether the person had been warned about that unsatisfactory performance before the dismissal

6. the degree to which the size of the employer's enterprise would be likely to impact on the procedures followed in effecting the dismissal

7. the degree to which the absence of dedicated human resource management specialists or expertise in the enterprise would be likely to impact on the procedures followed in effecting the dismissal, and

8. any other matters that the Commission considers relevant.

An employer is considered to have followed due process for a dismissal if the employee was given procedural fairness (answers should not exceed 50-word count limit)

Define what procedural fairness means in the context of termination of employment Procedural fairness in the dismissal or termination process refers to ensuring that the procedures followed are fair, transparent, and consistent. It involves adhering to established rules and principles to protect the rights of the employee being dismissed and to minimize the risk of unfair treatment or wrongful termination.

Identify the grounds on which employment cannot be terminated, as set out in s. 772(1) of the Fair Work Act 2009 (refer to URL: http://www5.austlii.edu.au/au/legis/cth/num_act/fwa2009114/s772.html)

Employment not to be terminated on certain grounds (list answers) 1. Temporary absence from work due to illness or injury

2. Trade union membership or participation in trade union activities outside the employees working hours(or during working hours with the employers consent)

3. Non membership of a trade union

4.

Seeking office or having acted in the capacity of an employee representative

An employee representative refers to an employee within an organisation who is chosen by other employees to represent a category of workers in negotiations or consultations with the employer.

5. Filing a complaint against the employer involving an alleged violation of laws or regulations

6. The employees race, colour, gender, sexual orientation, age, physical or mental disability, marital status, family or carers responsibilities, pregnancy religion, political opinion, national extracation, or social origin

7. Absence from work during maternity leave or other parental leave

8. Temporary absence from work due to engaging in a voluntary emergency management activity

Briefly explain the following sources of information that can be used to determine training and development needs

Sources of information Type of information each source provides (answers should not exceed 50-word count limit)

Type of information each source provides Briefly explain the below type of information to be used to determine training and development needs:

strategies

goals and key result areas

objectives

performance standards

budgets

activities to be completed

human resource/workforce plan

Determining training and development needs involves assessing various aspects of an organization's strategies, goals, performance standards, budgets, and workforce plans. Understanding organizational strategies provides insight into the direction and priorities of the company.Goals and KRAs define specific outcomes that the organization aims to achieve. Training needs can be identified by evaluating whether employees possess the necessary skills and knowledge to contribute effectively towards these goals.Objectives provide clarity on the specific actions required to achieve goals. Performance standards set expectations for employee performance.Budgets allocate resources for training and development activities. Understanding planned activities helps in identifying specific skills or knowledge gaps that need to be addressed through training. The workforce plan outlines the current and future needs of the organization's workforce. It helps in identifying training needs by considering factors such as succession planning, skills gaps, and career development opportunities.

Training plan for individuals Briefly describe the components of training plan to determine training and development needs, such as:

knowledge and skills gaps/ to be developed

options to address them

success criteria to evaluate development

timeframes.

Identify specific areas where employees lack necessary knowledge or skills to perform effectively and determine the best training methods and resources to bridge identified gaps. Options may include formal classroom training, workshops or seminars and ect. Define clear and measurable criteria to assess the effectiveness of the training and development efforts.Establish realistic timelines for implementing training activities and achieving development goals.

Checklist/ performance criteria matrix for Short Answers Questions (for Assessor use only)

Instructions to Assessors

This checklist is to be used to record the students responses to the questions outlined in Q1. to Q5. When completing this checklist, you must ensure that:

Each checklist item is assessed against the criteria listed.

An assignment result, either Yes or No, is recorded in one of the two columns on the right of the checklist.

Feedback is provided to the student in the assignment cover sheet and/ or, at the Canvas commentary section.

Did the learner: Yes No

Answer all short questions covering: Relating to units performance criteria:

Briefly explained how the identified service supports employee performance development, including: 2.4 Monitor and evaluate performance according to performance standards and key performance indicators

4.1 Develop performance improvement and development plans according to organisational policies

Performance evaluations

Training and development

Answered the following questions about unfair dismissal and unlawful termination in accordance with Fair Work Act 2009 in terms of criteria for considering harshness in terms of: 2.1 Review performance management and processes according to legislation, organisational objectives and policies

2.2 Train participants in the performance management and review process

2.3 Conduct performance management according to organisational policies procedures and relevant timelines

2.4 Monitor and evaluate performance according to performance standards and key performance indicators

In considering whether a dismissal was harsh, unjust, or unreasonable, the Commission must bear in mind:

An employer is considered to have followed due process for a dismissal if the employee was given procedural fairness in terms of context of termination of employment

Identify the grounds on which employment cannot be terminated, as set out in s. 772(1) of the Fair Work Act 2009

Briefly explain the following sources of information that can be used to determine training and development needs:

Type of information each source provides

Training plan for individuals

Short Answers section has met satisfactory performance requirements Short Answers section has not met satisfactory performance requirements (please refer to the feedback on Canvas commentary section)

Performance criteria: Case study/ project portfolio/ observation

The Practical Assessment is a set of tasks that must be completed in a workplace, or in an environment with conditions like that of a real workplace.

To be assessed for this unit of competency, you must demonstrate your skills and knowledge to manage the performance of staff that are direct reports.

The Practical Assessments in this assignment include:

Workplace Project Assessment - A series of written practical tests assessing the learners practical knowledge and skills underpinning of the unit of competency. This includes the learner completing workplace documents or similar as evidence of competent performance.

Workplace Practical Observation - A set of assessment tasks where the learner must demonstrate practical skills relevant to the unit of competency. These skills are to be demonstrated while being observed by the assessor.

Tasks and activities in this project assessment require you to have access to a workplace or a similar environment.

Case study

Introduction

Bounce Fitness is made up of four fitness centres. Head office is currently established in Cairns, Queensland. The other centres are in Brisbane, (Queensland), Sydney, (New South Wales) and Melbourne, (Victoria). It is the intention of the Board of Directors that a new centre will be opened in Perth, (Western Australia).

It was established in 2001 by Margaret House as a single aerobic studio. After two years membership increases demanded the small, leased centre be expanded and a new facility was built on land purchased by the organisation. In 2004 a second centre was established in leased premises in Brisbane and then Sydney and Melbourne in the subsequent two years.

The Head Office remains in Cairns and a Board of Directors has been established to oversee the function of the business in all the centres. Each centre has a manager, who reports to the CEO in Cairns, and a team of permanently employed fitness instructors and other casual instructors, all of whom report to the Centre Manager. The business is operated on best business practice and complies with all legislative requirements, local by-laws and is registered with the national body.

Bounce Fitness intends to market its brand through excellence in service and expertise to establish itself as a premier provider of fitness and wellness in Australia. Much time is invested in training the Centre staff to upgrade their professional skills and in customer service to foster a loyal member base. Classes are innovative and varied with regular changes to routines and activities

(cont.)

Bounce Fitness has developed choreographed fitness moves with accompanying music which is geared to the varying interests, needs and goals of the member group. It is intended that all around Australia, gym and fitness centre members will continue to be enhancing personal performance through classes designed and produced by this business. Classes are coupled with state-of-the-art fitness equipment to cater to those who prefer resistance training to aerobic workouts. Additional free weights allow for use by even die-hard lifters.

All centres are carpeted in areas used for stationary activities, spacious, well-ventilated, and air-conditioned to make the environment as safe and comfortable as possible. They are light and feature wrap-around mirrored walls. The decor was designed by a Brisbane firm and is updated every three years. There are showers, toilets, lockers.

Each centre features a retail section selling fitness shoes, clothes, and other related fitness items. There is a small cafeteria which is leased to a provider who supplies healthy, low-calorie drinks and light food. Each Centre has regularly scheduled aerobic classes ranging from high intensity to low intensity. The scheduling is left to each Centre but must sustain a minimum average of twelve in each class for them to continue to be held. The style of classes changes as new methods are developed to sustain interest and provide variety.

Circuit classes are also scheduled for groups who move in a circuitous rotation around the different resistance equipment sequentially as instructed by the instructor. They are required to complete interval aerobic exercises during the completion of a class to enhance the value of the workout. Very low intensity classes are also held in age care facilities to keep residents active and incorporate light weights to keep them healthy. This exercise contributes to the physical and mental health of participants as well as providing an interest in their day.

Special classes are held in high schools for senior students, sheltered workshops and other special situations as requested and are operated at minimal or no cost as a community service. Funding is primarily from memberships. Memberships are sold on one-, three-, six- and twelve-monthly basis on a decreasing fee scale. Casual members are welcome, but the daily rate is a premium one.

Each Centre sells memberships to 120%. This means that at peak times it could be quite crowded, but experience demonstrates that there is a maximum of 80% usage. The retail arm of the business accounts for about 30% of the takings from each centre. The strategic plan for retail is set to increase investment in sales this year to 35%. Each Centre will be given a budget to develop and implement a sales and marketing plan to trial. The most successful may be implemented nationally and will attract an incentive for the most successful Centre. The catering facilities are currently leased to private operators, and this is reconsidered during each annual planning session by the Board, which produces 5% of the income, less than the rent off-set.

Scenario

You are currently working as a General Manager Human Resource Management for Bounce Fitness, a dynamic fitness corporation centred on providing premier personal training services in Cairns, Brisbane, Sydney, and Melbourne.

You have reviewed the results from the recently conducted quarterly customer satisfaction survey, the third of four to be conducted for the year. The findings highlight some issues about the performance of two fitness instructors:

Monica Lange

Monica, a newly recruited team member, has received some great feedback from customers regarding her skills and knowledge as a fitness instructor. Most customers have provided her with a rating of excellent as an instructor as they are well on the way to meeting or exceeding their goals. This means Monica is on track to exceeding her key performance indicator of an excellent customer satisfactory rating of 60% by the end of the year (in three months time).

A couple of customers, however, are feeling pressured at the end of sessions into booking additional private sessions and joining classes, despite being on track to meet their goals. One customer stated she felt Monica is making assumptions about what was best for her instead of carefully listening to what she wanted. As a result, Monica is not meeting the requirements of the Customer Service Standard Policy. By the end of the year, Monica must demonstrate the ability to meet each of the requirements of Customer Service Standard Policy.

You feel that Monica is an extremely skilled and enthusiastic fitness instructor but needs to understand Bounces approach to being customer-centred, which involves making sure the customers are the one who makes the decisions about their needs and plan, and in making any adjustments to goals.

John Ward

John has always been popular with customers, working with them to develop and achieve their goals. He works mainly one on one with customers, rarely taking classes.

The latest surveys findings reveal that many of his customers rated John as a good instructor, none considered him to be excellent and a few rated him as satisfactory. One of Johns key performance indicators is to achieve, by the end of the year, an excellent customer rating of 90 per cent. The indicator was not unrealistic as John has received ratings in the high 80s for the past two years. Previous survey results and the current results indicate John will not be able to meet the standard.

Some responses indicate that John has not been very enthusiastic. One customer stated he was uninterested, another that he was bored and a new customer is considering asking for a new instructor because they dont feel motivated by John.

(cont.)

In line with the requirements of the Bounce Performance Management Policy and Procedure, you take steps to manage underperformance. You initiate performance improvement coaching by checking in with Monica and John and to provide feedback via email before meeting with them to plan for improvement. This gives each team member with an opportunity to carefully consider the feedback to identify ways to address concerns, and how you can support them in this.

Supplementary Case Study Materials (please use these documents to assist in your assignment)

1. BSBLDR522 - Case Study - Bounce Fitness - Continuous Improvement Policy V2022.1 1 of 5

2. BSBLDR522 - Case Study - Bounce Fitness - Personal Development Policy V2022.1 2 of 5

3. BSBLDR522 Case Study Bounce Fitness Performance Management Policy and Procedures V2022.1 3 of 5

4. BSBLDR522 - Case Study - Bounce Fitness - Job Description Fitness Instructors V2022.1 4 of 5

5. BSBLDR522 - Case Study - Bounce Fitness - Customer Relationship Management Policies and Procedures V2022.1 5 of 5

Case study/ workplace project/ workplace practical observation form

Candidates name Thin Su Lin

Assessors name Erwan Tjan

Work activity For satisfactory performance, learners submission must include the following tasks:

Task 1: Plan facilitation of performance development process

Activity 1 - Performance Development Facilitation Plan

Activity 2 - Consult with Stakeholders on Performance Development Facilitation Plan

Activity 3 - Conduct risk analysis according to organizational risk management plan and legal requirements

Task 2: Conduct performance development through assessment of performance, provision of feedback and follow-up

Activity 1 - Develop one Work Plan for each team member

Activity 2 - Assess performance and provide feedback

Activity 3 - Manage follow up through performance

Activity 4 - Monitoring performance and provide feedback

Observation done In person Via remote (insert screenshot below)

Date of observation

Please note:

Include a Zoom Meeting Screenshot (of yourself only; strictly no group nor selfie shots) with your name in the image.

Resize landscape image to fit into space provided on the right. Insert your Zoom Meeting Image # 1 (own image in landscape orientation)

If selected in person zoom screenshot is waived.

Task 1: Plan facilitation of performance development process

As General Manager Human Resource Management for Bounce Fitness, you are required to develop a Performance Development Facilitation Plan for Bounce Fitness. To complete this task, you must:

Access and review the following:

Activity 1 - Performance Development Facilitation Plan

Identify the organizations Objectives and at least two (2) Key Results for each objective to be addressed in the performance development processes

Identify at least two (2) workplace policies to be addressed in the performance development processes, including:

the organizations continuous improvement policy

the organizations personal development policy

Identify the human resource objective/s to be addressed in the performance development processes

Selecting at least two (2) performance strategy for the team

Selecting appropriate support for the team:

At least one (1) method of approach

At least one (1) frequency timing to check-in on the team

At least one (1) mode of development

At least one (1) expected outcomes

At least one (1) outsourced training activity

At least one (1) in-house training activity

At least one (1) follow-up support review

At least one (1) fostering positivity activity

At least one (1) coaching methodology

At least one (1) conflict management approach

At least one (1) leadership approach

Determine the performance planning and management to be addressed in the performance development processes:

At least one (1) performance evaluation approach

(cont.)

Identify goal setting parameters to be addressed in the performance development processes:

At least one (1) alignment between individual employee goals and the organizations goals

At least one (1) re-accessing and setting competency requirements that will be needed for optimum performance of the job

Identify at least one (1) type of performance review system/s to be used for performance development in the organisation.

Identify at least two (2) learning and development opportunities to be addressed in the performance development processes:

Determine the 70-20-10 model for learning and development to be addressed in the performance development processes in terms of formal learning solutions, including:

At least one (1) 70 (learning by working) activity

At least one (1) 20 (learning by working together) activity

At least one (1) 10 (learning by formal intervention) activity

Determine the recognition and rewards for employee performance included in the performance development processes of the organisation:

At least one (1) financial reward category

At least one (1) non-monetary reward category

At least one (1) rewarding innovation category

At least one (1) gamification and reward category

Select at least one (1) key characteristics to foster a learner culture to be addressed in the performance development processes

Determine the relevant legislative/ regulatory guidelines to support work practices and organizational culture, including:

Fair Work Act 2009

Workplace Gender Equality Act 2012

Bully and harassment

Disputes at work

Privacy Act 1988

Anti-discrimination laws

(cont.)

Activity 2 - Consult with Stakeholders on Performance Development Facilitation Plan

Conduct a meeting with a group of newly recruits (your classmate or alternatively, your Trainer can undertake this role) at the Sydney Fitness Centre to communicate the completed Performance Development Facilitation Plan to your team members by ensuring that they are aware of:

The employee knows exactly where he or she stands in relation to achieving goals and reaching performance milestones that contribute to career development, promotions and more.

The manager gains insights into the motivations of the people working for him or her through the required conversations.

The organization retains motivated employees who understand their role and the roles of others in contributing to the overall success of the organization.

You will be assessed on your oral interaction skills to:

Review the Performance Development Facilitation Plan in Activity 1

Obtain consultative advice and approval for all sections of the Performance Development Facilitation Plan by enlisting one of your team members (your classmate or alternatively, your Trainer can undertake this role) to complete the Stakeholder Consultation form below.

Complete the Meeting Minutes template provided and should be written in such a way that a person not in attendance at the meeting can follow the decisions made as minutes are read by variety of individuals.

Activity 3 - Conduct risk analysis according to organizational risk management plan and legal requirements

Conduct risk analysis according to organisational risk management plan and legal requirements covering:

At least four (4) organizational risks in terms of human resources aspects

At least two (2) legislation/ regulatory risks, including:

WHS Act 2011

Fair Work Act 2009

Activity 1 - Performance Development Facilitation Plan

This task will require you to develop a Performance Development Facilitation Plan and to complete this task, you would need to:

Establish clear performance expectations through which employees can easily understand what to expect out of their job

To reinforce individual accountability to meet their goals and evaluate their own performance for employees.

Performance Development Facilitation Plan

Document purpose (select only one option) Identifying the desired level and quality of performance (in quantifiable terms)

Identifying the methods to attain and secure the required level of performance

Identifying the administrative and managerial support which will be provided

Identifying the ways to measure progress towards the expected performance

Prepared for Bounce Fitness

Prepared by Thin Su Lin

Position General Manager HRM Date prepared 07/072024

In consultation with CEO External Consultant

Document version V2022.1 Document ID PDFP - 2022-04-01

Background introduction (provide a brief on why it is important to plan for performance development; answers should not exceed 60-word count limit) Planning for performance development is crucial because it provides a structured framework to enhance employee skills, capabilities, and overall effectiveness within an organization. It ensures alignment between individual goals and organizational objectives, fostering a cohesive approach towards achieving strategic milestones. By identifying current skill gaps and future development needs, organizations can proactively address deficiencies, thereby improving employee performance and productivity.

Performance Development Facilitation Plan (cont.)

Identify the organizations Objective Key Results (select the appropriate OKR options) Objectives (select all) Key Results (select at least two KR options for each objective)

Advance and grow the business Convert at least 20% of existing monthly subscriptions to annual subscriptions.

Reduce churn to less than 2% monthly.

Increase average number of seats by 20% for monthly and annual subscriptions.

Improve lead processes to increase the number of qualified leads. Reduce the number of fields on the signup page to streamline the demo request process.

Respond to 80% of inbound inquiries within 12 hours.

Each rep demos the product to 25 new leads each week.

Elevate customer engagement program Develop and launch bi-monthly customer communication strategy

Increase customer engagement via email and in-app messages from 20% to 30%

Receive 90% satisfaction rate on post-meeting survey

Improve efficiency of the marketing system Generate 100 more lead than last year with the same budget

Deploy an intelligent marketing automation system in Q1

Deploy two new channels for marketing in Q1

Build a great corporate culture & engage employees better Conduct team-building workshops

Set up regular coffee hour sessions with teams

Launch an Employee Engagement Survey to identify the top engagement indicators

Build an effective coach/ mentorship program Increase the participation rate from 30% to 60%

Increase the talent retention rate from 80% to 95%

Increase employee satisfaction rate from 65% to 90%

Performance Development Facilitation Plan (cont.)

Identify workplace policies for continuous improvement, and learning (the goal of continuous improvement in any organisation is to discover any inefficiencies or performance gaps in key business processes and systems and design solutions to fix these gaps on an ongoing basis)

Identify the organizations continuous improvement policy (refer to 1. BSBLDR522 - Case Study - Bounce Fitness - Continuous Improvement Policy V2022.1): 1. Bounce Fitness is committed to providing systematic continuous improvement of its

operations, management systems, training, Life Coaching and activities through consultation

with staff, clients, stakeholders and external experts.

2. Qualitative and quantitative data is collected and analysed to determine the need for

improvement.

3. Improvements are applied where they are deemed necessary.

4. Bounce Fitness will provide feedback to those that have contributed to the data.

Identify the organizations personal development policy (refer to 2. BSBLDR522 - Case Study - Bounce Fitness - Personal Development Policy V2022.1) Bounce Fitness recognises that the training and development of its team is the key to the continual success

of the organisation. It is the policy of Bounce Fitness to ensure that as far as it is practicable, adequate

resources are available to provide a continuous programme of training for all staff. In return all Bounce Fitness

staff should recognise the need to develop and update skills and knowledge on a continuous basis, and

undergo training with a positive and flexible outlook.

The aim of this policy is to ensure that all employees plan the training and development that is required to

equip them with the knowledge, skills and attitudes necessary to meet both current job objectives and future

development needs. This policy will ensure that training is planned and delivered to meet high standards of

quality.

Principles of personal development include;

It should be continuous because professionals should always be seeking to improve

performance;

2.

It should be owned and managed by the individual learner

3. It should be driven by the individual learners current state of development

4. It should have clear learning objectives that aim to satisfy individual and organisational needs;

and

5. It should be seen as an essential part of professional life

Performance Development Facilitation Plan (cont.)

Identify the human resource objective/s (select the appropriate option/s) Ensure effective utilization and maximum development of the internal employees.

Define the job roles and goals to help maximize productivity and effectiveness.

Focus on the employees capabilities to perform the present job and develops skills for future projects and roles.

Create effective communication channels across the levels of the organization to set clear objectives and expectations.

Develop a fair and transparent process for employee development and succession planning.

Selecting appropriate performance strategy for the team (select at least two options and provide a brief explanation on how it works; answers must not exceed 40-word count limit) Type of performance strategy How does this strategy work? (Provide answers to the selected option only; answers must not exceed 40-word count limit)

Communicate company goals and performance objectives Select at least two options, then provide brief description on how it works, or how it will support the performance facilitation plan development.

You can discuss the benefits of your selected strategies.

Utilize performance management software

Offer frequent performance feedback

Use peer reviews

Set regular meetings to discuss outcomes and results

Performance Development Facilitation Plan (cont.)

Identify performance supporting initiatives (highlight how you can support the team members to achieve their expected performance).

Selecting appropriate support for the team (select all support categories) Support category Support activities (select at least one activity option from each selected support category)

Method of approach One-on-one Team

Regularly check-in on the team (how frequent would this meeting be?) Random Random

Weekly Weekly

Bi-weekly Bi-weekly

Develop employees skills (select the supporting activities option/s) Setting & achieving goals Managing time & work effectively

Decision-making techniques Managing conflict in the workplace

Motivating and engaging employees Teamwork, delegation, empowerment

Continuous improvement Innovative and critical thinking

Mode of development (select the supporting activities option/s) In-house training (involves using a company's own expertise and resources)

Outsource training (the use an external company, a supplier, to manage and deliver their training)

Expected outcomes (select the supporting activities option/s) Connect with purpose, values and core strengths in areas that make a difference

Create synergy by building meaningful relationships and high levels of trust

Learn how to shift from producing results to enabling and empowering others to produce the results

Understand skills to manage and lead adaptive challenges and ambiguity

Learn how to build rapport effortlessly and communicate effectively

Develop organizational capability to change, adapt and build resilience to external forces

Gain a deep understanding and develop the requisite skills to create a high-performance culture through alignment

Learn about the teams needs and receive feedback on management and leadership style

Performance Development Facilitation Plan (cont.)

Identify performance supporting initiatives (highlight how you can support the team members to achieve their expected performance; cont.)

Selecting appropriate support for the team (select all support category; cont.) Support category Support activities (select at least one activity option from each selected support category)

Resources required (select the supporting activities option/s) Outsourced training In-house training

Training budget Coach/ mentor

Training need analysis Training plan

Training provider Training materials

Training leave LMS (online learning)

Evaluation session Feedback session

Follow-up (select the appropriate option) Monthly review Bi-monthly review

Quarterly review Bi-annually review

Inspire the team (select the supporting activities option/s) Encourage them to take ownership of an assignment to ensure everyone is on the same page by providing a clear and positive company culture

Provide a forum for staff to voice their ideas and opinions; encourage face-to-face communication between departments

Build relationships through team-building activities, organize fun get-togethers outside of the office

Coaching staff (select the supporting activities option/s) Grow Coaching Model (Goal, Reality, Options, Will)

Group & Team Coaching Model (learning group, training group, development group)

STEPPA Coaching Model (subject, target identification, emotion, perception, plan/ pace, action/ amend)

Instructional Coaching (content focus, active learning, coherence, sustained duration, collective participation)

OSCAR Coaching Model (outcome, situation, choices, actions, reviews)

CLEAR Coaching Model (contract, listen, explore, action, review)

Performance Development Facilitation Plan (cont.)

Identify performance supporting initiatives (highlight how you can support the team members to achieve their expected performance; cont.).

Selecting appropriate support for the team (select all support category; cont.) Support category Support activities (select at least one activity option from each selected support category)

Conflict management approach (select the supporting activities option/s) Problem Solving / Collaboration / Confronting (focus on resolving the conflict and finding the best alternative/solution for the team)

Compromising/Reconciling (involved parties to think of a middle path wherein both parties decide to give up something and identify a resolution)

Withdrawing/Avoiding (avoiding any conflict resolution provides a cooling off period to the people involved so that they can later come back for meaningful resolution)

Forcing/Competing (technique can be used if we see the conflicts are unnecessary and mostly destructive for the team)

Smoothing/Accommodating (technique to be used when the atmosphere seems to be filled with apprehension/distrust among the parties involved)

Leadership approach (select the supporting activities option/s) Transformational Leadership (leader is a visionary who inspires others and encourages critical thinking and innovation)

Participatory Leadership (leaders empower employees who will be most affected by certain decisions to have participation and/or decision-making capabilities in addressing those issues)

Value-based Leadership (leaders guide their teams by encouraging others to act in accordance with the organizations shared core values)

Situational Leadership (a framework for leaders to match their behaviors to the performance needs of those they are working to influence)

Servant Leadership (leaders who makes a conscious decision to aspire to lead in a way that places other peoples needs as their highest priority)

Performance Development Facilitation Plan (cont.)

Determine the performance planning and management (focuses on objective goal setting so that every employee receives direction and communication about what they are expected to do).

Performance evaluation approach (select the appropriate option/s) A broader approach to get the best out of all the employees even the top-performing ones

A process that inputs to the total rewards process and ensures that employees are paid appropriately for the value to bring to the organization

A continuous two-way process of planning, observation, conversation, and coaching that allows for improved performance that has a direct impact on the goals of the organization

A robust approach that holds both the manager/supervisor and the employee accountable

Identify goal setting parameters (select at least one option from each category) Alignment between individual employee goals and the organizations goals Re-accessing and setting competency requirements that will be needed for optimum performance of the job

Gaining an understanding of the business goals for the year Job competencies are generally defined during the hiring process

Creating team goals / departmental goals that align to the business goals Job competencies form part of job description

Setting individual employee goals

Identify type of performance review system/s to be used (select the appropriate option/s) Competency-based (focuses on performance as measured against specified competencies as opposed to specific tasks or behaviors that are identified for each position) 360-degree feedback (collects information from the employee's supervisor, colleagues and subordinates about an individual's work-related behavior and its impact)

Management by objectives (goals are set collaboratively for the organization, various departments, and each individual member) Ranking (list all employees in a designated group from highest to lowest in order of performance.)

Graphic rating scales (evaluates on several factors, including general behaviors and characteristics) Behaviorally anchored rating scales (assess employee behavior rather than specific characteristics)

Performance Development Facilitation Plan (cont.)

Identify learning and development opportunities (effective learning and development evaluation needs to be strongly linked with identified performance gaps; it is essential to have clearly identified organisational performance targets and subsequent learning needs and agree what measures of success will look like.)

Coverage of learning and development evaluation (select the appropriate option/s) Type of evaluation activities

Impact (where L&D can work with the organization to show how the learning interventions have impacted on performance these can include links to key performance indicators, i.e., financial, and operational)

Transfer (where L&D can work with the organization to show how any learning undertaken on L&D events has been transferred back into the employees role and work area these can include performance goals and how new skills and knowledge have been used)

Engagement (where L&D can demonstrate how stakeholders are engaged with learning, this can be at an organizational level where a positive learning environment is the goal, at team levels or at an individual level)

Identify type of learning & development evaluation methods to be used (answer only one option) Type of methods Provide a brief explanation on the selected model (answers should not exceed 50-word count limit)

The Kirkpatrick model Choose one of the four available methods/models then use the link provided in describing the model/method

For more info, please go to URL: https://www.kirkpatrickpartners.com/the-kirkpatrick-model/

Brinkerhoff success case method

For more info, please refer to URL: https://www.betterevaluation.org/en/plan/approach/success-case-method

Performance Development Facilitation Plan (cont.)

Type of learning & development evaluation methods to be used (answer only one option) Type of methods Provide a brief explanation on the selected model (answers should not exceed 50-word count limit)

Pendletons Model

For more info, please refer to URL: https://www.thecoach.zone/a-method-of-delivering-a-great-feedback-session-pendletons-rules/

DESC Model

For more info, please refer to URL: https://www.targettraining.eu/feedback-desc-model/

Determine the 70-20-10 model for learning and development (is a commonly used formula within the training profession to describe the optimal sources of learning by successful managers. It holds that individuals obtain 70 percent of their knowledge from job-related experiences, 20 percent from interactions with others, and 10 percent from formal educational events)

Selecting formal learning solutions (select the appropriate option/s) Learning and development breakdown (select at least one from each category)

70 (learning by working) 20 (learning by working together) 10 (learning by formal intervention)

Problem-solving Coaching colleagues in the workplace Courses

Challenging tasks Collaboration and continuous improvement Training modules

Performance Development Facilitation Plan (cont.)

Selecting formal learning solutions (select the appropriate option/s) Learning and development breakdown (select at least one from each category)

70 (learning by working) 20 (learning by working together) 10 (learning by formal intervention)

Other roles and responsibilities Giving and receiving feedback Workshops/ masterclass

Auditing/ review Learning in networks eLearning

Innovation Action learning Seminars

Reflection After-action reviews Reflections

Determine the recognition and rewards for employee performance (keeping employees engaged and motivated is vitally important to ensure the continued success of a company; programs should be crafted to include both financial rewards and non-monetary rewards; this can be used to highlight innovation and positive behaviour while taking advantage of new HR trends)

Select the reward systems to be used (select the appropriate option/s; cont.) Reward category (select at least one from each category)

Financial rewards Non-monetary rewards Rewarding innovation Gamification and rewards

Cash bonuses/ gift cards Personal recognition notes from CEO Opportunities to complete special projects Game-based learning and employee training

Charity giving Certificates, plaque, and trophies Time perks Badging and achievements

Coffee memberships Perks, i.e., car maintenance, subsidized commute Celebratory lunch/dinner with colleagues or with family/friends Social media-style recognition platforms

Subsidized recreation Departmental party Learning/conference Spin-to-wins and scratch off bonuses

Extra paid time off Experiential packages, i.e., health and wellness Award nominations Interactive leaderboards

Branded clothing / swag Sponsored content on LinkedIn or Forbes Tickets to a concert, movie, sports game, festival Rewards for company competitions

Money for a personal growth experience Wall of fame Invest in their continued education Branded tech

Performance Development Facilitation Plan (cont.)

Fostering a learning culture (a culture of learning, or learning culture, is one in which employees continuously seek, share, and apply new knowledge and skills to improve individual and organizational performance)

Select key characteristics to foster a learner culture (select the appropriate option/s) Focused on long term goals Seamless communication Collaboration across teams

Commitment to learning and personal development Innovation is valued Knowledge sharing

Contributions are valued Invested in ideas and innovation Experiential learning encouraged

Activity 2 - Consult with Stakeholders on Performance Development Facilitation Plan

To ensure that the Performance Development Facilitation Plan sets clear and specific performance expectations and providing informal and/or formal feedback about the respective departmental employees performance relative to those stated goals.

As a General Manager HRM, conduct a meeting with a group of newly recruits (your classmate or alternatively, your Trainer can undertake this role) at the Sydney Fitness Centre to communicate the completed Performance Development Facilitation Plan to your team members by ensuring that they are aware of:

The employee knows exactly where he or she stands in relation to achieving goals and reaching performance milestones that contribute to career development, promotions and more.

The manager gains insights into the motivations of the people working for him or her through the required conversations.

The organization retains motivated employees who understand their role and the roles of others in contributing to the overall success of the organization.

When conducting the meeting based on the completed Performance Development Facilitation Plan in Activity 1, ensure that you:

A dialogue that includes performance feedback measured against clear and specific goals and expectations established at the outset of the performance management cycle.

A process for acknowledging the outcomes of the performance review process that is documented between the manager and the employee.

Complete the Meeting Minutes template provided and should be written in such a way that a person not in attendance at the meeting can follow the decisions made as minutes are read by variety of individuals. Key points to take on board when writing more formal minutes, include:

Always write minutes in reported speech which is usually written in past tense

Use verbs such as would rather than will and should rather than shall to denote future action; e.g. The Chair would amend the report in light of the points raised.

Activity 2 (cont.)

Be conscious of how time is reported in minutes e.g., use the following week instead of next week; e.g. The Chair would amend the report in light of the points raised and distribute it to the Committee the following week

The Committee is singular not plural.

In most cases the Committee as a collective should be used: The Committee noted that...

When referring to a member of staff in the minutes do not refer to them by name, but by role except in the attendance section in the header of Minutes and in any action e.g., the Director of AQS not Michael Wing

Start each minute with The Committee considered/received then continue with the item. Use the following in the following circumstances:

Considered where the Board is to make either a decision or endorse a decision or recommend approval.

Received where the item is for information or discussion but no decision to result apart from the paper being noted. For example, the Board received the summary of regulations.

For decisions use approved but ensure that it is a decision that the Board can make.

For information received use noted.

When assigning actions, this should be in bold at the end of the relevant minute and list the role of the individual to whom action is assigned rather than their name.

In engaging with your relevant stakeholders, it is crucial to always utilize the appropriate structure and language. Language refers to the words you use in speaking, while structure refers to how you put these words together.

You will be assessed on your oral interaction skills to:

Review the Performance Development Facilitation Plan in Activity 1

Provide consultative advice and seek agreement for all sections of the Performance Development Facilitation Plan by enlisting one of your team members (your classmate or alternatively, your Trainer can undertake this role) to complete the Stakeholder Consultation form below.

Use appropriate communication techniques to relay information:

Seize the audiences attention by keeping informative presentation brief and to the point.

Disclose the problem or needs that your workforce planning will satisfy

Captivate the audience by describing the advantages of solving the problem or need

Meeting Minutes

Meeting name Performance Development Prepared by Insert your name here

Date of the meeting After the plan (Activity 1) completed specify the date Time 10.00 11.00

Location Sydney Centre Meeting Room Remote via Zoom Meeting

Meeting objectives (select the appropriate option/s) To ensure that the Performance Development Facilitation Plan sets clear and specific performance expectations

To provide performance feedback measured against clear and specific goals and expectations established at the outset of the performance management cycle.

To obtain acknowledgment of the outcomes of the performance review process that is documented between the manager and the employee.

Meeting attendance (select all options) General Manager HRM (student) Jacinta Scott (Centre Manager)

Monica Lange (New Fitness Instructor) John Ward (New Fitness Instructor)

Meeting Agenda

# Topics Owner Time

1. Introduction Centre Manager Break down the timeframe in accordance with the above meeting time

2. Identify the organizations Objective Key Results GM - HRM

3. Identify workplace policies for continuous improvement, professional development, human resource objectives and performance strategy GM - HRM

4. Identify performance supporting initiatives GM - HRM

5. Performance planning and management GM - HRM

6. Identify learning and development opportunities GM - HRM

7. The 70-20-10 model for learning and development GM - HRM

8. Rewarding employee performance GM - HRM

9. Fostering a learning culture GM - HRM

10. Conclusion Centre Manager

Meeting Minutes (cont.)

Identify the organizations Objective Key Results (meeting minutes should not exceed 50-word count limit) Meets agreement Does not meet agreement Owner Time

Example only, please revise the below minutes.

GM HRM has outlined the OKRs to be focused on as below: GM-HRM Fill in as per the above meeting agenda. Apply to all section below

Advance and grow the business

Improve lead processes to increase the number of qualified leads

Elevate customer engagement program

Improve efficiency of the marketing system

Build a great corporate culture & engage employees better

Build an effective coach/ mentorship program

Identify workplace policies for continuous improvement, professional development, human resource objectives and performance strategy (meeting minutes should not exceed 50-word count limit) Meets agreement Does not meet agreement Owner Time

Use the bracket sentence next to the topic from Task 1 Activity 1 above as the description for each section in the meeting minutes.

Example only, please revise the minutes below.

The goal of continuous improvement in any organisation is to discover any inefficiencies or performance gaps in key business processes and systems and design solutions to fix these gaps on an ongoing basis, hence GM HRM outlined the below topics: GM - HRM

Identify the organizations continuous improvement policy

Identify the organizations personal development policy

Identify the human resource objective/s

Selecting appropriate performance strategy for the team

Identify performance supporting initiatives (meeting minutes should not exceed 50-word count limit) Meets agreement Does not meet agreement Owner Time

Use the bracket sentence next to the topic from Task 1 Activity 1 above as the description for each section in the meeting minutes

Example only, please revise the below minutes.

GM-HRM highlighted how the management could support the team members to achieve their expected performance covering the below areas of discussion. GM - HRM

Meeting Minutes (cont.)

Identify performance supporting initiatives (cont.) Meets agreement Does not meet agreement Owner Time

Method of approach

Regularly check-in on the team

Develop employees skills

Mode of development

Expected outcomes

Resources required

Follow-up

Inspire the team

Coaching staff

Conflict Management approach

Leadership approach

Performance planning and management (meeting minutes should not exceed 50-word count limit) Meets agreement Does not meet agreement Owner Time

Use the bracket sentence next to the topic from Task 1 Activity 1 above as the description for each section in the meeting minutes

Example only, please revise the minutes below.

GM-HRM has discussed on the performance planning and management which focuses on objective goal setting so that every employee receives direction and communication about what they are expected to do, covering the below topics: GM - HRM

Performance evaluation approach

Goal setting parameters

Type of performance review system/s to be used

Identify learning and development opportunities (meeting minutes should not exceed 50-word count limit) Meets agreement Does not meet agreement Owner Time

Use the bracket sentence next to the topic from Task 1 Activity 1 above as the description for each section in the meeting minutes

Write the minutes in accordance with the topic above here.

GM HRM has explained the learning and development opportunities which covered the discussion of effective learning and development evaluation needs to be strongly linked with identified performance gaps; it is essential to have clearly identified organisational performance targets and subsequent learning needs and agree what measures of success will look like. GM - HRM

Meeting Minutes (cont.)

Identify learning and development opportunities (cont.) Meets agreement Does not meet agreement Owner Time

Coverage of learning and development evaluation

Type of learning & development evaluation methods to be used

The 70-20-10 model for learning and development (meeting minutes should not exceed 50-word count limit) Meets agreement Does not meet agreement Owner Time

Use the bracket sentence next to the topic from Task 1 Activity 1 above as the description for each section in the meeting minutes

Write the minutes in accordance with the topic above here. GM - HRM

Selecting formal learning solutions

Rewarding employee performance (meeting minutes should not exceed 50-word count limit) Meets agreement Does not meet agreement Owner Time

Use the bracket sentence next to the topic from Task 1 Activity 1 above as the description for each section in the meeting minutes

Write the minutes in accordance with the topic above here. GM - HRM

Reward systems to be used

Fostering a learning culture (meeting minutes should not exceed 50-word count limit) Meets agreement Does not meet agreement Owner Time

Use the bracket sentence next to the topic from Task 1 Activity 1 above as the description for each section in the meeting minutes

Write the minutes in accordance with the topic above here. GM - HRM

Selecting key characteristics to foster a learner culture

Meeting Minutes (cont.)

Conclusion (provide a brief discussion on the collective agreement obtained for the Performance Development Facilitation Plan; answer should not exceed 30-word count limit) Owner Time

Provide a summary of what has been discussed and determine the next course of action in this section. Centre Manager Insert the meeting end time (align with the meeting agenda above)

The next meeting is proposed to be scheduled on (DD/MM/YY): Insert the date of next meeting

Activity 3 - Conduct risk analysis according to organizational risk management plan and legal requirements

Performance management programs can provide considerable benefits to government organizations; help them align and track measurable goals, create ongoing feedback loops for coaching, and boost engagement through recognition. However, poorly implemented performance management programs can lead to detrimental organizational outcomes.

As a General Manager HRM, you are required to ensure that the Performance Development Facilitation Plan can be implemented in accordance with organizational requirements by developing a risk analysis in the likelihood of a negative event preventing the organization meeting its objectives and, the likely consequences of such an event on organizational performance.

This task would require you to conduct a risk assessment:

Based on the plausible risks that can occur

Rank the likely risk impact

Estimate the consequences

Define the risk rating

Identify the contingency strategy options

Complete the Risk Assessment Plan template below.

Risk Assessment Plan

Document purpose (select one option) To determine an accurate upside value for riskand encourage a desired level of risk-taking behavior in a bid to balance risks and rewards.

to better manage strategic, regulatory, and other risks while they make decisions that impact performance.

Prepared for Bounce Fitness

Prepared by Insert your name here

Position General Manager - HRM Date prepared Fill in the date of completion (can be the same date as / after activity 2 above)

Risk Assessment Plan (cont.)

Assessing key human resources/ legislative/ regulatory risks impacting the organization performance (every business needs to conduct a risk analysis when assigning responsibilities to staff and establishing performance standards; a good risk analysis will help you manage everyday workplace risks, and it will ensure that you dont fall afoul of organizational or legal requirements.)

Plausible risks that can occur Risk assessment (select an option for each column) Contingency strategy options (select only one option for each risk)

Likely risk impact Consequences Risk rating

Lack of employee engagement (poor performance management programs can quickly erode employee engagement) Rare Negligible 1 = Remote Two-way communication should be in place that can allow employees to make suggestions, share their concerns, and talk about their day.

Unlikely Minor 2 = Unlikely Leaders should maintain a positive attitude by telling team members what to do by demonstrating empathy as trust in leadership

Moderate Medium 3 = Average Managers to offer support to bring the skills, empower team members, and set organization goals.

Likely Major 4 = Likely Strike the right balance between empowering a team while guiding members toward a unified strategy

Certain Severe 5 = Extreme Make a coherent narrative in the workplace by promoting companys mission and vision.

Biased performance ratings (Varying and unfair performance standards and ratings can arise under a fragmented performance management system) Rare Negligible 1 = Remote Build awareness of rater bias by training staff about the most common rater biases

Unlikely Minor 2 = Unlikely Use objective, not subjective, ratings by picking question anchors that ask about observable, objective behaviors.

Moderate Medium 3 = Average Reduce reliance on memory by ensuring more frequent performance reviews throughout the year

Likely Major 4 = Likely Implement 360-degree feedback systems which naturally allow for feedback from a variety of sources, including supervisors, direct reports, peers, and even customers.

Certain Severe 5 = Extreme Carefully monitor performance feedback data using performance management software, keep an eye out for clues that bias may be in play.

Risk Assessment Plan (cont.)

Assessing key human resources/ legislative/ regulatory risks impacting the organization performance (cont.)

Plausible risks that can occur Risk assessment (select an option for each column) Contingency strategy options (select only one option for each risk)

Likely risk impact Consequences Risk rating

Unclear reward systems (due to poor communication, employees may not understand the link between their behaviours and results, and how those translate into performance rating) Rare Negligible 1 = Remote Offering a variety of unique and valuable rewards can incentivize employees to work harder and smarter

Unlikely Minor 2 = Unlikely Ensure employees know how to earn rewards that clearly announce and communicate their judgment criteria

Moderate Medium 3 = Average Align rewards and recognition with employee performance so that employees understand how their productivity and behaviors influence business outcomes

Likely Major 4 = Likely Rewards program should be tiered, offering up praise, perks, and recognition throughout the lifecycle of a project/ task

Certain Severe 5 = Extreme Recognition announcements and personal notes of appreciation are a vital part of building a productive workplace culture

Work Health and Safety Act 2011 (a safe and healthy workplace does not happen by chance or guesswork as it is important to consider about what could go wrong at the workplace and what the consequences could be) Rare Negligible 1 = Remote Eliminating the hazard and associated risk by, firstly, not introducing the hazard into the workplace

Unlikely Minor 2 = Unlikely Isolate the hazard from people which involves physically separating the source of harm from people by distance or using barriers.

Moderate Medium 3 = Average Develop a safe work procedure that describes the task, identifies the hazards and documents how the task is to be performed to minimize the risks.

Likely Major 4 = Likely High levels of supervision are necessary where inexperienced workers are expected to follow new procedures or carry out difficult and critical tasks.

Certain Severe 5 = Extreme Regular monitoring and maintenance of control measures to ensure effectiveness by establishing a schedule for routine checks and maintenance

Risk Assessment Plan (cont.)

Assessing key human resources/ legislative/ regulatory risks impacting the organization performance (cont.)

Plausible legislative risks that can occur Risk assessment (select an option for each column) Contingency strategy options (select only one option for each risk)

Likely risk impact Consequences Risk rating

Fair Work Act 2009 (unlawful for an employer to take adverse action against a person who is an employee, former employee or prospective employee because of the person's race, colour, sex, sexual orientation, age, physical or mental disability, marital status, family or carer's responsibilities, pregnancy, religion, political opinion, national extraction, or social origin) Rare Negligible 1 = Remote Undertake education and compliance activities to train all managers/ supervisors

Unlikely Minor 2 = Unlikely Download the Managing Underperformance Best Practice guide from FWO for information about how to take reasonable management action to ensure employees can do their job properly.

Moderate Medium 3 = Average Conduct a self-audit to evaluate where the organization currently stands in relation to Fair Work requirements.

Likely Major 4 = Likely Inform your employees on updates to company policies and procedures by setting up information sessions for all employees

Certain Severe 5 = Extreme Keep records of self-audits and changes in processes, as well as the actions the organization has taken to address any compliance issues.

Retention Issues (maintaining a staff of fully qualified employees is essential to a company remaining competitive in a changing marketplace) Rare Negligible 1 = Remote Mentorship programs as pairing a new employee with a mentor is a great component to add to your extended onboarding process

Unlikely Minor 2 = Unlikely To evaluate and adjust salaries regularly as employee compensation must be competitive matched with industry standards

Moderate Medium 3 = Average Training and development to help employees identify areas for professional growth, such as the need to learn new skills

Likely Major 4 = Likely Set up formal rewards systems to incentivize great ideas and innovation

Certain Severe 5 = Extreme Work-life balance by providing staff with flexibility, adoption of a family-friendly policies and encouragement to take annual leave

Risk Rating Guide (for Risk Register reference)

Likelihood Scale Level Description

Rare The event may occur in exceptional circumstances.

Unlikely The event will probably occur at some time.

Moderate The event will probably occur at some time.

Likely The event will occur in most circumstances.

Certain The event is expected to occur in all circumstances.

Consequence Scale 0 Negligible (a risk event that, if it occurs, will have little or none impact on achieving desired results, to the extent that one or more stated outcome objectives)

1 Minor (a risk event that, if it occurs, will have a minor impact on achieving desired results, to the extent that one or more stated outcome objectives will fall well below goals but well above minimum acceptable levels)

2 Medium (a risk event that, if it occurs, will have a moderate impact on achieving desired results, to the extent that one or more stated outcome objectives will fall well below goals but above minimum acceptable levels)

3 Major (a risk event that, if it occurs, will have a significant impact on achieving desired results, to the extent that one or more stated outcome objectives will fall below acceptable levels)

4 Severe (a risk event that, if it occurs, will have a severe impact on achieving desired results, to the extent that one or more of its critical outcome objectives will not be achieved)

Risk Matrix Guide + Risk Priority Scale

Likelihood

Rare Unlikely Moderate Likely Certain

Consequence Level 1 2 3 4 5

Negligible 0 0 0 0 0 0

Minor 1 1 2 3 4 5

Medium 2 2 4 6 8 10

Major 3 3 6 9 12 15

Severe 4 4 8 12 16 20

Risk rating Risk priority Description

0 N = 1 No Risk: The costs to treat the risk are disproportionately high compared to the negligible consequences.

1 3 L = 2 Low: May require consideration in any future changes to the work area or processes or can be fixed immediately.

4 6 M = 3 Moderate: May require corrective action through planning and budgeting process.

8 - 12 H = 4 High: Requires immediate corrective action.

15 - 20 E = 5 Extreme: Requires immediate prohibition of the work process and immediate corrective action.

Checklist/ performance criteria matrix for Task 1 (for Assessor use only)

Instructions to Assessors

This checklist is to be used to record the students responses to the questions outlined in Task 1 for Activities 1 - 3. When completing this checklist, you must ensure that:

Each checklist item is assessed against the criteria listed.

An assignment result, either Yes or No, is recorded in one of the two columns on the right of the checklist.

Feedback is provided to the student in the assignment cover sheet and/ or, at the Canvas commentary section.

Did the learner: Yes No

Evidence of interview with identified individual, submitted by the learner: Relating to units performance criteria:

Completed the Performance Development Facilitation Plan covering: 1.2 Develop work plans and allocate work according to organisational requirements and operational plans

1.3 Develop and confirm performance standards and key performance indicators with relevant staff

Provided a background introduction

Identified the organizations Objective Key Results in terms of:

Advance and grow the business

Improve lead processes to increase the number of qualified leads.

Elevate customer engagement program

Improve efficiency of the marketing system

Build a great corporate culture & engage employees better

Build an effective coach/ mentorship program

Identified workplace policies for continuous improvement, professional development, human resource objectives and performance strategy in terms of: 1.2 Develop work plans and allocate work according to organisational requirements and operational plans

Develop performance improvement and development plans according to organisational policies

4.2 Monitor underperforming individuals according to organisational policies

Identified the organizations continuous improvement policy

Identified the organizations personal development policy

Identified the human resource objective/s

Selected appropriate performance strategy for the team

Did the learner (cont.): Yes No

Evidence of interview with identified individual, submitted by the learner: Relating to units performance criteria:

Identified performance supporting initiatives, including: 4.1 Develop performance improvement and development plans according to organisational policies

4.2 Monitor underperforming individuals according to organisational policies

4.3 Respond to underperforming individuals, as required

4.4 Reinforce excellence in performance through recognition and continuous feedback

Method of approach

regularly check-in on the team

Develop employees skills

Mode of development

Expected outcomes

Resources required

Follow-up

Inspire the team

Coaching staff

Conflict management approach

Leadership approach

Determined the performance planning and management, including:

Performance evaluation approach

Goal setting parameters covering:

Alignment between individual employee goals and the organizations goals

Re-accessing and setting competency requirements that will be required for optimum performance of the job

Type of performance review system/s to be used

Identified learning and development opportunities in terms of: 2.2 Train participants in the performance management and review process

2.4 Monitor and evaluate performance according to performance standards and key performance indicators

Coverage of learning and development evaluation

Type of learning & development evaluation methods to be used

Determined the 70-20-10 model for learning and development:

Selected formal learning solutions

Did the learner (cont.): Yes No

Evidence of interview with identified individual, submitted by the learner: Relating to units performance criteria:

Determined the recognition and rewards for employee performance: 4.4 Reinforce excellence in performance through recognition and continuous feedback

Selected the reward systems to be used

Fostering a learning culture: 4.1 Develop performance improvement and development plans according to organisational policies

Selected key characteristics to foster a learner culture

Conduct a meeting with a group of newly recruits at the Sydney Fitness Centre to communicate the completed Performance Development Facilitation Plan to the team members by ensuring that they are aware of: 1.1 Consult relevant groups and individuals on work to be allocated and resources available

1.3 Develop and confirm performance standards and key performance indicators with relevant staff

3.1 Provide informal feedback and coaching to staff

3.2 Advise relevant personnel, where performance is poor and take necessary actions

4.1 Develop performance improvement and development plans according to organisational policies

4.4 Reinforce excellence in performance through recognition and continuous feedback

The employee knows exactly where he or she stands in relation to achieving goals and reaching performance milestones that contribute to career development, promotions and more.

The manager gains insights into the motivations of the people working for him or her through the required conversations.

The organization retains motivated employees who understand their role and the roles of others in contributing to the overall success of the organization.

Completed the meeting minutes covering: 1.1 Consult relevant groups and individuals on work to be allocated and resources available

4.1 Develop performance improvement and development plans according to organisational policies

4.4 Reinforce excellence in performance through recognition and continuous feedback

A dialogue that includes performance feedback measured against clear and specific goals and expectations established at the outset of the performance management cycle.

A process for acknowledging the outcomes of the performance review process that is documented between the manager and the employee.

Conduct risk analysis according to organizational risk management plan and legal requirements, including: 1.4 Conduct risk analysis according to organisational risk management plan and legal requirements

2.1 Review performance management and processes according to legislation, organisational objectives and policies

Key human resource risks

Legislative/ regulatory risks

Did the learner (cont.): Yes No

Evidence of interview with identified individual, submitted by the learner: Relating to units performance criteria:

Uses communication techniques appropriate to audience to communicate: 1.1 Consult relevant groups and individuals on work to be allocated and resources available

2.2 Train participants in the performance management and review process

3.1 Provide informal feedback and coaching to staff

3.2 Advise relevant personnel, where performance is poor and take necessary actions

3.3 Document feedback according to the organisational performance management system

4.4 Reinforce excellence in performance through recognition and continuous feedback

Follows logical sequence when discussion and does not jump from topic to topic

Ensures explanations are concise yet meaningful

Provides sufficient evidence to support their statements

Answers questions raised by the audience about concepts discussed

Uses communication techniques appropriate to environment to communicate:

Projects voice sufficiently throughout the room in the absence of a mic

Maintains professional behaviour and standards during communication to establish and ensure credibility

Uses appropriate body language (e.g., eye contact) that can be observed throughout the session

Summarises discussion point or questions from the speaker to confirm understanding

Provides relevant responses to the persons questions

Questioning techniques:

Ask open-ended questions to the person they are talking to

Ask the speaker to elaborate on their response (e.g., what do you mean by that?)

Task 1 has met satisfactory performance requirements Task 1 has not met satisfactory performance requirements (please refer to the feedback on Canvas commentary section)

Task 2: Conduct performance development through assessment of performance, provision of feedback and follow-up

As the General Manager Human Resource Management for Bounce Fitness, you have been directed by Margaret House, CEO of Bounce Fitness, to prepare for and participate two role-play activities to:

Provide positive feedback on current performance, including acknowledgement of any achievement above good

Describe the concerns with performance as identified in the case study, referencing current performance and the risk to achieving their key performance indicators by the end of the year initiate performance coaching by asking the team member:

to carefully consider the feedback to identify strategies to improve performance, including actions and development options

to identify how you can support them to resolve the concern and improve performance

to meet to plan for improvement.

To complete this task, you are required to:

Review the completed the Performance Development Facilitation Plan in Task 1 Activity 1 to determine the goals and objectives to be achieved and any relevant organisational standards to meet

Review the organizations Performance Management Policy and Procedures (refer to 3. BSBLDR522 Case Study Bounce Fitness Performance Management Policy and Procedures V2022.1) on the prescribed Preventive Action Process

Review the Job Description for Fitness Instructors (refer to 4. BSBLDR522 - Case Study - Bounce Fitness - Job Description Fitness Instructors V2022.1)

Review the case scenario relating to the two underperforming team members

Activity 1 - Develop one Work Plan for each team member

For each team member, set and record in the workplace plan part of the template at least two objectives that align to workplace/ organisational and operational goals, objectives and/or performance standards.

Identify the following:

At least two (2) Work Plan objectives for the Work Plan in accordance with the respective case scenario for each employee:

Monica Lange

John Ward

At least two (2) actions to the objectives

The resources the team member will need to complete each action, including human, financial and equipment

A timeframe or due date for completion of each action

(cont.)

At least one (1) performance standard for each action in accordance with the organizations Performance Management Policy and Procedures (refer to 3. BSBLDR522 Case Study Bounce Fitness Performance Management Policy and Procedures V2022.1)

At least one (1) key performance indicator to measure performance against each standard.

Use the completed Work Plans to support your meeting with the two-underperforming staff

Activity 2 Access performance and provide feedback

Develop a dialogue script on dealing with underperformance for the role play activity in accordance with organizational requirements to provide feedback to:

Monica Lange

John Ward

The feedback and coaching process should follow the organizations Performance Management Policy and Procedures

Schedule two (2) meetings to provide informal feedback and coaching to two (2) underperforming team members

In your discussions with these two employees, you will identify the objective key result/s (OKRs) and support needed by employees if they are to resolve their issues and improve performance

Confirm performance standards and key performance indicators with relevant staff concerned in accordance with the proposed Work Plans in Activity 1

Activity 3 Manage follow up through performance

For each team member, set and record in the Performance Evaluation template on their workplace performance, including:

Discussing and determining actual performance (progress to date if not at the end of the performance management period) for:

Monica Lange

John Ward

Discussing team members views on their actual performance

Providing feedback about what each team member if they:

Category 1 Performed well, you must take the following actions:

Identify from performance evaluations an employee who has performed well in a specific task or activity or who has achieved or exceeded expectations.

(cont.)

Determine an appropriate method of public recognition, e.g., nominating the team member for a workplace/organisational award, developing a certificate to present and display in a common area of the workplace or to post on the intranet, or an email to staff or special mention in the workplace/organisations newsletter.

Implement your idea, communicating to the team member and other staff the team members achievement/s.

Category 2 Performed not so well; you must take the following actions:

Review your organisations policies and procedures for the performance development of staff.

Meet with your team member to plan for performance improvement.

Determine two areas for skill or knowledge development, based on the Performance Evaluation.

Set two development objectives for continuous improvement in these areas.

Identify at least four strategies to achieve both objectives; one strategy must be a development option.

Determine expected completion dates for strategies.

Develop at least one indicator of achievement for each strategy to measure achievement against objectives.

Activity 4 Monitoring performance and provide feedback

Develop a dialogue script on dealing with underperformance for the role play activity in accordance with organizational requirements to provide feedback to:

Monica Lange

John Ward

The feedback and coaching process should follow the organizations Performance Management Policy and Procedures

Schedule two (2) meetings to provide informal feedback and coaching to two (2) underperforming team members

In your discussions with these two employees, you will identify the support needed by employees if they are to resolve their issues and improve performance

Confirm performance standards and key performance indicators with relevant staff concerned in accordance with the proposed Performance Evaluation in Activity 3

Scenario

You have reviewed the results from the recently conducted quarterly workplace performance and the findings for the two underperforming fitness instructors:

Monica Lange

Monica, a newly recruited team member, has received some great feedback from customers regarding her skills and knowledge as a fitness instructor. Most customers have provided her with a rating of excellent as an instructor as they are well on the way to meeting or exceeding their goals. This means Monica is on track to exceeding her key performance indicator of an excellent customer satisfactory rating of 60% by the end of the year (in three months time).

A couple of customers, however, are feeling pressured at the end of sessions into booking additional private sessions and joining classes, despite being on track to meet their goals. One customer stated she felt Monica is making assumptions about what was best for her instead of carefully listening to what she wanted. As a result, Monica is not meeting the requirements of the Customer Service Standard Policy. By the end of the year, Monica must demonstrate the ability to meet each of the requirements of Customer Service Standard Policy.

You feel that Monica is an extremely skilled and enthusiastic fitness instructor but needs to understand Bounces approach to being customer-centred, which involves making sure the customers are the one who makes the decisions about their needs and plan, and in making any adjustments to goals.

John Ward

John has always been popular with customers, working with them to develop and achieve their goals. He works mainly one on one with customers, rarely taking classes.

The latest surveys findings reveal that many of his customers rated John as a good instructor, none considered him to be excellent and a few rated him as satisfactory. One of Johns key performance indicators is to achieve, by the end of the year, an excellent customer rating of 90 per cent. The indicator was not unrealistic as John has received ratings in the high 80s for the past two years. Previous survey results and the current results indicate John will not be able to meet the standard.

Some responses indicate that John has not been very enthusiastic. One customer stated he was uninterested, another that he was bored and a new customer is considering asking for a new instructor because they dont feel motivated by John.

(cont.)

In line with the requirements of the Bounce Performance Management Policy and Procedure, you take steps to manage underperformance. You initiate performance improvement coaching by checking in with Monica and John and to provide feedback via email before meeting with them to plan for improvement. This gives each team member with an opportunity to carefully consider the feedback to identify ways to address concerns, and how you can support them in this.

Activity 1 (a) Develop one Work Plan for each team member (Monica Lange)

This task will require you (as General Manager HRM) to develop a work plan, i.e., Monica Lange. To complete this task, you must take the following actions:

Determine the work required to be undertaken and the resources available by:

Reviewing organisational planning documentation, including operational plans relevant to your team, to determine the Objective and Key Result/s to be achieved and any relevant organisational standards to meet (refer to 5. BSBLDR522 - Case Study - Bounce Fitness - Customer Relationship Management Policies and Procedures V2022.1)

Plan to deliver a training session to the specific team member to present performance management requirements and the review process. Your plan must include:

Explanation on the purpose and benefits of performance management, for the workplace/organisation and for individual

Develop one work plan for the respective team member

Set and record in the workplace plan part of the template at least two objectives that align to workplace/organisational and operational goals, objectives and/or performance standards.

Activity 1 (a): Work Plan # 1 (Monica Lange)

Work plan (a written document designed to set out how a partnership will achieve its Objective Key Result/s by converting big picture goals into smaller, more manageable outcomes and tasks; work plans help ensure that the skills, experience, and resources brought together by the partnership are used efficiently and sustainably; yellow-coded sections are to be used in Activity 3a again)

Staff name Monica Lange Position Fitness Instructor

Prepared by Insert your name Position General Manager - HRM

Location Sydney Melbourne Brisbane Cairns

Period of plan First quarter Second quarter Third quarter Fourth quarter

Interim review date Set up an interim review date Final review date Can be 3 months after interim review date- specify the date

Objective (select only one option) Create an Exceptional Customer Experience (ensure that our customers are so happy with our service)

Satisfying customers needs (ensure delivery of personalized customer experience)

Expected outputs (select all options) Lists of major action steps and monitoring tasks, especially those needing to take place in the future.

Performance development activities for specific individual and a rough implementation timeline.

Measurement of performance standards with specific key performance indicators

(Select the appropriate option/s accordingly)

Key action/s Required resource/s Date of completion Performance standard/s Key Result/s Follow-up

Bringing positive attitude Training plan Week 20 Understanding customer needs Customer Retention Rate increases by 10% Week 23

Listening to customers Training budget Week 21 Customers rights and responsibilities Customer Satisfaction Score increases by 15% Week 24

Cultivating empathy Coach/ mentor Week 22 Matching customers needs Net Promoter Score of 42 or better Week 25

Activity 1 (a): Work Plan # 1 (Monica Lange; cont.)

Work plan (a written document designed to set out how a partnership will achieve its Objective Key Result/s by converting big picture goals into smaller, more manageable outcomes and tasks; work plans help ensure that the skills, experience, and resources brought together by the partnership are used efficiently and sustainably; yellow-coded sections are to be used in Activity 3a again; cont.)

(Select the appropriate option/s accordingly)

Key action/s Required resource/s Date of completion Performance standard/s Key Result/s Follow-up

Improving communication Training materials Week 23 Communicating with customers Achieve service quality rating 9 out of 10 based on anonymous poll Week 26

Learning de-escalation strategies LMS (online learning) Week 24 Targeting services to meet customers needs Increase end-user satisfaction rating from 4.0 to 4.5 Week 27

Quality assurance Feedback session Week 25 Handling difficult customer service delivery Increase at least 30% thumbs up rate from customer support chats Week 28

By signing, both parties acknowledge that they are committed to the Work Plan (to obtain Monicas initials upon discussion in Activity 2a)

Team members initials M.L. Supervisor/ Managers Initials Insert your initials here

Date Use interim date above Date Use interim date above

Activity 2 (a) - Access performance and provide feedback (for Monica Lange)

This task will require you (taking the role of General Manager HRM) to evaluate the performance of a team members performance from Activity 1 (a): Work Plan, i.e., Monica Lange, against performance standards and indicators recorded in the plan.

Be guided by the prompts in the Performance Evaluation part of the Work Plan

Meet with the team member (your classmate or alternatively, your Trainer can undertake this role) when their performance is due to be reviewed, according to your organisations policy and procedures, to discuss performance. This must involve:

Discussing and determining actual performance (progress to date if not at the end of the performance management period)

Discussing team members views on their actual performance

Providing feedback about what each team member did well and not so well

Activity 2 (a): Dialogue Script # 1 (Monica Lange)

Staff name Monica Lange Position Fitness Instructor

Conducted by Insert your name here Position General Manager - HRM

Date of meeting Use interim date above Venue Meeting Room Remote

Welcome note (each answer should not exceed 20-word count limit) You: Greetings, welcoming Monica into the meeting

Monica:

Step 1 Document behaviour & outcome expectations to position description (6 answer rows have been allocated for this section; each answer should not exceed 30-word count limit for each respective answer row)

Clarifying the issues or concerns at hand and actively listening to the employees explanation You: Refer to scenario of Monica Lange on page 43/44 discuss about her performance and issues (1st and 2nd paragraphs of the scenario)

Monica:

You:

Monica:

You:

Monica:

Step 2 Manage any issues as soon as possible (14 answer rows have been allocated for this section; each answer should not exceed 30-word count limit for each respective answer row)

Discussing options for a solution to be agreed upon by both parties You: Refer to the above completed work plan on Activity 1a (use the key action/s selected as the suggested solution/s)

Monica:

Activity 2 (a): Dialogue Script # 1 (Monica Lange; cont.)

Step 2 Manage any issues as soon as possible (14 answer rows have been allocated for this section; each answer should not exceed 30-word count limit for each respective answer row; cont.)

Discussing options for a solution to be agreed upon by both parties (cont.) You:

Monica:

You:

Monica:

Agreeing on an option as an appeasement or solution You: Refer to the above completed work plan (use the selected performance standards/key results from activity 1a above as your descriptions)

Monica:

You:

Monica:

You: Monica, with our agreement on the feedback provided as well as the prescribed Work Plan proposed, can I obtain your initials on the document to confirm your acceptance? Thank heaps, Monica.

Monica:

Activity 2 (a): Dialogue Script # 1 (Monica Lange; cont.)

Step 2 Manage any issues as soon as possible (14 answer rows have been allocated for this section; each answer should not exceed 30-word count limit for each respective answer row; cont.)

Plotting clear and reasonable steps for improvement or prevention of the issue from reoccurring You: Summarise the work plan and what you have discussed so far.

Monica:

Concluding discussions You: Close the dialogue.

Monica:

Activity 1 (b) Develop one Work Plan for each team member (John Ward)

This task will require you (as General Manager HRM) to develop a work plan, i.e., John Ward. To complete this task, you must take the following actions:

Determine the work required to be undertaken and the resources available by:

Reviewing organisational planning documentation, including operational plans relevant to your team, to determine the Objective and Key Result/s to be achieved and any relevant organisational standards to meet (refer to 5. BSBLDR522 - Case Study - Bounce Fitness - Customer Relationship Management Policies and Procedures V2022.1)

Plan to deliver a training session to the specific team member to present performance management requirements and the review process. Your plan must include:

Explanation on the purpose and benefits of performance management, for the workplace/organisation and for individual

Develop one work plan for the respective team member

Set and record in the workplace plan part of the template at least two objectives that align to workplace/organisational and operational goals, objectives and/or performance standards.

Activity 1 (b): Work Plan # 1 (John Ward)

Work plan (a written document designed to set out how a partnership will achieve its goals by converting big picture goals into smaller, more manageable outcomes and tasks; work plans help ensure that the skills, experience, and resources brought together by the partnership are used efficiently and sustainably; green-coded sections are to be used in Activity 3b again)

Staff name John Ward Position Fitness Instructor

Prepared by Insert your name here Position General Manager - HRM

Location Sydney Melbourne Brisbane Cairns

Period of plan First quarter Second quarter Third quarter Fourth quarter

Interim review date Set up an interim review date Final review date Can be 3 months after interim review date- specify the date

Objective (select only one option) Delight customers (ensure that our customers are so happy with our service)

Satisfying customers needs (ensure delivery of personalized customer experience)

Expected outputs (select all options) Lists of major action steps and monitoring tasks, especially those needing to take place in the future.

Performance development activities for specific individual and a rough implementation timeline.

Measurement of performance standards with specific key performance indicators

(Select the appropriate option/s accordingly)

Key actions Required resources Date of completion Performance standard Key Performance Indicators Follow-up

Provide mentorship opportunities Training plan Week 20 Dedicated to giving customers the best possible customer service. Achieving a fortnightly Employee Satisfaction / Pulse Score of 8+ Week 23

Incentivise and recognise employee achievements Training budget Week 21 Sees all the customers needs as varied and acceptable Increase good and great ratings from 40 to 60 Week 24

Offer both financial and intrinsic rewards Coach/ mentor Week 22 Will not assume they know what the customer wants. Week 25

Activity 1 (b): Work Plan # 1 (John Ward; cont.)

Work plan (a written document designed to set out how a partnership will achieve its goals by converting big picture goals into smaller, more manageable outcomes and tasks; work plans help ensure that the skills, experience, and resources brought together by the partnership are used efficiently and sustainably; green-coded sections are to be used in Activity 3b again; cont.)

(Select the appropriate option/s accordingly)

Key actions Required resources Date of completion Performance standard Key Performance Indicators Follow-up

Reward growth and upskilling Training materials Week 23 Will address any enquiry/ complaint in an easily understood way Customer Satisfaction Score increases by 15% Week 26

Offer interesting and challenging work LMS (online learning) Week 24 Considers anyone who contacts or communicates with as a valued customer Net Promoter Score of 42 or better Week 27

Look for opportunities to empower and demonstrate trust Feedback session Week 25 Dedicated to meeting customers realistic expectations in the highest quality of services. Achieving "small wins" and any type of progress every single week Week 28

By signing, both parties acknowledge that they are committed to the Work Plan (to obtain Johns initials upon discussion in Activity 2b)

Team members initials J.W. Supervisor/ Managers Initials Insert your initials here

Date Use interim date above Date Use interim date above

Activity 2 (b) - Access performance and provide feedback (for John Ward)

This task will require you (taking the role of General Manager HRM) to evaluate the performance of a team members performance from Activity 1 (a): Work Plan, i.e., John Ward, against performance standards and indicators recorded in the plan.

Be guided by the prompts in the Performance Evaluation part of the Work Plan

Meet with the team member (your classmate or alternatively, your Trainer can undertake this role) when their performance is due to be reviewed, according to your organisations policy and procedures, to discuss performance.

(cont.)

This must involve:

Discussing and determining actual performance (progress to date if not at the end of the performance management period)

Discussing team members views on their actual performance

Providing feedback about what each team member did well and not so well

Activity 2 (b): Dialogue Script # 2 (John Ward)

Staff name John Ward Position Fitness Instructor

Conducted by Insert your name Position General Manager - HRM

Date of meeting Use interim date above Venue Meeting Room Remote

Welcome note (each answer should not exceed 20-word count limit) You: Greetings and welcoming John in the meeting.

John:

Step 1 Document behaviour & outcome expectations to position description (6 answer rows have been allocated for this section; each answer should not exceed 30-word count limit for each respective answer row)

Clarifying the issues or concerns at hand and actively listening to the employees explanation You: Refer to scenario of John Ward on page 43/44 discuss about his performance and issues (2nd and 3rd paragraphs of the scenario)

John:

You:

John:

Activity 2 (b): Dialogue Script # 2 (John Ward)

Step 1 Document behaviour & outcome expectations to position description (6 answer rows have been allocated for this section; each answer should not exceed 30-word count limit for each respective answer row; cont.)

Clarifying the issues or concerns at hand and actively listening to the employees explanation (cont.) You:

John:

Step 2 Manage any issues as soon as possible (14 answer rows have been allocated for this section; each answer should not exceed 30-word count limit for each respective answer row)

Discussing options for a solution to be agreed upon by both parties You: Refer to the above completed work plan on Activity 1b (use the key action/s selected as the suggested solution/s in this section)

John:

You:

John:

You:

John:

Agreeing on an option as an appeasement or solution You: Refer to the above completed work plan (use the selected performance standards/key results from Activity 1b as your descriptions in this section)

John:

Activity 2 (b): Dialogue Script # 2 (John Ward)

Step 2 Manage any issues as soon as possible (14 answer rows have been allocated for this section; each answer should not exceed 30-word count limit for each respective answer row)

Agreeing on an option as an appeasement or solution You:

John:

You: Looks like our agreement on the feedback provided as well as the prescribed Work Plan proposed and as such, would you be able to place your initials on the document to confirm your acceptance? Thank you, John.

John:

Plotting clear and reasonable steps for improvement or prevention of the issue from reoccurring You: Summarise the work plan (Activity 1b) and what you have discussed so far

John:

Concluding discussions You: Close the dialogue with John

John:

Scenario

You have reviewed the results from the recently conducted quarterly workplace performance and the findings for the two underperforming fitness instructors:

Monica Lange

Monica, a recruit who joined the team a few months ago, had been observed to have improved in her work performance where several customers have provided her with a rating of excellent as an instructor as she demonstrated meeting the required customer service standards set by the organization.

The Centre Manager has observed that she has been consistently applying what she has learned and by seeking and reflecting on informal feedback.

(cont.)

Monica is expected to exceed the objective by Week 30 and be able to meet the key performance indicators by the end of the year. Monica indicated that she would like the Centre Manager to continue his support in securing access to feedback and to ensure she can continue with the training and development programs that the company has provided.

John Ward

John has yet to meet his continuous improvement objective despite he was close to achieving it. He had been admitted to hospital with a virus and was unable to work for three weeks. He has a medical certificate for it, but this means he is unable to participate in a development option identified in the Work Plan in Activity 1.

John feels that he could meet the prescribed performance objective if given more time to be able to implement all the identified strategies/ key result/s. He has added that he would also like to pursue an accredited leadership training with classes to be undertaken in their own time. He expressed that he would like the Centre Manager to support him in continuing to lead group classes and to facilitate access to the development opportunities.

Activity 3 (a) Manage follow up through performance evaluation (for Monica Lange)

This task will require you (as General Manager HRM) to give recognition to a team member, i.e., Monica Lange, who has recently or continuously demonstrated strong or excellent performance. To complete this task, you must take the following actions:

Identify from performance evaluations an employee who has performed well in a specific task or activity or who has achieved or exceeded expectations, including:

Discussing and determining performance improvement based on performance standard/s against key result/s in Activity 1 (a).

Discussing team members views on their performance progress in meeting the objective and key result/s

Providing feedback about what the team member did well and not so well

Identify at least two (2) strategies/ actions to take and/ or development

Identify at least four (4) Supervisor/ Manager supporting methods

Complete the Performance Improvement Plan to:

Determine an appropriate method of recognition, e.g., nominating the team member for a workplace/organisational award, developing a certificate to present and display in a common area of the workplace or to post on the intranet, or an email to staff or special mention in the workplace/organisations newsletter.

Activity 3 (a): Performance Improvement Plan # 1 (Monica Lange)

Performance Improvement Plan (a performance improvement plan (PIP), also known as a performance action plan, is a tool to give an employee with performance deficiencies the opportunity to succeed; it may be used to address failures to meet specific job goals or to ameliorate behaviour-related concerns; selection of objective, key action/s, performance standard/ s and key result/s should be the same as the Performance Evaluation # 1 for Monica Lange located in the yellow-coded section in Activity 1a and evaluation is based on the case scenario assumption)

Staff name Monica Lange Position Fitness Instructor

Prepared by Insert your name Position General Manager - HRM

Location Sydney Melbourne Brisbane Cairns

Period of plan First quarter Second quarter Third quarter Fourth quarter

Review date Fill in the initial review date here (Should be after the final review date of activity 1a) Next review date Can be 3 months after the initial review date from left column (specify the date)

Objective (option selected must be the same as on page 45) Create an Exceptional Customer Experience (ensure that our customers are so happy with our service)

Satisfying customers needs (ensure delivery of personalized customer experience)

Performance Improvement based on Performance Standard/s against Key Result/s

(Select the appropriate option/s in accordance with Monicas Performance Evaluation) (Select one option)

Key action/s Performance standard/s Key Result/s Meet satisfactory competency Not Yet competent

Bringing positive attitude Understanding customer needs Customer Retention Rate increases by 10%

Listening to customers Customers rights and responsibilities Customer Satisfaction Score increases by 15%

Cultivating empathy Matching customers needs Net Promoter Score of 42 or better

Improving communication Communicating with customers Achieve service quality rating 9 out of 10 based on the after meeting anonymous poll

Learning de-escalation strategies Targeting services to meet customers needs Increase end-user satisfaction rating from 4.0 to 4.5

Quality assurance Handling difficult customer service delivery Increase at least 30% thumbs up rate from customer support chats

Activity 3 (a): Performance Improvement Plan # 1 (Monica Lang; cont.)

Strategies (actions to take and/ or development options; select option/s accordingly) Increasing job-related skills Offering education and training opportunities

Improving teamwork Developing honesty, respect, and communication skills

Supervisor/ Manager support method/s (select type/s support youre going to provide to the team member to meet the performance objective) Motivate and inspire Recognize strengths & weaknesses

Provide/ encourage feedback Be available

Focus on employee development Reward achievements

Embrace flexibility Foster a culture of wellbeing and support

Create opportunities for collaboration Celebrate wins

Determine the recognition and rewards for employee performance (keeping employees engaged and motivated is vitally important to ensure the continued success of a company; programs should be crafted to include both financial rewards and non-monetary rewards; this can be used to highlight innovation and positive behaviour while taking advantage of new HR trends)

Select the reward systems to be used (select the appropriate option/s) Reward category (select at least one from each category)

Financial rewards Non-monetary rewards Rewarding innovation Gamification and rewards

Cash bonuses/ gift cards Personal recognition notes from CEO Opportunities to complete special projects Game-based learning and employee training

Charity giving Certificates, plaque, and trophies Time perks Badging and achievements

Coffee memberships Perks, i.e., car maintenance, subsidized commute Celebratory lunch/ dinner with colleagues or with family/friends Social media-style recognition platforms

Subsidized recreation Departmental party Learning/ conference Spin-to-wins and scratch off bonuses

Extra paid time off Experiential packages, i.e., health and wellness Award nominations Interactive leaderboards

Activity 3 (a): Performance Improvement Plan # 1 (Monica Lang; cont.)

By signing, both parties acknowledge that they are committed to the Performance Improvement Plan (to obtain Monicas initials upon discussion in Activity 4a)

Team members initials M.L. Supervisor/ Managers Initials Insert your initial/s here

Date Use the initial review date above Date Use the initial review date above

Activity 4 (a) Monitor performance and provide feedback (for Monica Lange)

This task will require you (taking the role of General Manager HRM) to monitor the performance of a team members performance from Activity 3 (a): Performance Improvement Plan, i.e., Monica Lange, against performance standards and indicators recorded in the Work Plan (Activity 1).

Be guided by the prompts in the Performance Improvement Plan

Meet with the team member (your classmate or alternatively, your Trainer can undertake this role) when their performance is due to be reviewed, according to the specified objective and key results, to discuss improving performance. This must involve:

Discussing and providing team members performance (progress to date if not at the end of the performance management period)

Discussing team members views on their actual performance

Providing feedback about what each team member can do to improve their work performance, including:

Strategies/ actions to take to support the team member

Supervisor/ Manager supporting methods to be provided to the team member

Activity 4 (a): Dialogue Script # 3 (Monica Lange)

Staff name Monica Lange Position Fitness Instructor

Conducted by Insert your name here Position General Manager - HRM

Date of meeting Use the review date above / sign off date above Venue Meeting Room Remote

Welcome note (each answer should not exceed 20-word count limit) You: Greetings and welcoming Monica in the meeting

Monica:

Activity 4 (a): Dialogue Script # 3 (Monica Lange)

Step 1 Document behaviour & outcome expectations to position description (4 answer rows have been allocated for this section; each answer should not exceed 30-word count limit for each respective answer row)

Clarifying the issues or concerns at hand and actively listening to the employees explanation You: Refer to scenario given and discuss about Monicas achievements (page 54 55) in this section.

Monica:

You:

Monica:

Step 2 Manage any issues as soon as possible (10 answer rows have been allocated for this section; each answer should not exceed 30-word count limit for each respective answer row)

Discussing options for a solution to be agreed upon by both parties You: Refer to completed Performance Improvement Plan above (activity 3a) to discuss the key actions/ standards/results/KPIs to be implemented. Review the result achieved with Monica.

Monica:

You: Refer to the selected Strategies and Support Methods by the manager on activity 3a above.

Monica:

You:

Monica:

Activity 4 (a): Dialogue Script # 3 (Monica Lange; cont.)

Step 2 Manage any issues as soon as possible (10 answer rows have been allocated for this section; each answer should not exceed 30-word count limit for each respective answer row; cont.)

Agreeing on an option as an appeasement or solution You: Also, you can use the reward systems selected to maintain Monicas performance.

Use them as your discussion with Monica in this section.

Monica:

You: Moving forward, Monica, let us go with the prescribed Performance Improvement Plan proposed and, on that note, can I you initial on this document to confirm your acceptance? Thanks.

Monica:

Plotting clear and reasonable steps for improvement or prevention of the issue from reoccurring You: Summarise the completed Performance Improvement Plan above and what you have discussed so far.

Monica:

Concluding discussions You: Summarise the dialogue and close the session.

Monica:

Activity 3 (b) Manage follow up through performance evaluation (for John ward)

This task will require you (as General Manager HRM) to evaluate the performance of a team member, i.e., John Ward, on his performance from the Work Plan in Activity 1, against performance standards and indicators recorded in the plan. To complete this task, you must take the following actions:

Identify the team members performance based on the case scenario to evaluate performance

Complete the Performance Improvement Plan # 2 for team member

Meet with the team member when the team members performance is due to be reviewed, according to the organizations policy and procedures, to discuss performance, including:

Discussing and determining performance improvement based on performance standard/s against key result/s in Activity 1 (b).

(cont.)

Meet with the team member when the team members performance is due to be reviewed, according to the organizations policy and procedures, to discuss performance, including:

Discussing and determining performance improvement based on performance standard/s against key result/s in Activity 1 (b).

Discussing team members views on their performance progress in meeting the objective and key result/s

Providing feedback about what the team member did well and not so well

Identify at least two (2) strategies/ actions to take and/ or development

Identify at least four (4) Supervisor/ Manager supporting methods

Activity 3 (b): Performance Improvement Plan # 2 (John Ward)

Performance Improvement Plan (a performance improvement plan (PIP), also known as a performance action plan, is a tool to give an employee with performance deficiencies the opportunity to succeed; it may be used to address failures to meet specific job goals or to ameliorate behaviour-related concerns; selection of objective, key action/s, performance standard/ s and key result/s should be the same as the Performance Evaluation # 2 for John Ward located in the green-coded section in Activity 1a and evaluation is based on the case scenario assumption)

Staff name John Ward Position Fitness Instructor

Prepared by Insert your name here Position General Manager - HRM

Location Sydney Melbourne Brisbane Cairns

Period of plan First quarter Second quarter Third quarter Fourth quarter

Review date Use Final review date or afterwards from Activity 1b above Next review date Can be 3 months after the review date from left column (specify the date)

Objective (option selected must be the same as on page 50) Delight customers (ensure that our customers are so happy with our service)

Satisfying customers needs (ensure delivery of personalized customer experience)

Activity 3 (b): Performance Improvement Plan # 2 (John Ward)

Performance Improvement based on Performance Standard/s against Key Result/s

(Select the appropriate option/s in accordance with Johns Performance Evaluation) (Select one option)

Key action/s Performance standard/s Key Result/s Meet satisfactory competency Not Yet competent

Provide mentorship opportunities Dedicated to giving customers the best possible customer service. Achieving a fortnightly Employee Satisfaction / Pulse Score of 8+

Incentivise and recognise employee achievements Sees all the customers needs as varied and acceptable Increase good and great ratings from 40 to 60

Offer both financial and intrinsic rewards Will not assume they know what the customer wants.

Reward growth and upskilling Will address any enquiry/ complaint in an easily understood way Customer Satisfaction Score increases by 15%

Offer interesting and challenging work Considers anyone who contacts or communicates with as a valued customer Net Promoter Score of 42 or better

Look for opportunities to empower and demonstrate trust Dedicated to meeting customers realistic expectations in the highest quality of services. Achieving "small wins" and any type of progress every single week

Strategies (actions to take and/ or development options; select option/s accordingly) Increasing job-related skills Offering education and training opportunities

Improving teamwork Developing honesty, respect, and communication skills

Supervisor/ Manager support method/s (select type/s support youre going to provide to the team member to meet the performance objective) Motivate and inspire Recognize strengths & weaknesses

Provide/ encourage feedback Be available

Focus on employee development Reward achievements

Embrace flexibility Foster a culture of wellbeing and support

Create opportunities for collaboration Celebrate wins

Activity 3 (b): Performance Improvement Plan # 2 (John Ward; cont.)

By signing, both parties acknowledge that they are committed to the Performance Improvement Plan (to obtain Johns initials upon discussion in Activity 4b)

Team members initials J.W. Supervisor/ Managers Initials Insert your initials here

Date Use the review date above Date Use the review date above

Activity 4 (b) Monitor performance and provide feedback (for John Ward)

This task will require you (taking the role of General Manager HRM) to monitor the performance of a team members performance from Activity 3 (b): Performance Improvement Plan, i.e., John Ward, against performance standards and indicators recorded in the Work Plan (Activity 1).

Be guided by the prompts in the Performance Improvement Plan

Meet with the team member (your classmate or alternatively, your Trainer can undertake this role) when their performance is due to be reviewed, according to the specified objective and key results, to discuss improving performance. This must involve:

Discussing and providing team members performance (progress to date if not at the end of the performance management period)

Discussing team members views on their actual performance

Providing feedback about what each team member can do to improve their work performance, including:

Strategies/ actions to take to support the team member

Supervisor/ Manager supporting methods to be provided to the team member

Activity 4 (b): Dialogue Script # 4 (John Ward)

Staff name John Ward Position Fitness Instructor

Conducted by Insert your name here Position General Manager - HRM

Date of meeting Same date as above - Use the review / sign off date above Venue Meeting Room Remote

Welcome note (each answer should not exceed 20-word count limit) You: Greetings and welcoming John in the meeting.

John:

Activity 4 (b): Dialogue Script # 4 (John Ward; cont.)

Clarifying the issues or concerns at hand and actively listening to the employees explanation You: Refer to scenario given above then discuss about Johns issues and concerns (page 54 55) in this section

John:

You:

John:

Step 2 Manage any issues as soon as possible (10 answer rows have been allocated for this section; each answer should not exceed 30-word count limit for each respective answer row)

Discussing options for a solution to be agreed upon by both parties You: Refer to completed Performance Improvement Plan for John (Check Key actions/performance standards/KPIs section on activity 3b). Provide suggestion based on the selected options for solutions.

John:

You:

John:

You:

John:

Agreeing on an option as an appeasement or solution You: Refer to the Strategies and Support Methods by the manager on activity 3b above and use them as your discussion on this section.

John:

Activity 4 (b): Dialogue Script # 4 (John Ward; cont.)

Step 2 Manage any issues as soon as possible (10 answer rows have been allocated for this section; each answer should not exceed 30-word count limit for each respective answer row; cont.)

Agreeing on an option as an appeasement or solution You: So, John; lets go with the prescribed Performance Improvement Plan proposed and see how that supports your future undertaking. Can you initial on this document to confirm your acceptance? Thanks a bunch.

John:

Plotting clear and reasonable steps for improvement or prevention of the issue from reoccurring You: Summarise the completed Performance Improvement Plan and what you have discussed so far.

John:

Concluding discussions You: Summarising the dialogue and close the session with John.

John:

Checklist/ performance criteria matrix for Case study/ project portfolio/ observation for Task 2

(For Assessor use only)

Instructions to Assessors

This checklist is to be used to record the students responses to the questions outlined in Task 2 Activities 1 - 4. When completing this checklist, you must ensure that:

Each checklist item is assessed against the criteria listed.

An assignment result, either Yes or No, is recorded in one of the two columns on the right of the checklist.

Feedback is provided to the student in the assignment cover sheet and/ or, at the Canvas commentary section.

Did the learner: Yes No

Answer all case study covering: Relating to units performance criteria:

Developed Work Plans for two (2) team members covering:

At least one (1) Work Plan objectives for the Work Plan in accordance with the respective case scenario for each employee 1.2 Develop work plans and allocate work according to organisational requirements and operational plans

At least two (2) actions to the objectives

The resources the team member will need to complete each action, including human, financial and equipment

A timeframe or due date for completion of each action

At least one (1) performance standard for each action in accordance with the organizations Performance Management Policy and Procedures 1.3 Develop and confirm performance standards and key performance indicators with relevant staff

At least one (1) Key Result to measure performance against each standard.

Assessed performance and provide feedback, including: 2.3 Conduct performance management according to organisational policies procedures and relevant timelines

2.2 Train participants in the performance management and review process

Prepared a dialogue script on dealing with underperformance for role-play activity in accordance with organizational requirements in terms of feedback and coaching process

Manage follow up through performance using a Performance Evaluation Form covering: 2.1 Review performance management and processes according to legislation, organisational objectives and policies

2.4 Monitor and evaluate performance according to performance standards and key performance indicators

Discussing and determining actual performance for each team member

Discussing team members views on their actual performance

Did the learner (cont.): Yes No

Answer all case study covering: Relating to units performance criteria:

Providing feedback about what each team member if they: 2.1 Review performance management and processes according to legislation, organisational objectives and policies

2.3 Conduct performance management according to organisational policies procedures and relevant timelines

2.4 Monitor and evaluate performance according to performance standards and key performance indicators

3.3 Document feedback according to the organisational performance management system

4.1 Develop performance improvement and development plans according to organisational policies

4.2 Monitor underperforming individuals according to organisational policies

4.3 Respond to underperforming individuals, as required

4.4 Reinforce excellence in performance through recognition and continuous feedback

Performed well

Performed not so well

Monitored performance and provided feedback, including:

Scheduled two (2) meetings to provide informal feedback and coaching to two (2) underperforming team members

identified the support needed by employees if they are to resolve their issues and improve performance

Confirmed performance standards and key performance indicators with relevant staff concerned in accordance with the proposed Performance Evaluation

Conducts the consultation meeting and presents all details of the policy and procedures document:

Implementation processes of the policy 2.1 Review performance management and processes according to legislation, organisational objectives and policies

2.2 Train participants in the performance management and review process

2.3 Conduct performance management according to organisational policies procedures and relevant timelines

2.4 Monitor and evaluate performance according to performance standards and key performance indicators 3.1 Provide informal feedback and coaching to staff

3.2 Advise relevant personnel, where performance is poor and take necessary actions

3.4 Conduct formal structured feedback sessions as necessary and according to organisational policy

4.3 Respond to underperforming individuals, as required

Speaks clearly and in an appropriate volume

Establishes and maintains eye contact

Using hand or arm gestures to emphasise points in the discussion

Explains concepts or jargons that are unclear to audience

Seek feedback from stakeholders on the performance of processes developed:

Asks follow-up questions to clarify information received

Provides relevant responses to the persons questions

Uses open-ended questions to quickly review the topic discussed

Summarises discussion point or questions from speaker to confirm understanding

Task 2 has met satisfactory performance requirements Task 2 has not met satisfactory performance requirements (please refer to the feedback on Canvas commentary section)

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right6369685Learner Resource

00Learner Resource

20834357474585BSBLDR522

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19805658174355Manage people performance

00Manage people performance

29089356283325002227580744791500-648335-66548000

Precision Group (Australia)

Level 13, 269 Wickham St, Fortitude Valley 4006

Email: info@precisiongroup.com.auWebsite: www.precisiongroup.com.au 2021 Precision Group (Australia)

BSBLDR522 - Manage people performance (Release 2)

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Version Control & Document History

Date Summary of modifications Version

3 February 2021 Version 1 final produced following assessment validation. 1.0

17 February 2021 Version 1.1 produced following Release 2 update.

Minor modification to sub-chapter 1.3 title. 1.1

Table of Contents TOC o "1-3" h z u About the Business Services Training Package PAGEREF _Toc63062943 h 7About this Unit of Competency PAGEREF _Toc63062944 h 9Chapter 1: Allocate Work PAGEREF _Toc63062945 h 101.1 Consult Relevant Groups and Individuals on Work to be Allocated and Resources Available PAGEREF _Toc63062946 h 111.2 Develop Work Plans and Allocate Work According to Organisational Requirements and Operational Plans PAGEREF _Toc63062947 h 191.3 Develop and Confirm Performance Standards and Key Performance Indicators with Relevant Staff PAGEREF _Toc63062948 h 281.4 Conduct Risk Analysis According to Organisational Risk Management Plan and Legal Requirements PAGEREF _Toc63062949 h 33Activity 1 PAGEREF _Toc63062950 h 42Activity 2 PAGEREF _Toc63062951 h 43Key Points: Chapter 1 PAGEREF _Toc63062952 h 46Chapter 1 True or False Quiz PAGEREF _Toc63062953 h 47

Chapter 2: Assess Performance PAGEREF _Toc63062954 h 482.1 Review Performance Management and Processes According to Legislation, Organisational Objectives and Policies PAGEREF _Toc63062955 h 492.2 Train Participants in the Performance Management and Review Process PAGEREF _Toc63062956 h 542.3 Conduct Performance Management According to Organisational Policies Procedures and Relevant Timelines PAGEREF _Toc63062957 h 612.4 Monitor and Evaluate Performance According to Performance Standards and Key Performance Indicators PAGEREF _Toc63062958 h 65Activity 3 PAGEREF _Toc63062959 h 71Activity 4 PAGEREF _Toc63062960 h 73Key Points: Chapter 2 PAGEREF _Toc63062961 h 77Chapter 2 True or False Quiz PAGEREF _Toc63062962 h 78Chapter 3: Provide Feedback PAGEREF _Toc63062963 h 793.1 Provide Informal Feedback and Coaching to Staff PAGEREF _Toc63062964 h 803.2 Advise Relevant Personnel, Where Performance is Poor and Take Necessary Actions PAGEREF _Toc63062965 h 923.3 Document Feedback According to the Organisational Performance Management System PAGEREF _Toc63062966 h 973.4 Conduct Formal Structured Feedback Sessions as Necessary and According to Organisational Policy PAGEREF _Toc63062967 h 100Activity 5 PAGEREF _Toc63062968 h 103Activity 6 PAGEREF _Toc63062969 h 105Key Points: Chapter 3 PAGEREF _Toc63062970 h 108Chapter 3 True or False Quiz PAGEREF _Toc63062971 h 109

Chapter 4: Manage Follow Up PAGEREF _Toc63062972 h 1104.1 Develop Performance Improvement and Development Plans According to Organisational Policies PAGEREF _Toc63062973 h 1114.2 Monitor Underperforming Individuals According to Organisational Policies PAGEREF _Toc63062974 h 1204.3 Respond to Underperforming Individuals, as Required PAGEREF _Toc63062975 h 1234.4 Reinforce Excellence in Performance Through Recognition and Continuous Feedback PAGEREF _Toc63062976 h 138Activity 7 PAGEREF _Toc63062977 h 142Activity 8 PAGEREF _Toc63062978 h 144Key Points: Chapter 4 PAGEREF _Toc63062979 h 147Chapter 4 True or False Quiz PAGEREF _Toc63062980 h 148Summary PAGEREF _Toc63062981 h 149References PAGEREF _Toc63062982 h 150

About the Business Services Training Package

The BSB Business Services Training Package covers a diverse range of industries and occupations. Business Services covers a range of cross-industry functions and services supporting the commercial activities of all industries.

Defining Qualifications

When units of competency are grouped into combinations that meet workplace roles, they are called qualifications. These qualifications are aligned to the Australian Qualifications Framework (AQF). Each qualification will have packaging rules which establish the number of core units, number and source of elective units and overall requirements for delivering the qualification.

Delivery and Assessment of Qualifications

RTOs must have the qualifications (or specific units of competency) on their scope to deliver nationally recognised training and assessment. RTOs are governed by and must comply with the requirements established by applicable national frameworks and standards. RTOs must ensure that training and assessment complies with the relevant standards.

Qualification Training Pathways

A pathway is the route or course of action taken to get to a destination. A training pathway is the learning required to attain the competencies to achieve career goals. Everyone has different needs and goals, and therefore requires a personalised and individual training pathway.

Foundation Skills

Foundation Skills are the non-technical skills that support the individuals participation in the workplace, in the community and in education and training.

Australian Core Skills Framework (ACSF)

This Assessment meets the five ACSF core skills as described in the Foundation Skills mapping.

About this Unit of Competency

BSBLDR522 - Manage people performance

This unit BSBLDR522 Manage people performance describes the skills and knowledge required to manage the performance of staff that are direct reports.

This unit applies to individuals who manage people. It covers work allocation and the methods to review performance, reward excellence and provide feedback. The unit makes the link between performance management and performance development and reinforces both functions as a key requirement for effective managers.

This Learner Resource is broken up into four elements. These include:

Allocate work

Assess performance

Provide feedback

Manage follow up

At the end of this training, you will be asked to complete an assessment pack for this unit of competency. You will need to access a supervisor, a manager, or your assessor who can observe you perform project or workplace tasks and verify your competency or performance.

On competent completion of the assessment, you must have demonstrated skills and knowledge required to manage people performance.

Chapter 1: Allocate Work

As a supervisor, you are expected to allocate work to your team members in the workplace. Before allocating, you must first identify relevant groups and individuals and consult with them on what work must be allocated and what resources are available. Your consultation must include items such as work requirements and performance standards.

Once done with your consultation, you can then start on developing work plans. These work plans will guide you in allocating work and must be developed according to your organisations requirements and operational plans. These plans will help you and your team achieve outcomes that will help further your organisations goals.

In the process of developing your work plans, you must also develop performance standards and key performance indicators. These standards and indicators must be confirmed with relevant staff before presenting them to your team. The relevant staff can include the same staff you had consulted with prior to developing work plans.

Afterwards, you can then conduct a risk analysis. Your risk analysis must be conducted according to your organisations risk management plan and legal requirements relevant to risk management.

1.1 Consult Relevant Groups and Individuals on Work to be Allocated and Resources Available

Before allocating work, you must first determine the work to be allocated and the resources available to carry out the work. This can be done through consultation. Consultation refers to holding a meeting with relevant groups and individuals to seek advice on a specific topic. These groups and individuals are more or less the stakeholders of an organisation where work should be allocated. These stakeholders are typically experts on the given topic and can offer you tips and suggestions on how to address a given concern. These stakeholders can include the following:

External stakeholders

These refer to groups or individuals that are outside your organisation. These include:

Customers

Suppliers

Government agencies

Contractors

Unions

Internal stakeholders

These refer to groups or individuals that are within your organisation. These include:

Employees

Managers

Investors

Consultations can be done at any time relevant groups and individuals are available for discussion. However, consultations are ideally held as soon as possible so that any concerns are immediately addressed, and clarifications can be made quickly.

1.1.1 Allocating Work

If a business is made up of individuals working together as a team or number of teams in an organised fashion to achieve objectives, then the allocation of work is a very important factor. Generally speaking, like many initiatives, it is driven from the top down and implemented or put into action from the bottom up. Therefore, the Chief Executives will oversee the activities of the organisation. Each manager or supervisor is responsible for the organisation of his/her own area. The manager or supervisor then manages the workload by allocating the work among their teams.

This is the challenge managing to distribute work evenly to the best people to get the required standard and quantity in the desired time. In the past, decisions on work allocation were usually taken after consideration was given to seniority and experiences, gender and/or qualifications and experience, suitability, and eligibility. These criteria do not necessarily mean that the people chosen for a specific job role were well-suited for the role or the job role is for them.

When a given job or task is seeking new or replacement staff, the selection criteria usually include the staffs:

The job specification for the tasks details their:

Job Analysis is used to identify or determine:

Skill levels

Compensable job factors

Work environment (e.g. hazards, attention, physical effort)

Responsibilities (e.g. fiscal, supervisory)

Required level of education (indirectly related to salary level)

Once the team members are in place, you are then able to plan how to allocate the work, considering the variations in skills, experience, and abilities of their team.

1.1.2 Consulting the Team

In consulting for work allocation, conducting a team meeting is one of the techniques you can use. You must attain the greatest efficiency, cost-effectiveness, and still achieve the quality and goals.

Better ideas, as well as opportunities for training less capable team members, will emerge upon planning the work allocation with the team. In this case, the team has a buy in where each team member accepts and is committed to the goals of your project for their personal and professional development. At this point, you have the opportunity to tie the work to be completed to the overall organisational goals. This will give the team their reason for accomplishing the work in the way intended. They will better understand their importance in the bigger picture and how each contribution they make impacts on the organisation and their job!

Once the ideas have been heard, the expectations can be described. These are called performance standards and are used as measures to gauge the standard and success of the work. Performance standards define the level of performance sought of an individual or group which may be expressed either quantitatively or qualitatively. Without clear standards, the team will not know the expectations of the organisation, and this makes it almost impossible to meet or exceed expectations.

Other techniques you can use for consultations include:

Online information and feedback sites

These sites offer readily available information to team members. This makes it easy for employees to access information at their convenience. Feedback can be gathered using email addresses or other online tools (e.g. online surveys), allowing team members to feel safe when providing feedback.

Group emails

Group emails involve sending out an email to numerous email addresses belonging to your team members. This makes it quick and easy to communicate information to your team.

Surveys

These refer to tools that can be used to gather information. This information can be either quantitative or qualitative. Surveys can focus on opinions, gather factual information, or ask structured questions. These surveys can be anonymous and offer an efficient method of gathering information from your team members.

Focus groups

These refer to guided discussions with your team members and other employees on a given topic, such as a project. Focus groups allow you to identify problems and encourages different perspectives and opinions to solve these problems.

Comment walls

These involve putting a question on a board or wall in an accessible and prominent location for a specific period of time (e.g. three days, one to two weeks). Comment walls can also be done online (e.g. social media sites) and can also be done anonymously. Comment walls ensure that all respondents take sufficient time to consider their feedback.

1.1.3 Consulting on Available Resources

Before allocating work to your team members, you will need to check if your project has sufficient resources. This can be done by consulting with relevant groups and individuals about the work to be allocated to them and the resources that they will need. These consultations are done so that the correct resources are put into place for each work task to be completed successfully. It is essential that the following topics are discussed during the consultation:

Discussing these topics will help you and your team track resources to determine if these resources are necessary, relevant, and cost-effective. In addition, consulting with relevant groups and individuals, including your team members, provides them with the following benefits:

The resources that your project may require include the following:

Human resources

These resources refer to the people that make up the workforce of your organisation. This consists of all employees, including you and your team members.

Educational resources

These resources refer to materials used to train your team members in a specific process or activity that they are not familiar with. These include educational pamphlets, videos, audio recordings, etc.

Financial resources

These resources refer to your organisations monetary funds. These are typically allotted towards specific departments, such as staffing, production, marketing, etc.

Physical resources

These resources refer to materials that your organisation uses to provide services or to support the actions of its workforce. These include equipment, supplies, facilities, and infrastructure.

There are five tools you can use during your consultation to determine available project resources. These tools include the following:

Expert judgment

This refers to involving relevant groups and individuals who have done work similar to your project. Because these groups and individuals have some familiarity with your project, they will be able to provide you with opinions and suggestions on what resources your project will need.

Alternative analysis

This refers to examining various possible options for resource allocation. This includes determining how many resources you will need and the kind of resources you will require.

Published reference data

This refers to using data from published books, articles, and journals to help you determine how many resources you will need. These books, articles and journals must be relevant to your project in order for you to have sufficient data.

Project management software

This refers to software that is typically used for project planning, resource allocation, and scheduling. This allows you to control your allocated budget, manage the quality of your teams work, and oversee all documentation exchanged throughout your project. In addition, this software can be used for collaborating with project stakeholders.

Bottom-up estimation

This refers to chunking complex activities within your project and determining the resource allocations for each part of these activities. It involves estimating how much resources are required for each individual activity and then adding these estimates together to determine the total estimate. This may take a considerable amount of time as each activity needs to be assessed accurately to be included in the bottom-up calculation. A smaller and more detailed activity will yield greater accuracy and cost from this tool.

1.2 Develop Work Plans and Allocate Work According to Organisational Requirements and Operational Plans Work is accomplished by teams to achieve the team goals which contribute to the organisational goals and objectives. The operational plan details how the organisation will accomplish the goals, objectives, and strategies outlined in the strategic plan. It includes the actions to be undertaken in line with the strategic plan objectives, who are responsible for carrying out these actions, and the timeframes, costs and key performance indicators associated with these actions. Therefore, before starting to allocate any work, the work and plan should be confirmed as the most useful way to contribute to the operational plan.

1.2.1 Develop Work Plans

A work plan is a document that maps out a given project. It contains steps required to complete the project and identifies individuals responsible for each step of the project.

A good plan will:

Enable the organisation to decide how it will reach an objective

Help the organisation move beyond crisis management to sensible planning and use of resources

Help to resolve issues of sequence or the order in which things should be done

Provide a basis for holding people accountable for what they do

Provide a basis for measuring and reviewing progress

Provide a basis for job descriptions

Provide a basis for budgeting

Developing a work plan is a very involved process that must follow your organisations requirements and operational plans. Operational plans refer to documents that provide a clear, detailed outline of how your team can contribute to achieving your organisations goals. These consist of the following details:

Operational plans include the following documents:

Capability plans

This refers to a document that details the changes in an organisation and ensures that these changes are aligned with the organisations strategic vision. Capabilities refer to what an organisation does, including processes and resources required.

Capability plans allow your organisation to do the following:

Identify their capabilities

Examine and assess the level of change required for each identified capability

Prioritise changes required for each capability

Work towards achieving these changes

Project plans

This refers to a document designed to guide the flow of a project. It includes the following details:

Project goals and objectives

Tasks required for achieving these goals and objectives

Resources needed to complete each task

Budgets and timelines associated with the project

Succession plans

This refers to a document used for guiding the process of succession planning in the organisation. Succession planning is a process where leadership roles are passed on to team members. This ensures that your organisation remains productive even after its most important people move onto new opportunities.

Succession plans require you to do the following:

Identify key roles within your team and their impact on your operation

Identify succession candidates, and whether or not they need training for the role they will succeed

Team plans

This refers to a document used for tracking the performance of your team. This outlines each team members areas for improvement and the actions they must take to address these areas. These documents are designed to help your team members develop their skills while working towards team goals.

Ensure to check for your organisations policies and procedures for developing work plans and follow your organisations requirements.

There are a number of general steps you must follow in developing work plans, which are typically detailed further in your organisational requirements. These steps include the following:

Identify project details.

Start your work plan by identifying basic details that will inform relevant stakeholders of your project. These include your projects title, purpose, and timeframes (e.g. six months, one year). This will inform them of what you intend to accomplish with your project and how long the project will take to be completed.

Contextualise your work plan.

Add information on why your project must be completed and what benefits your project will bring to your organisation. You can contextualise your work plan by writing an introduction and background to your project, which should establish the problem your project intends to address.

Indicate project goals and objectives.

Your work plan must include your projects goals and objectives. Goals refer to desired results that are to be achieved in a long timeframe (e.g. three to five years) and typically do not include methods required to achieve the desired result.

Objectives refer to the actions or steps required to achieve your goal. Your goals and objectives must be established using the SMART criteria. SMART refers to:

Specific

Specific and well-defined goals and objectives allow you to plan your project more effectively by providing you with an idea of what you must accomplish and how you must accomplish it.

Measurable

Your goals and objectives must include a point of measurement or evidence (e.g. amount of output) which will indicate whether or not progress is being made for your project.

Attainable

Ensure that your goals and objectives can be reasonably accomplished within a set timeframe and using a given amount of project resources. This guarantees that your project can be done using a specific number of resources and that your project can be accomplished on time.

Relevant

Ensure that your goals and objectives are relevant to the purpose of your project, as these will contribute towards accomplishing your projects purpose.

Time-based

Similar to Attainable, make sure that your goals and objectives can be reasonably accomplished within a set timeframe so that you can deliver your project on time. This deadline provides motivation and allows you and your team to prioritise tasks.

The SMART framework establishes the resources you will need for your project and the milestones, which indicate your project progress. These will help you define the steps needed to efficiently complete your project.

Identify project resources.

The required resources for your project must be included in your work plan. In line with the SMART criteria, ensure to be specific when identifying your project resources and relevant details by asking questions such as:

How much is the budget allocated for your project?

From which department will the project budget be allocated?

Which tools (e.g. physical tools, software) will be required for this specific step of the project?

Identify and consider existing constraints.

By identifying the resources required for your project, you can then identify resource constraints. Constraints refer to limitations that will restrict your use of resources and affect project completion. During this step, you can also identify any risks that may lead to a constraint (e.g. one of your team members is taking an extended sick leave, leading to a manpower constraint).

Assess risks.

Now that the risks have been identified, you must assess them and consider how they may affect your resources. Once you have assessed these risks, you must then identify steps that you can take to mitigate them and the individuals responsible for carrying out each step. This will facilitate accountability within your team so that your team members can feel that they are actively contributing to the project.

1.2.2 Allocate Work in a Way that is Efficient, Cost Effective, and Outcome Focused

Creating an Action Plan to allocate and check your teams work is an effective way of managing the distribution of work. You can use the fillable template of an Action Plan on the simulated business website, Bounce Fitness under the documents tab.

Further Reading

Bounce Fitness has an Action Plan template that you can use as a basis for the structure of your action plan. Access the document through the link below.

Action Plan Fillable TemplateThe actual work allocation process consists of a series of steps.

Plan how the team will undertake its work:

Analyse the work structure and objectives.

Identify and discuss the working targets together with the team members.

Identify and describe the tasks and activities needed to attain these targets.

Identify what skills and methods are required to accomplish each of these tasks.

Consider standards or level of expected performance for every task.

Consider how the requirements of these tasks match resources available to your team.

Identify individual capabilities and talents that can be exclusively useful in this work.

Consider the level and scope of individual competency of every person in your team in regard to the outstanding tasks.

Consider and prioritise the workloads already appointed to the team members to put on hold any items which can be discarded or wait for a while.

Summarise ability of certain team members to undertake certain tasks from the list.

Draft tasks and responsibilities to be assigned to appropriate individuals within the team.

Discuss these assignments with the team members to check their readiness and opinions.

Organise individual daily work plans:

Estimate the amount of time and resources required to get each of the listed tasks done.

Compose special schedule of tasks to regulate general workflow and its milestones.

Allocate tasks to appropriate team members, considering their skills, knowledge, experience, outstanding workloads, and desired opportunity for development.

Brief the team on the jobs they have been assigned to, and introduce the performance criteria suiting each of the tasks.

Introduce the work timeline to the team and request the assigned team members to elaborate on their individual working plans and solutions to fit the master schedule.

Provide all the necessary management assistance and expertise to facilitate this effort.

Encourage the team members to ask their questions and make suggestions on clarification and specification of their tasks.

Renegotiate responsibilities to add changes to the workplaces and roles where appropriate.

Check individual plans and alter them to fit certain master requirements.

Make sure all allocated assignments are appropriate to the interests and competency of the team members.

Make sure all performance standards and responsibilities are communicated and accepted.

Make sure everyone is motivated to do the assigned work.

Check the ongoing performance of allocated tasks:

Keep control over the progress and quality of the work.

Make sure the standards or level of expected performance is mostly observed.

Make sure prompt and constructive feedback is always provided to support team members.

Make sure the competencies of your team members work as they are expected.

Quickly address all problems and unforeseen events.

Support team members in identifying and dealing with upcoming issues.

Ensure the motivation and interest of the team members.

Make sure the competency of team members improve.

Provide reserved resources to support completion where justified.

Even if you have correctly determined the work, it is necessary to properly communicate the work to your team members. This process embraces matters of work elements and communication methods.

It is necessary to communicate the following work elements:

Work Entitlement

Labelling work to make it easily captured by the mind and in official documents

Objectives

What tangible and intangible results to reach with completing the job

Employee Responsibilities

When and how the objectives are to be reached

Deliverables

Documents and information to be delivered to management

Action Plan

Description of any process or procedure, given in a specific format

Management Support

What scope and kind of management assistance is engagedThese are the following instruments used to communicate work elements:

Action Plan Format

A document including the framework to expound working plans in terms of embedded steps, constraints, etc. It may have the appearance of a:

Plain to-do list explaining workflow in a step-by-step manner

Timetable of different design, with multiple columns and rows

Calendar-like schedule, or any other appropriate style

Meetings or Calls

Face-to-face meetings or teleconferences where the manager openly talks about work which will be assigned to the employee(s). This is a proper environment for constructive discussion, questions and obtaining employees understanding and commitment.

Employee Manuals and Codes of Conduct

Documented guidance on objectives, responsibilities and deliverables, The Code of Conduct is an agreed (or decreed) set of rules relating to employee behaviour/ conduct with other employees, or an agreed (or decreed) set of rules relating to employee behaviour/conduct with other employees or customers.

Collaborative Environment

A formal system of rules and intermediums used to maintain and regulate communications between managers and employees. This usually includes patterns for ongoing reporting over the working progress, receiving feedback and communicating changes.

1.3 Develop and Confirm Performance Standards and Key Performance Indicators with Relevant Staff It is essential that you develop performance standards and key performance indicators, as these demonstrate how effectively your team is achieving project goals and objectives. Performance standards are the level of performance sought from an individual or group which may be expressed either quantitatively or qualitatively. Key performance indicators (KPIs) are specific, measurable values that indicate your progress towards your performance standards.

Planning performance standards and KPIs sets the expectations and goals for groups and individuals to focus their efforts toward achieving organisational objectives. It also includes measures that will be used to determine whether expectations and goals are being met. Involving employees in the planning 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.

The process for planning performance standards consists of the following steps:

Identify the purpose of the job or task.

Identify the major duties within that job or task.

Develop resources (including human resources do you have enough workers, or will you need to employ external staff?) and timelines.

Detail individual tasks.

Identify goals and measures. These measures confirm your achievement or lack of achievement. In addition, you are able to measure budget against costs, timeframes, and resources and make adjustments if necessary.

Take the performance standards back to those involved in the production. Ensure they are clear in their understanding and agree that they are achievable with a little stretch to motivate.

Reintroduce the Code of Conduct to your team members to remind them of their responsibilities. This is also a good opportunity to reinforce to new team members who have just completed induction or be employed only for the term of the job.

Ensure that all team members are clear on the expectations of them, the project goals, and how these fit into the organisational achievement and outputs.

Create performance indicators. Here, you are trying to place the tasks and jobs within the context of the organisation:

What is the organisation attempting to achieve?

What contribution can this task be expected to make?

Once you have completed these steps, you can then confirm your standards and indicators with relevant staff to ensure that they understand how they can deliver a solid or exceptional performance. Relevant staff refers to individuals and teams that are involved with your project. These include the following:

Human resources (HR) officers

These are personnel who are responsible for recruiting, developing, and supporting employees in your organisation. They are responsible for specific functions such as training and monitoring performance.

Managers

These are personnel who are in charge of specific departments and employees within these departments. As a manager, it is your job to ensure that your department is well-provisioned and is compliant with your organisations quality and service standards. You are also expected to train employees and help develop and implement business strategies to contribute to your organisations goals.

Senior management

These refer to personnel who have authority and responsibilities that are broader in scope in comparison to your own. Similar to your responsibilities, senior managers plan, direct, and monitor work for a specific group of employees, such as departments or teams. They can directly supervise your team members, or they can supervise you to help you manage your team.

1.3.1 Develop and Agree Performance Standards and Key Performance Indicators with Relevant Staff Prior to Commencement of Work

There are a number of steps you must follow when developing your performance standards and KPIs before confirming them with relevant staff. These steps include the following:

Focus on the position of involved staff.

When writing performance standards and KPIs, ensure that they are objective. These must be written for a position or role instead of a specific individual. For instance, if each member of your team is in the same position, they must have the same performance standards and KPIs.

Indicate the purpose for which you want to write your performance standards.

Identifying the purpose of your performance standards helps your team know the outcomes that they are working towards. These include specific tasks, functions, goals, and objectives. Ensure to focus on tasks with high importance for each position as this will help you establish a brief standard.

Identify your criteria for success.

Be sure to identify parameters that determine successful performance. These must be relevant to the purpose for which you want to write your performance standards.

Examples of these parameters include:

When detailing these parameters, ensure to be specific (e.g. units to be tracked, timeframes).

Include qualities of solid performance and exceptional performance.

Solid performance refers to when your team consistently meets expectations, while exceptional performance refers to when your team consistently exceeds expectations. Once you have established these categories, you can then focus on standards and indicators that determine less than solid performance.

When writing these standards, you can use phrases such as the following:

An employees performance is considered solid when...

An employees performance is considered exceptional when...

An employees performance is considered below expectations when...

As discussed in the first step, the standards that follow these phrases must be relevant to the employees position.

Confirming your performance standards and KPIs can be done using the consultation techniques discussed in Section 1.1.2.

1.3.2 Communicating Performance Standards to Team Members

A simple rule when communicating your standards is to be SMARTER.

The E in the SMARTER acronym can represent any word that is appropriate for meeting your goal. Exciting, Enjoyable, Ethical or Enduring are all words that evoke an image. Use according to the image you want your team members to see.

Finally, conduct a reality check to make sure the standards are realistic, complete, and understood. It is also an exercise in getting the employee to buy-into the work for the rating year.

Here are some considerations that you can use when confirming your performance standards with your team members:

Provide your team members with a copy of the draft performance standards and KPIs

Ask your team member to review the draft performance standards and KPIs and make suggestions for improvement. Give at least a day for the review in order to consolidate ideas to be presented to you after the review.

Ask your team member to suggest anything that they may need to accomplish the work in the performance plan

Remember, employees may need a course in forecasting, a visit to another activity which has recently successfully completed the review for accreditation, or increased computer memory or speed to work with the forecasting software, etc. Asking for these suggestions are important as they can help you determine actions for improving your team members performance, promoting healthy work habits, and developing personal and professional skills.

Address your expectations, specifically in terms of what would be exceptional performance

Set the bar high with your team members and be clear in what you are seeking. Most employees will willingly work to high standards.

1.4 Conduct Risk Analysis According to Organisational Risk Management Plan and Legal Requirements

As discussed in Subchapter 1.2, you will need to identify risks within your project and assess them accordingly. This can be done through risk analysis, which will be discussed further within this subchapter.

1.4.1 Risk Analysis

Risk analysis is a determination of the likelihood of a negative event preventing the organisation meeting its objectives and the likely consequences of such an event on organisational performance. Your organisation will typically have requirements for risk analysis that can be found in their risk management plan.

Organisational risk management plans are typically used for a number of instances, which include:

Brand damage

This refers to the instance where an organisation does not consistently deliver on its promises with customers and business partners. This leads to a loss of brand trust and brand loyalty, and during worst-case scenarios, the organisation can lose market share and will have to close down.

Aside from the failure to deliver promises, brand damage can also be caused by the following instances:

Having poor customer service

Poor customer service refers to any instance where the organisation fails to meet a customers expectations. This includes the quality of the service provided to the customer, the duration for which a customers phone call or inquiry is answered, or a lack of empathy towards the customer when they are voicing their concerns.

Receiving negative attention from an employee

Your team members conduct can reflect back on your organisations reputation. If your team members are caught behaving inappropriately on- or off-duty, your organisation can receive negative publicity from it. For instance, if your team member has been seen engaging in discriminatory behaviour, your customers may get the impression that your organisation tolerates such behaviour.

Having a poor communications platform

This refers to instances where your organisation has platforms such as websites or social media that are difficult to navigate. Customers typically choose platforms that are most convenient for them to communicate with your organisation. If your organisation is not managing those platforms and are not receptive to questions or concerns, the needs of your customers could go ignored.

Financial risk

This refers to the possibility of losing money on an investment or business venture. Financial risk can result in the loss of capital to interested stakeholders, such as government and corporate parties. Examples of financial risks include the following:

Credit risk

This refers to the possibility of losing money due to failure to repay a loan or meet contractual obligations. The lender may not receive the owed principal and interest, which leads to an interruption of cash flow and increased cost for collection.

Liquidity risk

This refers to the instance where your organisation might be unable to convert an existing asset into cash without giving up capital and income due to a lack of buyers.

Operational risk

This refers to the possibility of losing money due to your organisation having failed or inadequate internal policies, procedures, or systems. This includes employee errors, systems failures, any criminal activity or any that disrupts your organisations processes.

Loss of customers

This instance is similar to brand damage in which both instances are caused by your organisation failing to deliver on promises and failing to live up to customer expectations. Because customers generate word of mouth recommendations and help in attracting new customers, one customers bad experience with your organisation can spread towards potential customers and affect your organisations current and future sales.

Skills shortages

These refer to instances where an organisation has considerable difficulty or is unable to fill vacancies for a specific occupation. Skill shortages are typically caused by various factors, such as the following:

Changes in the global economy

Short supply of skilled personnel in a specific location

A low number of qualified workers with specialised skills

Adjustment to new technology or changes to the local economy

Workforce planning

This refers to the process of aligning the changing needs of your organisation with human resource strategies. This involves the following steps:

Analysing the organisations current workforce

Determining the organisations future workforce needs

Determining gaps between the present and the future

Implementing solutions for the organisation to accomplish its goals

This process focuses on getting the right number of people with the right skills employed in the right place at the right time, at the right cost, and on the right contract to meet an organisations short- and long-term goals.

Be sure to check and follow your organisations risk management plan for conducting risk analysis.

Risk Assessment

Risk assessment refers to the process of identifying risks and determining hazards. Evaluating hazards and the likelihood of exposure to those hazards, and then estimating the resulting impact provide a framework for understanding the potential impact. Key questions to ask:

What are the factors that result in a risk to the organisation?

What is the likelihood of harm?

How much harm could occur?

How much can that harm be reduced by various intervention strategies?

Using all information gathered to evaluate the policy options, results of the risk assessment are considered along with cost, feasibility, and the social impact of implementing certain policies to identify, select and implement measures to reduce the identified risk.

Risk Analysis Process

The risk analysis process consists of five steps. These steps include:

Identify the impact of threats to critical assets.

The analysis team, which includes you as a manager, defines impact descriptions for threat outcomes (disclosure, modification, loss, destruction, interruption). The impact description is a narrative statement that describes how a threat ultimately affects the organisations mission.

Risk broadens the view of threat by considering how threats ultimately affect an organisation. Here, you create and record descriptions of potential impacts that can result from threats to your critical assets. As you do this, you establish the link among assets, threats, and what is important to your organisation (i.e. your business objectives), providing you with a basis on which you can analyse your situation and potential measures to be undertaken.

Consider impacts in the following areas:

Create risk evaluation criteria.

The analysis team creates evaluation criteria to define what constitutes a high, medium, and low impact and measures. The organisations tolerance for risk is then measured. Prioritise the known risks, as all risks cannot be mitigated due to constraints.

Review relevant background information to help define evaluation criteria.

Such information includes the following:

Strategic and/or operational plans outlining major business objectives

Legal requirements, regulations, codes of conduct and standards with which the organisation must comply.

This includes requirements from work health and safety legislation, such as the Work Health and Safety Act 2011. This legislation outlines standards for building workplaces that are safe and healthy for all employees and ensuring that the health, safety, and welfare of employees are protected.

It includes requirements on the following concerns:

Incidents and notifications

This refers to notifications of incidents and other concerns such as asbestos, demolition and hazardous chemicals.

Licensing and registrations

This refers to work health and safety training and applying for licences such as electrical licences, asbestos removal, and self-insurance auditing.

Consulting with employees and workers

This covers the importance of consultation and details the benefits of consultation, such as the following:

Acquisition of input on hazards, risks and solutions from people who understand the risk and do the work

Involvement in decision-making and commitment from workers in implementing these decisions

Facilitation of cooperation and trust between employers and employees

Other requirements include the personnel you must consult and when and how you can consult them.

Compliance and enforcement

This refers to requirements for audits and inspections, enforceable undertakings, penalties, industry interventions, and campaigns.

Dispute settlement

This refers to requirements that facilitate the timely resolution of disputes that are relevant to work health and safety. In addition, this also covers requirements for disputes that remain unresolved.

Further Reading

To learn more about the Work Health and Safety Act 2011, access the site linked below.

Work Health and Safety Act 2011Information related to information security and information protection

Results from other risk management processes used by your organisation.

Some organisations will have risks that could result in a loss of life, but others will not. The contextual nature of evaluation criteria is the reason every organisation must define its own criteria and why you need to review relevant background information.

Evaluate the impact of threats to critical assets.

The combination of a threat and the resulting impact to the organisation defines the risk to the organisation. The analysis team reviews each risk and assigns it an impact value (high, medium, or low).

The consequence that ultimately matters in risk is the resulting impact on the organisation due to a threat. Impact describes how the organisation would be affected based on the following threat outcomes:

Disclosure of a critical asset

Modification of a critical asset

Loss/destruction of a critical asset

Interruption of a critical asset.

Create a risk profile.

Append the impact values in the threat profile and record the range on the risk profile high to medium.

If you have difficulty using the evaluation criteria as you evaluate the impact descriptions, then one of the following might be occurring:

The impact description might be too vague to enable you to match it to the evaluation criteria. If this is the case, you need to refine the impact descriptions by making them more specific.

The evaluation criteria might not be specific enough to enable you to assign measures to impact descriptions. In this case, you need to refine the evaluation criteria by making them more specific.

Responsible organisations will have a risk management plan. This may originate with the organisational policies or be in response to legal requirements.

Risk Communication

Risk communication refers to the process of exchanging information among relevant stakeholders about a risk and its impact, significance, and control. The stakeholders involved in this process must include individuals who are familiar with the risk and how to address it, e.g. risk assessors, managers and other interested groups or individuals.

Communication of results is essential to the continued communication among risk assessors and stakeholders. Risk assessors and managers must communicate to ensure that all stakeholders fully understand the process of and information generated by the risk analysis.

Activity 1Given the discussion from this chapter, develop a set of performance standards and KPIs for one specific task relevant to your profession in the table below.

Work Task Performance Standards Key Performance Indicators (KPIs)

FORMTEXT FORMTEXT FORMTEXT

Activity 2Using the given clues and discussion in this chapter, unscramble the words below.

Clue Scrambled Word Answer

These refer to sites that offer readily available information to all employees. ELNNOI MIROFTINNOA DNA BKFEDCEA TSSIE FORMTEXT

These involve sending out an email to numerous email addresses belonging to relevant stakeholders. RGOPU ISELAM FORMTEXT

These can focus on opinions, factual information or ask structured questions VYRSSUE FORMTEXT

These refer to groups that consist of individuals with a common interest or characteristic. SUCFO POGSUR FORMTEXT

These involve putting a question on a board or wall in an accessible and prominent location for a specific period of time. MNTCMOE WLALS FORMTEXT

Notes

FORMTEXT

Key Points: Chapter 1Consultation can help you determine the work to be allocated to your team and the resources available to carry out the work.

Better ideas, as well as opportunities for training less capable team members, will emerge upon planning the work allocation with the team.

Performance standards define the level of performance sought after an individual or group which may be expressed either quantitatively or qualitatively.

It is essential that you discuss the distribution, disbursement, and management of resources during your consultation.

Operational plans detail how the organisation will accomplish the goals, objectives, and strategies outlined in the strategic plan.

Planning performance standards and KPIs sets the expectations and goals for groups and individuals to focus their efforts toward achieving organisational objectives.

Chapter 1 True or False QuizTick True if the statement is correct, and False if not. True False

Consultation refers to holding a meeting with stakeholders who have no knowledge of the given topic. FORMCHECKBOX FORMCHECKBOX

A work plan is a document that only identifies the individuals responsible for the project. FORMCHECKBOX FORMCHECKBOX

Key performance indicators are specific, measurable values that indicate your progress towards your performance standards. FORMCHECKBOX FORMCHECKBOX

Performance standards are the level of performance sought from an individual or group which may be expressed either quantitatively or qualitatively. FORMCHECKBOX FORMCHECKBOX

Solid performance refers to when your team consistently exceeds expectations. FORMCHECKBOX FORMCHECKBOX

Risk assessment refers to the process of identifying risks and determining hazards. FORMCHECKBOX FORMCHECKBOX

Chapter 2: Assess Performance

Now that you have allocated work to your team, you must proceed with assessing your teams performance. You must review your existing performance management processes to see if they adhere to legislative, regulatory, and organisational requirements and policies.

Once you have completed your review, you can then train relevant staff in conducting the performance management and review processes. Similar to reviewing processes, you must ensure that your training adheres to your organisations requirements on providing training to staff.

After completing the training, you can then conduct your performance management processes. Following these processes, you must monitor your teams performance and evaluate them according to given performance standards and key performance indicators. These standards and indicators should be the same standards and indicators that you have developed as previously discussed in Subchapter 1.3.

2.1 Review Performance Management and Processes According to Legislation, Organisational Objectives and Policies

The performance management system is the set of processes for establishing a shared understanding of what an individual or group is to achieve. It includes managing and developing individuals in a way which increases the probability it will be achieved in both the short and long terms. The system comprises the following processes:

The performance management system involves a number of documents that can be used to assist in managing your teams performance. These documents include the following:

Business and operations plansBusiness plans are documents that detail how an organisation defines its objectives and methods for achieving its vision and goals. These plans provide a roadmap for the organisation from marketing, financial, and operational perspectives.

Operations plans, meanwhile, are documents that detail how your team can contribute to the achievement of the organisations vision and goals. These documents will be discussed further in a later subchapter.

Feedback surveys and forms

These refer to documents where you can note down specific areas in your teams performance that needs improvement and areas in their performance that can be maintained. In these documents, you can note reasons as to why your team needs improvement in certain areas of their performance to help you come up with solutions to support your team.

In addition, these feedback documents can provide specific criteria that are relevant to your teams work. The criteria used in these surveys and forms may vary as the criteria typically depend on your teams roles and the nature of the work they are given. For instance, if the nature of your teams work deals with customer service, the criteria that can be found in their feedback surveys and forms can include the following:

Is friendly and approachable towards customers (e.g. smiles at customers, greets customers)

Responds promptly towards customer inquiries

Discusses products and services in an in-depth manner

Listens actively to the needs of customers

Meeting minutes

These are documents that record the discussions that transpired during a meeting. Meeting minutes can be used for feedback sessions to record discussions regarding your teams performance and action items that must be taken to improve their performance. In addition, these minutes serve as evidence that you and your team members have discussed steps to be taken to help them improve and develop. These minutes also serve as evidence that your team members agreed to these steps for improvement and development and can be used to follow up with your team members if their performance does not improve.

Reports

These refer to documents that include specific and summarised information and feedback regarding your teams individual and overall performance. Reports must be reviewed to help you identify your teams individual training and support needs. Similar to meeting minutes, these can be used to follow up with your team members if there are no improvements to their performance.

Performance improvement plans (PIPs)

These refer to documents that identify your teams individual performance issues along with the goals and procedures required to address these issues. Further detail regarding PIPs will be discussed in a later subchapter.

Performance development plans (PDPs)

These refer to documents that outline your teams individual goals for their career and how they are going to achieve these goals. Similar to PDPs, further detail regarding these documents will be discussed in a later subchapter.

The performance management system must be in accordance with relevant industrial agreements and organisational requirements.

Further Reading

Bounce Fitness has policies and procedures on performance management, which you can use as a basis for reviewing performance management processes. Access the document through the link below.

Performance Management Policy and ProceduresIn addition to organisational requirements, you must also consider legislative requirements that are relevant to performance management. The Fair Work Act 2009 provides requirements on managing performance and issuing warnings or dismissals. The legislation also defines high performance and underperformance, as well as examples of serious misconduct.

High performance refers to:

Increased productivity

High engagement and commitment to work

Consistently following workplace protocols

Underperformance refers to instances when your team member is not doing their job properly or is misbehaving at work. These instances include:

Not performing work to the organisations required standards

Disobeying workplace policies and procedures

Inappropriate behaviour at work

Serious misconduct refers to instances when your team member endangers another person or the reputation of the organisation. Examples of serious misconduct include:

Further Reading

To learn more about the Fair Work Act 2009, access the site linked below.

Fair Work Act

Before conducting these processes, you must review them to see if they still adhere to legislative and organisational requirements and objectives. When reviewing the performance management process, you must look into records from the previous year and see how effective your performance management process was. To determine this, you can ask the following questions:

Was your team able to meet personal and organisational objectives? If not, why?

What challenges did your team members face?

What training would help your team members perform better?

Did your feedback help your team members? If yes, how? If not, why?

How could the process be improved?

Was time spent on this process effectively?

In general, your performance management process should include the following elements:

Goal setting

This refers to establishing goals in a meaningful manner. This is so that the participants of the performance management process have an idea as to why these goals are significant and how these goals help further the organisations long-term goals. In addition, this will help employees be more engaged in their roles.

Open and transparent communication and collaboration

Ensure to communicate with team members and employees regardless of if the situation is positive or negative. They will want to be aware of any pertinent information while building healthy relationships with you and other employees.

Recognition

Be sure to include employee recognition in your priorities when conducting performance management. Providing employee recognition and rewards allow your team members to feel appreciated in the workplace and valued for the work that they do.

Regular feedback

Feedback is not a one-off occasion; it is a process that can better your teams performance when done continuously. In addition, this is aligned with open and transparent communication as giving honest and precise feedback will allow your team and employees to identify areas for improvement.

Employee development

In addition to identifying areas for improvement, you must also ensure to help your employees advance and develop personally and professionally. Suggest techniques, methods, and workshops that can help your team hone their skills.

2.2 Train Participants in the Performance Management and Review Process

Once you have checked that your performance management and review processes are compliant with legislative and organisational requirements, you must train relevant staff who will participate in these processes. These staff can be fellow managers or employees who will assist in conducting the performance management and review process.

There are a number of tips you can consider when training participants in the performance management and review process:

Constructive criticism training

Your participants must be trained on how to give constructive criticism. Given that providing constructive criticism can be difficult, role-play sessions can be used to train your participants. During these sessions, ensure to have the participants focus on being consistent and honest with their review and delivery. Training participants on how to provide constructive criticism will help them feel more prepared for difficult conversations and giving concrete advice.

When giving constructive criticism, you must train your participants to do the following:

Keep the criticism professional

Your participants criticism must be focused on your team members performance and any areas for improvement. The participants must take care not to focus on your team members personality as this can demoralise your team members.

Be specific

When giving constructive criticism, your participants must specify examples of behaviours and actions that will help your team members understand what they need to do better. For instance, your team member is struggling with calming irate clients down. Your participants can bring this situation up and suggest words they can use for calming clients down.

Negative instances aside, specificity can also be used for pointing out positive behaviour and actions. This can give your team members an idea of what areas of their performance they should maintain.

Confirm that there is an understanding

Your participants must ensure that your team members understand what they must do to improve their performance and why this is important. This can be done by having your participants ask your team members for their key takeaways from the criticism your participants gave them.

Use positive language

Your participants can improve their delivery of constructive criticism by using positive language. This can be done by using words with a positive tone, which can help your team members feel that the criticism being given to them is for their development. For instance, if your participant is dealing with a team member who is quiet during meetings, they can say I would love to hear your thoughts during meetings. instead of You never speak during meetings.

Ensure to keep the conversation open

Your participants must remember that providing constructive criticism is a conversation between them and your team members. Have them ask your team members for opinions and suggestions. This will help your team members feel supported and valued.

Regular feedback

Encourage your participants to provide feedback regularly. Feedback can be provided on a consistent schedule, e.g. weekly, biweekly or monthly. Providing feedback in a continuous manner allows your team members to give their own feedback, opinions, and suggestions. This can help build rapport between your participants and team members, boosting team engagement and collaboration.

Regular feedback is important for your team members personal and professional development because feedback helps them identify their strengths and weaknesses. It helps them understand both of these areas, so they know what areas of their performance need improvement and which areas need to be maintained.

In addition, regular feedback allows your team members to have meaningful conversations about their work and career goals. This can help them identify or develop objectives that will help them achieve these goals and further their career.

Employee recognition

Employee recognition refers to the acknowledgment of an individual for solid or exceptional performance. This helps motivate your team and can reinforce practices that improve their performance. While common methods of recognition include raises and promotions, recognition does not necessarily need to be monetary in nature. Encourage your participants to regularly recognise good performance and use simple ways of recognition, such as a thank you email or a genuine compliment. This will help your team members know and feel that their work is valued and recognised.

When providing recognition, your participants must remember the following tips:

Be specific

The recognition that your participants provide will be more meaningful when it is aligned to a specific area of performance or behaviour. Your participants must explain to your team members what the recognition is for so that your team members can relate the recognition to their performance or behaviour. This will help encourage your team members to maintain their strengths.

Be timely

Recognition is meaningful when it is received in a timely manner. Your participants must ensure not to provide late recognition as not only is it not as effective, but your team members will also feel that the recognition is not sincere and authentic.

Observe languages of appreciation

There are various ways that your participants can use when providing recognition. They can use the following:

Be sure to note to your participants that each of your team members may not always be receptive to the same kind of recognition. For instance, one of your team members may appreciate a customised gift, while the other team members appreciate lunch-outs more. You must recognise that everyone has their own preferences and acting according to these preferences will help your team members know that their rewards are tailored specifically to them.

Include the little details

Recognising small accomplishments are just as important as recognising major accomplishments. This can help motivate your team members and instil a consistent culture of recognition. These small accomplishments can be addressed with compliments, shout-outs, and thanks, which do not necessarily need to come from you and your participants. Have your participants encourage your team members to support and praise each other so that they can motivate one another.

Connect to the bigger picture

Recognition provides your team members with a sense of security in their value to your organisation. Ensure that your participants relate your team members recognition with the organisations goals and objectives by explaining how their own goals align with these and how your team members are contributing to them.

Performance tool training

Online performance tools can simplify the performance management process by keeping records of reviews and scheduling reminders. Reviews and direct reports can be easily revisited and maintained. These also allow your participants to set goals and track your team members progress towards achieving these goals. This can help during evaluations where you and your participants identify your team members skill gaps so you can recommend specific activities for development.

In order for your participants to use these tools effectively during the performance management process, you should provide walkthroughs or training sessions. These walkthroughs and training sessions must be conducted by people who are proficient in using the tools, such as IT personnel, fellow managers, and supervisors, etc.

Performance review schedules

Your participants need to know that performance reviews can be scheduled around the frequency of changes that your organisation goes through. For instance, if your organisation undergoes several changes in a single year, an annual review may not be ideal as there are so many changes that any feedback you have may not be relevant anymore.

Performance reviews can be held during the following instances:

Annually

Annual reviews are conducted once a year and are commonly used by most organisations. These reviews can outline a number of goals that an employee can work towards in smaller amounts of time.

Annual reviews are typically preferred by managers who oversee a large number of employees, as it can be difficult to keep up with several reviews per year for numerous employees.

Semi-annually

Semi-annual reviews are conducted twice per year, typically at the beginning of January and again at the beginning of July. These reviews can be focused on both compensation and development, with the first review concerning bonuses and salary increases and the second review concerning continuous improvement with the employees job performance.

Quarterly

Quarterly reviews are conducted four times a year and typically follow the financial quarter. Formal reviews are not necessarily made during these instances and can be used more as check-ins and regular feedback sessions with employees.

When choosing how often to conduct these reviews, consider the following factors:

Organisational culture

Depending on your organisational culture, feedback can be given directly or through a series of meetings. If your organisational culture is casual, direct feedback can be natural in conversations. If your organisational culture is formal, you may need to provide feedback through frequent reviews.

Manager-to-employee ratio

This will depend on the size of your organisation; if your organisation is medium- or large-sized, each supervisor may be managing a handful of employees. This can give each supervisor more time to allot towards the performance management process.

A smaller organisation may have each manager overseeing dozens of employees, meaning frequent reviews (e.g. quarterly) may not be feasible.

Review focus (e.g. compensation, development)

Performance reviews must be separated according to their main concern. A review that focuses on compensation (e.g. salary increase, monetary bonuses) is different from a review that focuses on how an employee can hone and develop their skills for better performance.

Pace of growth

This typically depends on the changes you expect your organisation to undergo. A young, growing organisation may undergo significant structural changes within a year. Consider conducting performance reviews in small bursts (e.g. quarterly) as the feedback you provide can present important opportunities to help employees grow.

2.3 Conduct Performance Management According to Organisational Policies Procedures and Relevant Timelines

Following your preparations for performance management, you can then conduct the performance management process. Ensure to check and follow your organisations requirements and timelines relevant to performance management.

Further Reading

Bounce Fitness has policies and procedures on performance management, which you can use as a basis for conducting performance management processes. Access the document through the link below.

Performance Management Policy and Procedures

2.3.1 Effective Performance Appraisals

The performance appraisal or review is a part of the performance management process, which requires gathering information and deciding where the performance of the appraisee stands in terms of what the organisation requires to achieve organisational goals. It may be conducted annually or more frequently as required by organisational policies and procedures.

The performance appraisal process involves the following steps:

Set aside necessary preparations.

This includes all materials, notes, and records of performance, achievements, incidents, reports and the previous performance appraisal documents along with a current job description.

Your organisation will have approved performance appraisal forms for use, so ensure that you do use them. They should have a natural flow and guide you through the process.

Take time to focus on the holistic development of the person. Training in specific job skills if necessary is good, but for many, there are other areas which they may welcome assistance with. These could include communication skills, leadership skills, or other training which will prepare them to work more effectively in the team and plan for progression.

Inform the appraisee of relevant details.

Ensure the appraisee is informed of the time and place, the purpose, and type of appraisal. Give them time to assemble their records and materials as well. One performance appraisal model is that each form that is completed by the appraiser is also completed by the appraisee. They each bring their own ratings and share their results in the meeting.

Select an appropriate venue.

The meeting room must be private and free from interruptions, including the phone. Privacy is absolutely essential.

Consider the layout within the venue.

Remove barriers. The layout of the room and seating are important considerations. The layout has a big influence on the degree of comfort or discomfort the appraisee will experience. Create a relaxed situation, preferably at a meeting table or in easy chairs sit at an angle to each other, 90 degrees ideally avoid face to face, it is too confrontational.

Proceed with introductions.

Open with a general discussion about how things have been going and avoid specifics. Begin with a positive statement, smile, and be friendly. Create a calm and comfortable atmosphere. Explain the process and encourage input as much as possible from the appraisee.

Review and measure.

Review the hard facts and figures, solid evidence, and deal with one item at a time. Stay on track. If the conversation seems to be digressing, make notes, and return to that topic later. If you are well prepared, you will have an order worked out to follow. Remain objective, even if it means stopping and collecting your thoughts. Ensure to establish at the beginning of the meeting that the performance appraisal meeting is about your team members work performance instead of their personality.

Agree on an action plan.

When the discussion is done, and both parties have discussed everything that was tabled, then a plan should be developed for future development. The priorities of the team and organisation should be reviewed, and agreements for how the appraisee can contribute should be noted. An agreement and timeline for what training, development, or whatever is agreed as necessary should be documented. Support should be agreed and delivered.

All staff should be advised of the process and timing for performance appraisals as part of their induction. This aids by removing fear and encourages open dialogue regarding the work and way it is allocated and performance standards.

If performance appraisals are conducted properly, and the person conducting the appraisal is well trained, they can be beneficial for the staff and the organisation. The individual being appraised needs to understand the process and agree to their involvement, and the managers need to be trained, supported, and encouraged to be able to conduct appraisals properly.

Each appraisal should be a positive experience and should provide the basis for development and motivation. Organisations need to foster a feeling that the appraisal process is a positive opportunity.

Appraisals are not the time for discipline, and there should be no surprises. Regular ongoing feedback during the intervening period was the time when poor performance should have been managed.

The main areas from which information is gained include:

Information should be taken from as many of these sources as possible and used to create a fair, balanced picture of the performance of the appraisee over the ensuing period.

Regular informal feedback meetings reduce the pressure and time required for the annual formal appraisal meeting. There are several benefits of reviewing frequently and informally:

Objectives, direction, and purpose are more current

Help can be given more readily

Difficult issues can be identified, discussed, and resolved quickly

The manager is better informed and more current with team activities

The fear factor is reduced

Training and development can be actioned as needed

Relationships and mutual understanding develop

Increased reliability of notes and performance data.

2.4 Monitor and Evaluate Performance According to Performance Standards and Key Performance Indicators

Once you have conducted your performance management process according to your organisations policies, procedures, and timelines, you must then monitor and evaluate your team members performance. Monitoring and evaluating performance must be done according to the performance standards and key performance indicators you have developed. This will be discussed further within this subchapter.

2.4.1 Monitor Performance

To monitor performance is to measure actions and provide feedback to employees. Appraisal programs are used to provide ongoing appraisal, which includes conducting one or more progress reviews during each appraisal period. In addition to an annual progress review, which is the formal part of the appraisal process, supervisors and employees are encouraged to discuss performance informally and often.

Determining how to monitor performance is an important step in developing performance plans. Usually, this process is developed by the organisation. However, you will need to think through the measures and keep them as specific as possible.

To complete this step in the process:

Decide what data is to be collected for each performance element, where to get this data and whether to collect all or just a sample

Decide when to collect data, who will collect it, and who will receive it

Review reports for possible use as feedback

Create feedback tables or graphs where necessary

Try to design processes that give feedback automatically

A very important point is to ensure that all participants in the process are clear on how the process works and how often it will occur.

There are a number of general methods you can use to monitor performance. These methods include the following:

Observing your team

Observation is one of the most common and straightforward methods of monitoring performance. Watch your team members behaviour for specific work tasks and take note of their strengths and weaknesses. In addition to monitoring performance, this allows you to spend time with your team members and assist them if they are struggling with a task.

Developing work plans

Work plans provide focus and must be developed while in consultation with your team to include their input and suggestions. Your work plans must include specific work tasks, timeframes and the resources needed to complete these tasks.

During your consultation, ensure to ask about your team members progress, which KPIs they able to meet and which KPIs they were unable to meet. Listen to the feedback that your team member provides you and encourage them to think of ways they can work more effectively.

Promoting and encouraging the use of self-monitoring tools

Allow your team members and employees access to tools such as project plans, checklists, and activity logs. This encourages them to monitor their own performance and set their own goals and deadlines.

Conducting regular reviews

Consistent and regular reviews allow you to develop a firm understanding of your teams strengths and weaknesses. Gathering and providing ongoing performance reviews can help you come up with ways of supporting your team (e.g. mentoring, coaching, adjusting the work plan) and guide your team members accordingly.

Providing ongoing feedback

Do not wait to conduct formal meetings to provide feedback to your team. Ensure to provide feedback as often and as soon as you can. Establish an open line of communication for your team members to easily approach you and for you to inform them about their progress.

When using these methods, ensure that these are aligned with your organisations requirements for monitoring performance.

2.4.2 Evaluate Performance

After monitoring your teams performance, you can then evaluate their performance. Similar to performance monitoring, performance evaluation is a process that must be done according to your organisational requirements. Always check and follow your organisations policies and procedures for requirements relevant to performance evaluation.

Performance evaluation allows you to motivate your team and support them in improving their performance. This helps you understand how your team is performing their tasks and determine how your team can develop their skills further.

There are a number of general methods for evaluating your teams performance. These methods are typically used alongside the performance standards and KPIs that you have developed for your team. These methods include the following:

Peer review

Peer review is a common evaluation strategy that involves gathering anonymous feedback from relevant staff (e.g. teammates, managers) on particular details of a team members performance.

This allows you to identify and study your team members skills (e.g. networking skills, leadership skills, collaboration skills) within your organisation. This helps you examine your team members strengths and weaknesses and plan for areas of improvement.

Self-evaluation

Self-evaluation is a method that allows your team to play an active role in their evaluation. By playing an active role in the evaluation process, your team can engage better with the process, and both you and your team have a more concrete understanding of your teams performance.

Quantitative evaluation

This evaluation focuses on numeric values such as statistics and measurable standards to evaluate performance. Your performance standards and key performance indicators can be used for quantitative evaluation, as these are specific, measurable values that help you track your performance.

Other standards you can use include the following:

Below is a case study that illustrates how quantitative evaluation can be used to evaluate performance.

Case Study 1

You are currently conducting a monthly performance evaluation session with your team member. In the past month, your team member has worked on a project unit in which they must write articles on business topics. Based on the performance standards and KPIs that you have developed, performance is deemed excellent if 99%-100% of unit requirements are met at the initial review stage of the project unit. In addition, the project unit must be completed within the given timeframes; your team member had been allocated thirteen hours to complete their unit.

According to your team members performance record, they were able to complete the project unit in ten hours, but they were only able to meet 95% of the unit requirements. While this is considered satisfactory performance, you feel that there is still room for improvement for your team member. You ask them for any possible methods they can take to ensure that in their next project unit, they can meet 99%-100% of the units requirements.

Your team member suggests that they can maximise their use of the timeframes allocated to them. Building upon their suggestion, you also offer that they can set aside time to review their work and check for any errors. Your team member thanks you for the suggestion, and you note these actions down into a plan to ensure that your team member follows up on these actions.

Keep in mind that quantitative evaluation does not provide a complete picture of your team members performance. Quantitative evaluation typically goes together with qualitative evaluation, which will be discussed further in the next bullet.

Qualitative evaluation

This evaluation focuses on areas of performance that can be observed but cannot be measured in numbers. Examples of these observable performance areas include teamwork, communication skills, and leadership skills. Feedback on these areas can be gathered by observing your team member and writing down detailed, informative comments on your team members performance.

These comments must include details on the following:

Similar to quantitative evaluation, qualitative evaluation by itself does not provide a complete picture of your team members performance. Use it together with quantitative evaluation for a more effective performance evaluation process.

360-degree feedback

This evaluation method involves having relevant staff (e.g. managers, team members, customers, human resources officers) rate the performance of your team member. A questionnaire is prepared and given to relevant staff so they can answer questions regarding the team members skills and capabilities (e.g. teamwork, leadership, adaptability, motivation, etc.) These questionnaires are typically answered anonymously and help your team member understand how other people perceive their work.

Competency scale

This evaluation method involves using a scale on which your team members performance is graded. This scale evaluates various areas (e.g. productivity, teamwork, leadership, work quality, etc.) and uses quality ranges, such as unsatisfactory to outstanding. The competency scale can be used not just for evaluating an individual but also a group.

Activity 3Based on this chapters discussion, arrange the steps of the performance appraisal process below.

Performance Appraisal Process

FORMTEXT Consider the layout within the venue

FORMTEXT Proceed with introductions

FORMTEXT Inform the appraisee of relevant details

FORMTEXT Review and measure

FORMTEXT Select an appropriate venue

FORMTEXT Agree on an action plan

FORMTEXT Set aside necessary preparations

Activity 4Using the given clues and discussion in this chapter, complete the crossword puzzle.

1

2 3 4 5 6 7

Down

This is a process that can better your teams performance when done continuously.

This refers to instances when your team member endangers another person or the reputation of the organisation.

This allows your team members to feel valued for the work they do.

Across

This refers to instances when your team member is not doing their job properly or is misbehaving at work.

These types of reviews are conducted twice per year.

These types of reviews are conducted once a year.

This refers to establishing goals in a meaningful manner.

Notes

FORMTEXT

Key Points: Chapter 2Feedback is a process that can better your team's performance when done continuously.

When providing employee recognition, you must note that each of your team members may not always be receptive to the same kind of recognition.

The performance appraisal is a part of the performance management process, which requires gathering information and deciding where the performance of the appraisee stands in terms of what the organisation requires to achieve organisational goals.

Each appraisal should be a positive experience and should provide the basis for development and motivation.

Monitoring and evaluating performance must be done according to the performance standards and key performance indicators you have developed.

Chapter 2 True or False QuizTick True if the statement is correct, and False if not. True False

The criteria used in feedback surveys and forms may vary as the criteria typically depend on your team's roles and the nature of the work they are given. FORMCHECKBOX FORMCHECKBOX

The performance management system is a process for establishing a shared understanding of what an individual or group is to achieve. FORMCHECKBOX FORMCHECKBOX

High performance means your team has increased productivity, high engagement, and commitment to work and that your team is consistently following workplace protocols. FORMCHECKBOX FORMCHECKBOX

Business plans are documents that detail how your team can contribute to the achievement of the organisation's vision and goals. FORMCHECKBOX FORMCHECKBOX

Providing feedback can help build rapport between your participants and team members. FORMCHECKBOX FORMCHECKBOX

Recognising small accomplishments can help your team members and instil a consistent culture of recognition. FORMCHECKBOX FORMCHECKBOX

There is no need to consider the layout of the venue when conducting a performance appraisal. FORMCHECKBOX FORMCHECKBOX

Performance evaluation does not impact your team's motivation. FORMCHECKBOX FORMCHECKBOX

Chapter 3: Provide Feedback

Feedback is a significant process in performance management. You are expected to provide feedback to your team members in order for them to be aware of their progress and the quality of their work. Feedback can be provided informally (e.g. coaching) or formally (e.g. meetings). These are typically done according to your organisations policies, so be sure to check and follow your organisations requirements relevant to providing feedback.

This chapter will also discuss how you must deliver your feedback, such as advising relevant personnel where performance is poor and taking necessary actions to help them improve their performance. You will also need to document your feedback, as this will serve as a point of reference for both you and your team members in regard to monitoring and tracking performance quality.

3.1 Provide Informal Feedback and Coaching to Staff

Effective and timely feedback addressing employee performance, product quality, and risk management, and in many other areas, is an essential component of a successful management program. People need to know in a timely manner how they are doing, what is working, and what is not working. Your organisation will have procedures in place to guide you in this.

Feedback can come from many different sources: managers and supervisors, measurement systems, peers, and customers, just to name a few. Using multiple sources of feedback is the most reliable way of attaining the information you need to continuously improve.

When providing feedback, you must consider the following factors:

Specificity

Feedback works best when it relates to a specific goal, such as those established in indicators and standards. Basing feedback on the performance measured against stated indicators and standards is key to providing tangible, objective, and powerful feedback.

Timeliness

Staff should receive information about how they are performing regularly and as soon as possible. If performance needs to be improved, the sooner it is recognised, the sooner the problem can be corrected. If employees have reached or exceeded a goal, the sooner they receive positive feedback, the more rewarding it is to them.

Formal or Informal Feedback

Feedback may occur naturally, but other kinds require careful planning and management. Informal feedback is ongoing, at-the-moment advice outside of the formal performance review. Formal feedback is carefully planned feedback given through automatic and regular delivery of information. This is designed into a work process such as the number of items produced in a day against the goals set. Formal feedback improves individual and team performance because they can see their progress and be motivated to reach their goals.

3.1.1 Informal Feedback

There are many types of informal feedback that employees and/or teams may get on their work performance:

In many situations, informal feedback will provide better motivation than any formalised system.

When providing informal feedback in conversations, remember that you are aiming to provide effective feedback in order to guide your team into improving their performance.

Below is a number of questions that will help you prepare before engaging in conversation for informal feedback:

Are your comments fair, accurate, and directly applicable to your team members work tasks?

Do your comments focus on specific behaviours that guide your team members attention to significant improvements?

Are your comments objective and direct?

If you are communicating negative feedback, have you chosen a private location where you can deliver feedback undisturbed?

Were any of the performance areas you are providing feedback on discussed in a previous session? If so, are you ready to discuss them again during the current conversation?

In addition to these questions for consideration, there are a number of common mistakes that you must avoid when giving informal feedback.

Common mistakes include the following:

Making personal interpretations

Avoid including personal interpretations when providing feedback. Keep your feedback objective and limit it to just your team members behaviour.

Rambling or talking too much

Once you have commented on your team members behaviour and performance, ensure to give your team member time to speak out their opinions. Be respectful and avoid interrupting them.

Focusing on weaknesses

Be sure to provide equal focus on strengths and weaknesses in your team members performance. In addition, frame these weaknesses as obstacles can be overcome to motivate your team member.

To help you avoid these mistakes, you can use a framework for providing informal feedback. This is the Situation-Behaviour-Impact framework, which consists of the following:

Situation

Take note and describe the situation in which you observed your team member.

Behaviour

Describe your team members behaviour during the given situation.

Impact

Describe the effect or impact of your team members behaviour on those who were present in that given situation.

With the Situation-Behaviour-Impact framework in mind, you can apply the framework in delivering both positive and negative informal feedback. Positive feedback can be delivered in the following steps according to the framework:

Describe the positive behaviour you observed and detail its valuable aspects.

Describe how positive behaviour affected others or their environment.

Express your appreciation.

Provide motivation for continuing positive behaviour.

When delivering negative feedback, ensure to frame it in a way that shows your team member that you are providing feedback to help them improve. This can be done through the following steps:

Describe the negative behaviour you observed.

Describe how negative behaviour can affect others or their environment.

Suggest alternative behaviours and express the desired outcome.

Set goals and objectives for the future.

To further illustrate how you can provide feedback using the Situation-Behaviour-Impact framework, a case study has been provided below.

Case Study 2

You have noticed that the PowerPoint presentations submitted by your team member often have formatting errors. Knowing that this can impact your team members performance, you decide to talk to them in a meeting room so that you will not be overheard.

You start your feedback by asking your team member how they are doing today and gently follow up with the behaviour you have observed. You inform your team member that you have observed that your team members PowerPoint submissions often have formatting errors and express that your clients may be dissatisfied if they receive a PowerPoint that is difficult to understand.

To help your team member, you inform them of your desired outcome and suggest an alternative behaviour to help them achieve this outcome. You inform them that you want to provide information that is free from error and easy to understand. To achieve this, you suggest that your team member take at least five minutes of their allotted time to review their submissions and check for errors.

You confirm with your team member if your suggestion is actionable, and once they confirm you set goals with them for improvement. You express to them that the team needs each member to do their part in committing to the organisations goals and that creating information that is easy to understand can help achieve this.

3.1.2 Coaching

Workplace coaching is the process of equipping people with the tools, knowledge, and opportunities they need to fully develop themselves to be effective in their commitment to themselves, the organisation, and their work. Workplace coaching is also:

A designed alliance focused on developing an individual to become their best self and to contribute their best fit and talents

An ego-less process in which coachable moments are created to draw out distinctions and promote shifts in thinking and behaviour

Workplace coaching involves establishing a mutual relationship between staff members and the manager as coach. It is your responsibility as a manager to be firm with and monitor the progress of your team. Coaching skills are developed by people who want to lead and be an influence in their organisation. Coaching takes time because it is an investment.

Coaching interventions are generally to improve performance, attitude, or skills. Coaching enhances the learning of skills, abilities, and perspectives. However, the skills to be learned must be clear at the outset and are usually related to skills associated with new or different responsibilities.

Coaching at Work

Coaching is generally offered to deal with issues that concern the following skills:

Intrapersonal skills

Intrapersonal skills are those skills and communications that occur within a persons own mind and are not to be confused with interpersonal skills. Intrapersonal skills initiate an appropriate reaction and attitude because of positive internal dialogue, occurring within the mind.

Interpersonal skills

These are the skills used by a person to properly interact with others. In the business domain, the term generally refers to an employees ability to get along with others while getting the job done. Interpersonal skills include everything from communication and listening skills to attitude and deportment.

Organisational skills

Good organisational skills encompass physical and mental organisation and time management abilities. Good organisational skills are essential for successful business owners and managers who need to balance a host of different duties.

Other issues that require coaching include:

Poor performance

As a coach, you are expected to help your team members improve by giving them constructive feedback when they are displaying poor performance. In addition to providing constructive feedback, you must also check in with your team members to assess issues that are affecting their performance.

Problem-solving

Coaching can be used to teach your team members how to solve recurring problems. This not only involves providing advice but also listening actively to your team members concerns. For instance, when your team member is telling you an issue that they have with their work, you can ask them questions or reflect back on their issue to help them come up with a solution.

Positive changes in these areas benefit the organisation as a whole, and the individuals personal effectiveness.

You as a Workplace Coach

A good workplace coach will:

Take a personal interest in the individuals development

Communicate well and develop a rapport with them

Provide feedback and progress reports

Be a good role model

A good workplace coach possesses and exhibits the following characteristics:

Trustworthiness

For you to help your team members evaluate their performance and behaviour, you must facilitate a safe environment for them to examine themselves. You must ensure to form a level of trust between you and your team members so that they know that you are trying to help them improve.

Active listening skills

To allow your team members to feel that their concerns are being heard and understood, you must practice active listening. Active listening refers to making a conscious effort to listen to and understand the message that is being communicated. Active listening can be done verbally and non-verbally to show that you are giving your team members your full attention and encourage them to share their concerns.

Verbal signs of active listening include:

Positive reinforcement

This involves the use of words and phrases such as very good, yes, or indeed. While this is a strong indicator of attentiveness, you must ensure to use positive reinforcement sparingly as this can distract your team member or place unnecessary attention to parts of their message. When using positive reinforcement, be sure to explain why you agree with your team member on a specific point of their message.

Remembering details

Remembering key details such as the name of your team member and the area of their concerns can help affirm that their concerns are being heard and understood. To help you with this, you may need to take brief notes for questions and clarifications, especially during longer exchanges.

Questioning

Asking relevant questions can encourage your team members to communicate by showing them that you are interested in and paying attention to what they have to say. These questions can also help build on or clarify your team members message.

Reflection

This refers to repeating or paraphrasing what your team members had communicated to show that you understood them. This also allows you and your team member to agree that what you understand is an accurate representation of what is being communicated.

Clarification

Similar to questioning, clarification refers to asking questions to make sure that you correctly understood your team members message. This involves the use of open questions which can help your team member confirm or expand on specific points of their message as needed.

Summarisation

This involves taking the main discussion points of your team members message and repeating them clearly and logically to ensure that you interpreted your team members message correctly. This can also be used for clarification as this provides your team members with an opportunity to correct you if necessary.

Non-verbal signs of active listening include:

Smiling

This can be done to show that you are paying attention or are interested in what your team members have to say. This can be combined with nodding to affirm to your team members that you understand their concerns.

Maintaining eye contact

Eye contact can be used to encourage your team members to share their issues and concerns. However, eye contact can also be intimidating especially if you have timid team members. Ensure to use eye contact in moderation and combine eye contact with smiles or nods to encourage your team members.

Maintaining good posture

Posture can be used to communicate with your team members that you are interested in what they have to say. Attentive posture consists of slanting your head slightly, leaning slightly forward or sideways while sitting.

Mirroring

This refers to reflecting or imitating facial expressions used by your team members when they are speaking. During emotional situations, mirroring can be done to help show sympathy and empathy to your team members.

Reducing distractions

This can be done by refraining from fidgeting, checking the time, looking at your phone, playing with your hair or picking at your fingernails.

Ability to provide specific and meaningful feedback

Providing your team members with specific and meaningful feedback allows them to understand what areas of their performance need to be improved and motivate them on improving these areas. This also involves giving them actionable feedback, as non-specific feedback can leave your team members confused on what they need to do.

Empathy and understanding

To be a good coach, you must be able to empathise and understand your team members. Your team members will not always be efficient in all areas of their work. For instance, one of your team members is struggling with a work task that the rest of the team finds easy to do. Setting aside time to speak with your team member and ask them questions about their difficulties helps them know that you understand their difficulties. In addition, this can motivate your team member and help them increase their productivity.

Organisational skills

As a workplace coach, you must be able to prepare for your coaching sessions and follow them up in a timely manner. You must know who you will be coaching, and you must know how to help them during your coaching session. In addition, you must keep track of your team members progress and follow up with them to ensure that the goals and objectives you have both set and agreed upon are being met for their improvement.

Time management

When coaching your team members, you must take into account the time you will need for setting goals and discussing courses of action with your team members. Be sure to spend equal time in identifying areas of improvement and discussing goals for improvement so that the coaching session does not drag on.

How to Do Workplace Coaching

Workplace coaching is a process that involves equipping your team members with the necessary tools, knowledge, and opportunities so that they can fully develop themselves. This process includes the following steps:

Take an interest and ask questions.

Observe your team members performance and pinpoint the areas that they need improvement in. Once you have identified these areas, ask your team member about what they are specifically struggling with in these identified areas. This will help you determine what you can do to help your team member and let them know that you are interested in helping them.

Involve the individual in their learning and having an interested coach.

Instead of simply providing advice to your team member on what they must do, you can guide your team member by giving them opportunities to apply your instructions and what they currently know. Conduct consultations with them to assist them further and show them what they need to do if needed.

Write down the instructions or break the job into steps.

Written instructions can be used by your team member as reference for what they need to do. You can also simplify their task by chunking it into doable steps. This will help your team member understand what they need to do without feeling overwhelmed.

Take time to show the individual how to do things the correct way.

If your team member was unable to perform their task correctly, show them what to do instead of just telling them. This will help them understand why what they did was incorrect and how they can do better.

Be patient.

Your team member may not be able to perform the task correctly right away. Remember that this is a learning experience for them and that each individual has their own learning styles. By coaching your team member, you are trying to help them improve. Rushing your team member through the coaching process and being impatient with them will not help them learn.

Encourage and correct.

If your team member performs a task incorrectly, do not hesitate to gently correct their mistakes. Make sure to show them how they can do better. To help your team member learn, they need to know what they did incorrectly and how they can rectify it.

Your team member may also need a bit of encouragement for motivation and reinforcement. This is aligned with the next step, where you must provide recognition when necessary.

Give praise where it is due.

If your team member performs a task correctly, be sure to provide them with recognition. Recognition can be something as easy as simple praise or a compliment. This will help motivate your team member in keeping their performance consistent.

Ask questions to check for understanding.

Asking questions about the work task allows you to determine if your team member understood what they must do, how they can do it, and why they should do it. Ask them questions on how their work task should be done or the steps involved in their work task.

Monitor and check progress.

Observe your team member and how they perform their work tasks. This can help you identify if there are further areas of improvement that require coaching or assistance. If your coaching involves a staggered work activity that spans a specific timeframe (e.g. two days, three days) check in with your team member through email or daily reports.

Seek and give feedback.

Review your team members work and ensure to provide them with feedback on their work. You can use the Situation-Behaviour-Impact framework, which was discussed earlier in the previous section.

In addition to providing feedback, ensure to also seek feedback from your team member. Ask them if your instructions were easy to understand. This will help improve your coaching skills so that you can help your team further.

3.2 Advise Relevant Personnel, Where Performance is Poor and Take Necessary Actions

There will be instances where, despite coaching, poor performance still persists from relevant personnel. Relevant personnel pertain to any individual who was involved in the work process and can include your team members and subordinates.

There are three methods that you can advise your team members to improve their performance:

Limit distractions

This can be done by limiting access to social media sites and turning off your smartphone or setting it to silent mode. Working in a quiet area and dedicating a space for work when working from home will also help in limiting distractions and improving performance.

Chunk tasks into milestones

When working on a big project, have your team members segment their workload into smaller, more manageable milestones with sufficient timeframes. This will allow your team members to determine what needs to be done and when the work needs to be completed.

Prioritise work

This can be done by avoiding multitasking with work and focusing on one task at a time. This will help your team members focus on a single topic while working and help them do their work quicker and more efficiently.

If poor performance persists, you will need to resort to other options for improving your teams performance. These options include the following:

Operations plans

These are documents that detail how your team can contribute to the achievement of the organisations vision and goals.

Performance objectives

These are specific targets that contribute to your teams success.

Responsibilities

These are the duties and tasks that you and your team are required to do as part of your respective roles in the organisation.

Team plans

These are documents that focus on your teams individual and overall performance.

Timeframes

These are specific periods of time that are allotted to a task or project.

These options are part of performance management and will be discussed further in a later subchapter.

3.2.1 Managing Poor Performance

Organisations must have a process for managers to apply when faced with resolving poor, non-effective or unsatisfactory performance.

You must speak to your HR Consultant prior to implementing a performance management plan where the performance is lacking. Each case is unique, and that is why it is important to speak with your HR Consultant who can offer advice and guidance through the process. You can also consult with your organisations HR business partners to help you manage poor performance. HR business partners refer to experienced HR professionals who work directly with your organisations senior management to develop an HR agenda that is closely aligned and supports your organisations goals.

HR business partners make sure that the HR policies and procedures throughout the organisation are aligned with the organisations needs, goals, and objectives. This includes ensuring that the HR strategies used by the organisation fit the organisations overall business strategy and that these strategies allow your team opportunities to develop and improve.

For instance, your organisation is aiming to increase sales and profitability. However, your team is not meeting the KPIs for those areas. Your organisations HR business partners can suggest programs that can help your team boost their performance to meet KPIs for sales and profitability, such as employee recognition programs.

Managing Performance Is the Responsibility of a Manager

It is your responsibility as a manager to manage the performance of their team. As soon as poor performance or inappropriate behaviour is noted, it must be addressed with the individual.

This should be done as soon as you become aware of it. The Annual Performance Reviews or Appraisals are not for this kind of poor performance management. Do not save concerns about underperformance for the Review. If a staff member continues to display poor performance, it may be necessary to schedule a separate discussion to address these issues.

Informal Performance Management Meeting

If there is continuing poor performance, that individual must be addressed immediately regarding your concerns. Initially, an informal meeting is probably appropriate but remember that both parties should have a support person present.

Before the Meeting

Inform the individual that a meeting is required to discuss performance issues. Advise them of their right to have a support person in attendance and ensure that there is sufficient time for this to be arranged.

Make notes about those issues to be discussed and always allow the individual the right to reply. No decisions must be made until the issues have been openly discussed.

Initial Meeting

Inform the staff member how their performance is not meeting expectations and use recent examples. The Position Description, duty statement, or Performance Standards may be useful.

Allow the staff member to respond to your issues and give their reasons for their performance.

Bearing in mind the individuals response, be clear about your expectations and how you think they can work towards meeting the expectations.

Set measurable performance goals and timeframes for improvement and agree with the individual.

Provide support and or training to assist the member in improving.

Set a review date.

Make notes and file according to your organisational requirements.

Ensure that the individual understands that if the anticipated improvement is not seen, then a performance management process may be instigated.

Review Meeting

Further meetings may be needed to provide positive reinforcement or to keep the individual on track. If the meeting needs to be re-scheduled, reconvene as soon as possible. Keep accurate records, including the agreed outcomes and actions.

Outcome

An informal performance management process will have one of two outcomes:

The performance of the individual improves and meets the standard required.

Inform the individual that the performance is at the required level and further review meetings are not required. Remind the individual that should the performance drop in the future, the process will recommence.

The performance has not improved enough to be at the required standard.

Consult with your HR advisor. Ensure that you attend to the following items before initiating a formal performance management process:

The individual has been informed clearly of the improvement required and was understood by the individual.

Depending on the nature of the poor performance, a reasonable number of review meetings has been held to assist the individual in improving their performance.

The agreed training and support were received by the individual.

The consequences of continuing poor performance must have been explained to the individual at the first meeting.

Advice in writing that a formal performance management process will be undertaken must be supplied.

3.3 Document Feedback According to the Organisational Performance Management System

Documentation provides a record that an individual can look back on for references and archiving. In this context, it is important to document feedback as they provide a point of reference. Documenting feedback allows the following benefits:

It produces evidence that shows that areas of improvement and performance issues were discussed with the relevant personnel promptly.

It provides a record of the relevant personnels performance quality over time. This includes their history of improvement or failure to improve.

It provides evidence to justify your decisions as well as managements decisions to act on poor performance.

It provides evidence to justify rewards for excellent performance, such as raises and promotions.

Most organisations will have their own procedures for recording feedback. Make sure to check and follow your organisations requirements for recording feedback. These can be typically found in your organisations policies, procedures, and performance management system documents.

As discussed in Subchapter 2.1, these documents include the following:

There are a number of general tips you must consider when documenting feedback. These tips include the following:

Feedback should be documented during the feedback session or immediately after the feedback session. Ensure to document feedback on the day it was given; waiting until a later date will impact the accuracy and quality of your documentation because it is based on what you remember from the session.

Keep your documentation professional. Your documentation can and will be used as reference material, so you must keep your documentation neat and organised.

Be sure to use appropriate materials for documenting feedback. Avoid using miscellaneous items such as sticky notes or envelopes. Use proper note-taking materials, such as notebooks, clean sheets of paper, or documentation templates.

Avoid personal bias when documenting feedback. Ensure to be factual, honest, and objective with your feedback and refrain from using labels or trying to interpret your team members behaviour. Describe your team members behaviour as you observed it and not your opinions of it.

Remember that your documentation must provide an accurate record of what transpired in the feedback session. Record your conversation with your team member and ensure that your record is correct. Any errors within the document will make it unreliable and suspect in potential legal cases.

There are a number of steps you must follow when documenting feedback. These steps include the following:

Remain factual and express expectations.

As discussed previously in this subchapter, remain objective and factual in giving your feedback. Ensure to provide all facts pertaining to the situation completely. These facts will help you explain the situation to your team member and determine how they can achieve your organisations required expectations.

Highlight the individuals behaviour.

Also discussed in the previous subchapter, focus on your team members behaviour instead of their character or personality when documenting your feedback. Describe your team members actions to help them know that this feedback session is supposed to help them improve or maintain their performance.

Use records of previous discussions.

Should the feedback session concern poor performance, records of past discussions can be used as a reference. This can display a pattern in your team members poor performance and a record of the efforts that both you and the personnel have taken to improve their performance. This also ensures that accountability for your team members actions and behaviour are observed.

Record significant actions.

During your feedback session, you are likely to suggest actions to help your team member improve or maintain their performance. Ensure to record these actions, especially after confirming them with your team member. This will provide you with a point of reference on what your team member should be doing in case their performance does not improve or remains stagnant.

Obtain a signature.

After discussing feedback with your team member, have them provide a signature for your documentation. This shows that they have read and understood your documentation and are confirming that they were present during the feedback session. This also confirms that the documents contents are truthful and accurate.

Documentation of feedback is typically confidential and should not be stored in a location that is easily accessible to your team members. Online copies of documentation should be kept in a folder that is restricted to a select few employees (e.g. managers, HR officers, supervisors) and physical copies should be kept in locked storage.

3.4 Conduct Formal Structured Feedback Sessions as Necessary and According to Organisational PolicyDuring the instance that informal feedback sessions do not suffice in improving your teams performance, you may need to conduct formal, structured feedback sessions. As with informal feedback sessions, formal sessions require preparation beforehand. These preparations include:

Pre-planning feedback sessions as part of your team members development and performance improvement process

Outlining discussion points for the feedback session and sending out agendas when necessary

Allowing and setting aside time for your team member to prepare for the feedback session

Similar with informal feedback sessions, formal structured feedback sessions must be conducted as soon as possible. Formal structured feedback sessions are generally conducted with the following steps:

Inform your team member of the feedback session, its discussion points and the sessions purpose.

Emphasise the positive details of your team members performance and provide them with recognition accordingly.

Ask your team member about their performance. Ask:

What methods or techniques are they using that help them work more effectively?

Is there a step in the work process that could be done differently?

Describe your team members behaviour and outline areas of their performance that could be improved further. Remember to use the Situation-Behaviour Impact framework discussed in Section 3.1.1.

Refer to records of previous discussions to support your feedback and suggested decisions (e.g. feedback forms, questionnaires, surveys, observation checklists, etc.).

Allow your team member ample time to respond to your feedback.

Provide constructive comments on what your team member can do to improve or maintain their performance.

Set timeframes relevant to these actions for improvement and confirm them with your team member.

Confirm the date and time of the next formal feedback session and obtain your team members acceptance (e.g. signatures) of the feedback.

Conclude the meeting.

Your organisation may have more specific steps for conducting formal, structured feedback sessions. Ensure to check your organisations policies and procedures and follow their requirements for conducting formal structured feedback.

Activity 5

Identify at least five types of informal feedback.

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Identify the benefits of documenting feedback.

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Activity 6Find the following words hidden within the word search puzzle:

INTRAPERSONAL

INTERPERSONAL

ORGANISATIONAL

SITUATION

BEHAVIOUR IMPACT

SPECIFICITY

TIMELINESS

COACHING

MIRRORING

Notes

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Key Points: Chapter 3Basing feedback on the performance measured against stated indicators and standards is key to providing tangible, objective, and powerful feedback.

Workplace coaching is the process of equipping people with the tools, knowledge, and opportunities they need to fully develop themselves to be effective in their commitment to themselves, the organisation, and their work.

Coaching interventions are generally to improve performance, attitude, or skills.

As soon as poor performance or inappropriate behaviour is noted, it must be addressed with the individual.

It is important to document feedback as they provide a point of reference.

Chapter 3 True or False QuizTick True if the statement is correct, and False if not. True False

Effective and timely feedback addressing employee performance on elements and standards is an essential component of a successful performance management program. FORMCHECKBOX FORMCHECKBOX

Feedback works best when it is very general in nature. FORMCHECKBOX FORMCHECKBOX

Your team members should only receive feedback during an appraisal. FORMCHECKBOX FORMCHECKBOX

Documentation produces evidence that shows that areas of improvement and performance issues were not discussed with the relevant personnel. FORMCHECKBOX FORMCHECKBOX

You must ensure to be factual, honest, and objective with your feedback and refrain from using labels or trying to interpret your team member's behaviour. FORMCHECKBOX FORMCHECKBOX

Documentation of feedback is typically confidential and should not be stored in a location that is easily accessible to your team members. FORMCHECKBOX FORMCHECKBOX

Chapter 4: Manage Follow Up

The performance management process does not end at providing feedback; you must follow up with your team members on their performance. This involves developing performance improvement and development plans, which will help you track your teams overall performance and pinpoint areas for further improvement.

Once these plans have been finalised, your team members must follow up on the courses of action for improvement that you and your team members have both agreed on. Ensure to monitor their progress, especially if their performance remains lacking. Should their performance remain unsatisfactory, you must respond to them according to your organisations policies.

If your teams performance is excellent, do not neglect to continue providing them with feedback. Provide them with recognition so as to reinforce their behaviours and maintain their performance.

4.1 Develop Performance Improvement and Development Plans According to Organisational Policies

Following your feedback sessions and identification of areas for improvement, you must develop performance improvement and development plans for your team. Performance improvement refers to a form of organisational development that revolves on increasing and improving output, productivity, and efficiency to meet performance expectations. This involves the use of a performance improvement plan (PIP), which is a tool that identifies performance issues along with the goals and procedures needed to address these issues.

Performance development refers to the process where goals and objectives that focus on professional development are communicated and established between managers and subordinates. This involves the use of a performance development plan (PDP), which is a tool that outlines your team members goals for their career and how they are going to achieve those goals.

Both the PIP and the PDP are typically developed in cooperation with your team members, as these documents typically require details from their performances. Developing these documents with your team members allows them to be involved in the process of their own improvement and development. In addition, this allows you to check if your team members goals for improvement and development are aligned with your organisations goals.

Your organisation may have specific procedures for developing performance improvement and development plans. Ensure to check and follow your organisations policies and procedures for requirements relevant to performance improvement and development.

PIPs and PDPs aside, your organisation can offer other options and information for staff development. These include the following:

Operational plans

Operational plans are highly detailed documents that clearly illustrate how a team or department will contribute to the achievement of the organisations vision and goals. These documents map out the daily tasks required to run the organisation, which covers the following items:

The strategies and corresponding tasks that must be completed

The individuals responsible for each task

The timeframes for which each task must be completed

The financial resources available to complete each task

Operational plans contribute towards staff development by serving as a progress tracker; tasks that have not been completed are noted down along with the delays that correspond to these incomplete tasks. Once all tasks in the operational plans have been completed, you can review the documents to check for areas in performance where your team needs improvement and support.

Performance objectives

These refer to specific outcomes or targets that contribute towards the success of a team within an organisation. Depending on the tasks of your team, these targets can be set on an annual, semi-annual, or quarterly basis. Similar to performance standards and KPIs, performance objectives are used to measure the effectiveness of your teams performance. Given that performance objectives serve as tools for measurement, these must be developed using the SMART criteria.

Responsibilities

These refer to duties and tasks that you are required to do as part of your role in the organisation. Your team members have their individual responsibilities which can help them maintain and improve on their own skill sets. In order to help your team members develop personally and professionally, their responsibilities must contribute positively to the following factors:

Team plans

These refer to documents that are designed for the following purposes:

Providing future direction of the team

Identifying desired performance levels of the team

Identifying how these performance levels will be accomplished

Providing guidance to the team

Measuring progress towards the desired performance levels

This is similar to operational plans in the respect that they both track your teams performance. However, operational plans focus on projects and tasks, while team plans focus on your teams individual and overall performance. Team plans typically include the following information:

Team purpose statement or vision

Performance standards and KPIs

Specific goals for overall team development

Objectives or actions required to achieve each goal

Timeframes

These refer to specific periods of time that are allotted to a task or project. Timeframes can consist of minutes, hours, days, weeks, etc. in which a task or project must be completed. These must be recorded to see if your team members are meeting deadlines on time or are lagging behind on their tasks. If there are any delays with your teams progress on a given project, the causes behind these delays must be identified to avoid these delays in the future.

In addition, identifying the causes behind delays can help you determine if your team members are struggling with their tasks. Once these causes have been identified, you can come up with solutions on how to improve your team members performance to help them meet their timeframes. If your team members are not experiencing any delays in their tasks, you can help them find methods of maintaining their performance or methods of improving their performance further.

4.1.1 Principles of Performance Improvement and Development

Here are the basic principles for assisting marginal performers (that is, staff whose performance is not up to scratch) in their performance improvement and development:

Clear Communication

Take time to look at the performance standards and make some changes if the standards do not really communicate their expectations. If your team members do not understand what is expected, it is very hard sometimes impossible for them to meet those expectations.

Frequent Feedback

Positive, constructive feedback given whenever needed, is crucial to ensuring that employees know what they have done right and what needs improvement. Feedback should be specific, meaningful, and timely.

Increased Supervision and Support

Supervisors should work more closely with marginal employees while understanding the goal is for employees to work competently and independently.

Positive Reinforcement

Recognising good performance increases the likelihood that employees will repeat the performance. Recognising marginal employees when they do something correctly is another way of confirming expectations and providing positive reinforcement.

Training

Training can include formal classroom sessions, on-the-job training, and automated training aids.

Agree and Document

Work with your team member to develop a plan that is acceptable to the organisation, document the plan, and then monitor on an agreed basis.

Consulting Experts

If the performance does not improve, always consult with HR specialists. They may have solutions and will be able to assist you to keep whatever future action is required or legal.

4.1.2 Develop Performance Improvement Plan

Developing performance improvement plans is a process that consists of the following steps:

Set clear, specific goals.

Providing your team members with clear, specific goals allows them to have a concrete understanding of what their goals and objectives are. This also provides your team members with clear procedures on how to complete these goals. Providing your team members with vague goals will only confuse and frustrate them as they will not know what to do.

Communicate as early as possible.

When communicating goals for improvement, ensure to communicate them to your team members as early as possible. Notifying your team members early will allow them to implement procedures for improvement early in their work tasks and reduce issues and concerns later on.

Schedule regular check-ins.

In addition to communicating early, you must communicate with your team members regularly. This can be done by checking in with your team members on a specific schedule. Check-ins provide a consistent direction to the improvement of your team members by helping you identify their progress towards their goals and any issues they may have.

Identify the root causes of existing performance issues.

If your team member has a continuing record of performance issues, there may be an underlying root cause behind these issues. These root causes can be personal (e.g. family bereavement, health issues) or professional (e.g. desire for a career change, problems with team members). When identifying these root causes, try to be honest and respectful towards your team members. Discuss with them on how these issues are affecting their performance and how they can address these issues.

Emphasise positive behaviour and actions.

When communicating your performance improvement plan, try to highlight the positive aspects of your team members performance. Placing emphasis on your team members positive behaviour and actions will help them feel that their work is still valued by you and your organisation.

Structure your performance improvement plan.

Structure allows your performance improvement plan to be logical and comprehensive to both you and your team members. This involves creating a timeline of what you expect from the improvement process, such as expecting improvement within a month. In addition to timelines, structure can also be provided by scheduling your check-ins and communications (e.g. meetings, progress reports) with your team members to track their performance.

Provide support and training as necessary.

It is important that you provide your team members with the support they need if you want them to improve. Look back on the root causes you have identified with your team members and the methods for addressing these causes. Support and training can include formal courses, coaching, mentoring, or job shadowing.

Present clear consequences.

You must be clear with your team members on what the consequences are if their performance does not improve. Providing clear consequences allows your team members to be focused on their performance and to ensure that any old bad habits in performance do not resurface.

4.1.3 Develop Performance Development Plan

Developing performance development plans is a process that consists of the following steps:

Review team members performance.

Look back on your team members performance over a specific period (e.g. last quarter, last month, etc.) and identify the following areas:

When reviewing your team members performance, provide them with a brief performance review summary to guide them as they prepare their own reports. The performance review summary must include an outline of the opportunities you have identified for your team members development.

Identify and set goals for development.

During this step, have your team members set their own goals based on the areas of improvement that you have identified. This will help your team members feel involved with the development process.

When setting goals, ensure to use the SMART criteria previously discussed in Subchapter 1.3. Ensure to help your team members hone their goals so that these goals make sense for both you and your team.

List procedures to achieve identified goals.

For each identified goal for development, have your team members list actionable steps that they can take to achieve their goals. If there is a lack of actionable procedures, it will be difficult for your team members to make progress. It will also be difficult for both you and your team members to track progress.

There are a number of examples that you can consider for actionable steps. These examples include:

Attending workshops and seminars

Additional training sessions

Working with a coach or mentor

Volunteering for special projects

Set performance measures.

Now that goals and steps for achieving these goals have been identified, you must set specific metrics that your team members can use to measure and track their progress throughout a given period. These measures typically depend on the procedures that your team members will take to meet their goals for development.

There are a few examples that you can consider for setting performance measures. These examples include:

Performance results

Skills development

Completion of specific tasks

Determine the required support and resources.

Your performance development plan must include an outline of the support and resources required for your team members improvement. There are a number of examples that you can consider for support and resources. These examples include:

Supporting roles (e.g. coaches, mentors, peers)

Additional tools (e.g. software, equipment)

Workshops and training sessions

Regular check-ins with you

If you or your organisation are unable to provide the support and resources that your team members need, you must cooperate with your team members to adjust their goals and objectives to something more attainable.

Review and finalise the performance development plan.

Review the performance development plan with your team members to ensure that their goals are reasonable, actionable, and aligned with the goals of your organisation. Reviewing also allows you to correct any errors, clarify any vague items and finalise the plan of action.

When reviewing the performance development plan, consider the following questions:

Does your team member understand their performance issues and your expectations for their development?

Do your team members goals relate to their performance issues?

Is their plan for achievement SMART?

Can your team member measure their goals accurately?

Do you and your team member both agree on the timeframes and measures for development?

Are you able to provide the necessary support and resources for your team member to be successful?

4.2 Monitor Underperforming Individuals According to Organisational Policies

After confirming your performance improvement and development plans with your team, you must monitor your teams performance. This is especially useful during instances where your team members are underperforming; monitoring their performance allows you to check for any improvements in their work, as well as identifying any areas of performance they need further assistance with.

There are four methods you can use to monitor underperforming individuals. These methods include the following:

Considering industrial relations awards

Industrial relations awards refer to documents that contain the details of employment conditions that an employer is required to provide to an employee. These typically concern matters such as:

Pay rates and payment methods

Working hours

Working conditions, e.g. work activities

Lunch breaks

Leaves of various types (e.g. sick, vacation, holiday)

Allowances

Special rates for specific work (e.g. dangerous work, piece work)

Employment, grievance, and termination procedures

These awards can be used to monitor your teams performance by offering considerations based on their improvement. Examples of these considerations include adjustment of working hours, increases in pay rates, additional regularisation procedures, etc.

Other awards include the following:

Modern Awards

Modern awards are industry- or occupation-based minimum employment standards which apply in addition to the National Employment Standards (NES). Most industries have a modern award, which covers all employers and employees in that sector.

Enterprise agreements

Enterprise agreements set out conditions of employment for a group of employees at one or more workplaces. Enterprise agreements will apply instead of a modern award. The pay rate in an enterprise agreement cannot be less than the pay rate in the relevant modern award.

Contracts

Common law contracts of employment can also set out wages and conditions for employees who are not covered by an award or agreement or to provide conditions in excess of an employees minimum entitlements. As contracts can be changed and updated at any time, they can provide flexibility to your workforce. However, if you wish to change the terms of an employment contract, you must first have the changes agreed to by your staff. A contract cannot provide minimum wages or conditions which are less than those provided in an award, agreement, or the Fair Work Act 2009.

Further Reading

To know more about awards, access the link from Fair Work Ombudsman below.

Awards

Consulting with HR

Aside from recruitment and hiring, human resources personnel are also responsible for planning and coordinating an organisations workforce so that their employees talents are maximised. You can consult with your organisations HR personnel to keep tabs on your teams performance and discuss what to do in the event that your teams performance does not improve. Ensure to check and follow your organisations HR policies upon consulting HR on monitoring underperforming team members.

Creating and tracking improvement plans

Creating improvement plans with your team can help you set goals for improvement and development with them. Aside from goal setting, creating improvement plans allow you to outline specific and actionable methods for your teams improvement. Your improvement plans can serve as a sort of checklist to help you track your teams performance, as it contains a record of what your team agreed to do to improve their output.

Identifying skills gaps and motivational issues

This method can be done by observing your teams performance and reviewing their output, as their skills gaps can impact their performance. Another way of identifying these gaps includes feedback sessions and consultations where you can ask them for specific work areas in which they are struggling. Feedback sessions and consultations also allow you to identify any existing motivational issues that your team may have so that you can provide them with proper support.

4.3 Respond to Underperforming Individuals, as Required

As discussed in the previous chapter and subchapters, you can provide support to your team through the following methods:

Informal feedback sessions

Coaching

Formal, structured feedback sessions

Performance improvement plans

Performance development plans

Should your teams performance remain lacking despite your efforts to provide them support, you will need to act and respond accordingly.

Your organisation may have procedures for responding to continuing underperformance. For instance, Bounce Fitness has a Performance Management Policy and Procedures, which includes a number of action items for addressing continuing underperformance.

These action items include the following:

Set up another meeting with the underperforming employee.

Transfer the employee to another position or providing additional training.

Issue a written warning.

Termination; this option should only be considered as a final resort and done after advice has been sought from an employer association or lawyer.

Upon termination, ensure that the employee:

Is not being unfairly dismissed,

Is given the correct notice of termination, and

Is given the correct final pay.

Further Reading

Bounce Fitness has policies and procedures on performance management, which you can use as a basis for responding to continuing underperformance. Access the document through the link below.

Performance Management Policy and Procedures4.3.1 Termination of Employment

Termination means the cessation of the contract of employment between an employer and an employee, at the initiative of the employer within relevant industrial agreements.

The Fair Work Act (2009) also defines termination as the event when an employees employment with an employer ends. Workers in ACT, Victoria and the Northern Territory also have additional protection under this act for Unfair Dismissal. There are specific requirements contained in the Act with regards to notices of termination that apply to all employers as of January 1, 2010.

There are two types of termination. These types include:

Voluntary termination

Also known as resignation, this refers to the instance when an employee willingly terminates their employment with an organisation. Voluntary termination can also result from constructive discharge, which is an instance when an employee has chosen to resign due to intolerable working conditions. These working conditions can include a salary that is too low, harassment, increased work hours, a new location that is inaccessible to the employee, etc.

Constructive discharge can also include the instance of forced discharge, where the employee is given a choice to resign or be dismissed. During these instances, if the employee is able to provide evidence that the employers or the organisations actions were unlawful, the employee may be entitled to some form of compensation.

Depending on organisational requirements, a resigning employee may need to provide a written or verbal notice to their employer in as early as two weeks.

Involuntary termination

This refers to the instance when an employer dismisses or lays off their employee. These two actions for involuntary termination have clear differences:

Lay offs

An employee is laid off when their organisation wishes to downsize. Downsizing is done to reduce operating costs, rework their organisational structure, or because an employees skill set is no longer needed. Employees who are laid off have their employment terminated through no fault of their own.

Dismissals

Dismissal is one of the most common methods that can be used to end an employees employment. Dismissals are typically done with fair reasons. There are two primary forms of dismissal that are used by businesses:

Summary Dismissal

Essentially, this form of dismissal is dismissal without any form of notice. For the most part, it is used only for the most serious forms of misconduct. A good test is to think about whether it would be reasonable to require an employer to continue employing the employee through a period of notice. If it is not, then summary dismissal can be considered (although it is easier to understand in theory than to apply in practice ).

In order to be able to use summary dismissal, the employee must have acted in a way that directly breaks their employment contract. Examples of such behaviours include:

Fraud

Disobeying a lawful direction

Actions that threaten health and safety

Theft

In each of these cases, there can be an argument that you can summarily dismiss the employee if their actions are of a sufficiently severe nature that continued employment may have a negative effect on the business as a whole. It should be noted that if an employer has, in the past, condoned any such behaviour, or not taken any action when the offence has been committed in the past, then summary dismissal is not an option. It is recommended to always seek advice from a legal professional before proceeding with an instant dismissal to ensure that what you are doing is legal.

Dismissal with Notice

If the conduct by the employee could be considered serious enough to terminate employment, but not serious enough to result in instant dismissal, there is still the option of allowing dismissal with a notice period given. Generally speaking, the length of service by the employee has a significant effect on the amount of notice that needs to be given. This will be covered in a later section. In these cases, it is important to note that you must adhere to the law in terms of the notice to terminate employment.

4.3.2 Dismissal Procedures

It is highly recommended that when you terminate staff members, you carefully consider the procedure you are taking to ensure that you are working in a fair manner. Unfair dismissal cases have been discussed previously. Having procedures in place will also allow an organisation to defend their position more strongly in such a case. If procedural fairness was followed, the organisation would be able to show more strongly the fact that the dismissal was genuine, and that the procedure followed was conducted in a fair manner. Some examples that an organisation may like to follow include:

Notifying the employee in advance of any issues that have arisen, as well as reasons why it is a problem.

Ensuring that the person being terminated is able to have a support person with them for the meeting.

Allowing time for the employee to respond to any accusations that have been made against them.

Ensuring that support is given to overcome any problems, for example, coaching.

Warning the employee of the possibility that their actions may result in termination (where appropriate).

The warning must exhibit the following characteristics:

It must be in writing.

It must clearly describe the problem and describe what changes you require to occur.

It must outline the fact that if the performance is not improved, dismissal is an option.

It must include a timeframe for improving performance so that your team member is aware of by when they need to have improved performance.

Ensuring that the employees reason for termination directly relates back to their ability to actually perform the job at hand.

Further Reading

Bounce Fitness has a Termination Policy that can be used as a reference for organisational dismissal procedures. Access the document through the link below.

Termination Policy

4.3.3 Raise Claims of Unfair Dismissal or Unlawful Termination

Employees must raise claims when they feel that their employment is being terminated unlawfully or that they are being dismissed unfairly. There are a number of resources that employees can consult to support their claims. These resources include the following:

Fair Work Act 2009

The Fair Work Act 2009 decides on cases of unfair dismissal and unlawful termination. Section 772 of the Act dictates that an employee must not be dismissed or have their employment terminated for one or more of the following reasons:

Temporary absence from work due to illness or injury

Trade union membership or participation in trade union activities outside the employees working hours (or during working hours with the employers consent)

Non-membership of a trade union

Seeking office or having acted in the capacity of an employee representative

An employee representative refers to an employee within an organisation who is chosen by other employees to represent a category of workers in negotiations or consultations with the employer.

Filing a complaint against the employer involving an alleged violation of laws or regulations

The employees race, colour, gender, sexual orientation, age, physical or mental disability, marital status, family or carers responsibilities, pregnancy religion, political opinion, national extraction, or social origin

Absence from work during maternity leave or other parental leave

Temporary absence from work due to engaging in a voluntary emergency management activity

Human Resources (HR)

The organisations HR can allow an employee to apply for claims of unfair dismissal if the employee meets the following criteria:

The employee has served the minimum employment period

If the employers organisation is not a small business, the minimum employment period is six months

If the employers organisation is a small business (typically consisting of less than fifteen employees), the minimum employment period is one year

The employee is covered by the following items:

A Modern Award or an award-transitional instrument

An Enterprise Agreement or an agreement-transitional instrument

The employee earns less than the high-income threshold (an annual amount of $142,000)

The employee has been terminated within twenty-one days of making the Unfair Dismissal Application with the Fair Work Commission.

In addition, the following instances must be considered when determining whether the dismissal or termination was unfair:

Provision of a valid reason for the dismissal or termination related to the employees capacity or behaviour, and whether they were notified of that reason and given an opportunity to respond

Unreasonable refusal of support persons to the employee to assist them during discussions about the dismissal

Provision of warnings about performance issues, if the dismissal was due to performance issues

Presence of HR or such expertise to impact the procedures affecting dismissal and the size of the employers organisation

Industrial relations (IR)

IR refers to the management of work-related obligations and entitlements between employers and their employees. Organisations such as industrial relations commissions can provide avenues for employees to submit applications for unfair dismissal. Applications are typically received within twenty-eight days of the date of dismissal, and a copy must also be provided to the employer.

Ensure to check the IR commissions that are relevant to your state and territory. Depending on your state and territory, the IR commission may have specific requirements. For example, the Western Australian Industrial Relations Commission (WAIRC) can only address unfair dismissal applications from private sector employees where the employer is unincorporated. This means the employer is a partnership, sole trader, or a corporation that does not substantially engage in trading or financial activities (e.g. a State system employee).

In addition, the WAIRC cannot address applications for unfair dismissal from a private sector employee where the employer a trading, financial, or foreign corporation, or the Commonwealth government. Claims of unfair dismissal by government employees are addressed by the Public Service Appeal Board instead.

Organisational policies and procedures

Your organisation may have policies and procedures regarding unfair dismissal. Examples of relevant policies and procedures include the following:

Grievance policies

Grievance policies refer to guidelines for filing a formal complaint about issues regarding the workplace, job, and/or a co-worker dispute. These policies are implemented, so that employee concerns are addressed in a fair, constructive, and effective manner.

When filing grievances, ensure to check and follow your organisations grievance policies and procedures.

Further Reading

Bounce Fitness has a Complaints and Grievance Policy and Procedure that can be used as a reference for organisational grievance policies. Access the document through the link below.

Complaints and Grievance Policy and Procedure

Mediation processes

Mediation refers to a method of conflict resolution where the parties involved discuss their disputes with the assistance of an impartial third party (i.e. the mediator). Depending on the severity of the dispute, the mediator can be an employee assigned by HR, an HR officer, or an external mediator, such as a lawyer.

Mediation processes are necessary for the workplace to help maintain a healthy working relationship among staff and to ensure that all disputes are addressed fairly and constructively. Be sure to check and follow your organisations mediation policies and procedures when participating in a mediation session.

Further Reading

Bounce Fitness has Mediation Policies and Procedures that can be used as a reference for mediation processes. Access the document through the link below.

Mediation Policies and ProceduresUnions

Unions play a significant role in the workplace by being able to resolve issues and disputes by serving as a voice for employees and acting as a bargaining representative during negotiations. Unions also assist in the following instances:

Working with management to help address and resolve issues in the workplace

Advocating for employees

Ensuring employers are meeting their minimum obligations

Looking into suspected breaches of the following legislation:

Workplace legislation

Anti-discrimination legislation

Workplace safety legislation

As previously discussed with the Fair Work Act 2009, an employee must not be dismissed if they are a member of a trade union or they are participating in trade union activities outside their working hours (or during working hours with the employers consent). In addition, an employee must also not be dismissed if they refuse to be a member of a trade union.

4.3.3.1 Unfair Dismissal

All employees can file a claim of unfair dismissal to the Fair Work Commission (FWC). In order to file a claim, employees must meet the following criteria:

The claim must be filed within twenty-one days of dismissal becoming effective.

The employee must be covered by the national workplace relations system.

The employee has been dismissed.

The employee meets eligibility criteria, such as the minimum employment period.

An employer cannot file a claim of unfair dismissal. However, they can file a jurisdictional objection if they believe their dismissed employee is not covered by the Commissions jurisdiction. By filing this objection, the employer is saying that the Commission does not have the power to address the claim. If this objection is upheld, the Commission can dismiss the employees claim of unfair dismissal.

Whether a dismissal is unfair can only be determined by Fair Work Australia, and their decision is based on whether:

The employee has actually been dismissed

The dismissal was unreasonable or unjust

The dismissal was not a genuine redundancy

What exactly is redundancy? The legislation defines it to mean that it is the result of the employees position no longer being needed to be performed by anyone (not just the incumbent) because of operational requirements and changes to these requirements. Such changes may include:

Downturn in business

Workplace restructuring

General reduction in staffing levels

A genuine redundancy must also be in line with all the requirements of the specific award or contract that is in place. There also must be genuine notification and consultation in order for the redundancy to be seen as being genuine. If that employee could be redeployed to another position within the organisation and such redeployment is seen as being reasonable, then the redundancy would not be considered to be genuine.

As discussed previously in Section 4.3.3, a claim of unfair dismissal can be made by any employee who has completed the minimum period of employment before making the claim and if they are covered by an enterprise agreement or a modern award. However, if the level of income an employee earns is below the high-income threshold, regardless of whether they are covered by an award or agreement, they may make a claim of unfair dismissal.

An employee must be employed by the organisation for a certain period of time before they can make a claim of unfair dismissal. This period is dependent specifically on the size of a business. The period considered is twelve months for a small business and six months for all other businesses. A small business is considered to be any business with less than 15 full-time employees (this applies until 31 December 2010).

This will change from 1 January 2011 to be a simple headcount less than fifteen employees is a small business, regardless of whether they are full-time or not. The service must also be continuous. This simply means that any service with the business must be unbroken.

There are some types of employee who cannot make a claim of unfair dismissal. Those employees unable to make such a claim include:

Employees of a fixed-term agreement, or those brought in to complete a specific task

Seasonal employees

Employees who have been demoted without a corresponding reduction in income

Trainees on a fixed-term agreement

Further Reading

The Fair Work Commission has more information regarding unfair dismissal. You can access the website through the link below.

Unfair dismissal

Filing an unfair dismissal claim is a legal process. The FWC specifies the following steps in filing a claim of unfair dismissal:

Further Reading

The Fair Work Commission has more information regarding its process for unfair dismissal claims. You can access the website through the link below.

What is the process for unfair dismissal claims?4.3.3.2 Unlawful Termination

These provisions are once again contained within the Fair Work Act and came into effect on 1 July 2009. When examining cases of unlawful termination, there are no specific employment periods that must be met (as there were with unfair termination) and any employee in Australia can make claims under the legislation.

Some of the reasons for termination that are considered unlawful include:

Any form of discrimination (such as race, sexual preference, sex, age, or disabilities)

Taking time off work on a temporary basis because of sickness or injury so long as the absence is no longer than three months and that any specific requirements as to proving injury or sickness have been met

Taking time off work for maternity leave

Status with regards to Union membership

Making complaints of any kind against the employer

As an employee, if you make a claim with regards to unlawful termination of your employment, the employer must then attempt to show that the reason you gave was not the specific reason for the employment being terminated. This means that as an employer, you must be able to show that there were other mitigating reasons for the employees employment is terminated.

During most instances, employees that are not covered by the national workplace system will be covered by unlawful termination laws. Employees covered by these laws include the following:

State government employees in the following territories:

New South Wales

Queensland

Western Australia

South Australia

Tasmania

Local government employees in the following territories:

New South Wales

Queensland

South Australia

People employed by non-constitutional corporations in Western Australia (e.g. employees of sole traders, partnerships and trusts)

Unlawful termination laws do not cover the following individuals:

Employees who are eligible to make a general protections application

Contractors

Employees who resign and were not forced to do so due to their employers conduct

Individuals who were employed under a contract of employment for a specified period of time, a specified task, or for the duration of a specified season and who are dismissed at the end of the period, task or season

Trainees who were employed for a specific period of time and who were dismissed at the end of the training arrangement

Employees who are covered by the national workplace system but are not eligible to make a general protections application may be able to lodge an application for unlawful termination to the FWC. As discussed previously in Section 4.3.3, an unlawful termination application must be made within twenty-one days after the termination takes effect.

If the application is lodged after twenty-one days, it will be deemed out of time. The FWC may allow a late application if there are exceptional circumstances behind the delay. To determine the presence of exceptional circumstances, the FWC considers the following factors:

The reason for the delay

Any action taken by the employee to dispute the termination

Any prejudice to the employer

The merits of the application

Fairness as between the individual and other individuals in a similar position

An employee filing an application for unlawful termination cannot also lodge an application in respect of the same dismissal under another law. This includes applications for unfair dismissal, general protections, and applications under federal and state anti-discrimination and equal opportunity legislation.

Once an application for unlawful termination has been made, the unlawful termination process can begin.

The process includes the following steps:

After a certificate has been issued, there are three possible outcomes:

Both parties can notify the FWC that they agree to the dispute being arbitrated.

Arbitration refers to the FWC hearing and determining the dispute. Once the dispute has been arbitrated, the FWC may order the following:

Reinstatement of the employee

Payment of compensation to the employee

Payment of an amount to the employee for lost remuneration

Maintenance of the continuity of the employees employment

Maintenance of the period of the employees continuous service with the employer

Dismissal of the application

If the parties do not agree to arbitration, the employee can lodge an application to the Federal Court or Federal Circuit Court to deal with the dispute.

For this outcome, the employee has fourteen calendar days after the date of the certificates issuance to apply to the courts to hear the case.

The employee may decide not to pursue the matter any further.

For this outcome, the employee can choose to discontinue the matter by lodging a notice of discontinuance to the FWC.

Further Reading

The Fair Work Commission has more information regarding its process for unlawful termination. You can access the website through the link below:

Unlawful termination

4.4 Reinforce Excellence in Performance Through Recognition and Continuous Feedback

Just as it is important to take note of poor performance, it is equally important to recognise excellent performance. Acknowledging excellent performance and positive behaviour is a method of reinforcement, which refers to the process of encouraging specific behaviours through praise or reward. Because recognition is a part of feedback, it must also be done as soon as possible to let your team know that you are aware that they are improving their performance and that you value and appreciate their efforts.

Aside from recognition, feedback is given on an ongoing basis to ensure that your team maintains its excellent performance. Continuous feedback is also given to identify opportunities for continuous improvement in performance. For methods on providing feedback, please see the discussion in Subchapters 3.1 and 3.4.

4.4.1 Reward and Recognition

Employee recognition reinforces and rewards the most important outcomes people create for your business. When individuals are recognised effectively, the behaviour is reinforced. Reward what you most want to see repeated.

You need to develop recognition that is powerful for both the organisation and the employee. Address five important issues if you want the recognition you offer to be viewed as motivating and rewarding by your employees and important for the success of your organisation.

There are six important points that you must remember when providing recognition to your team members. These points are designed to assist you in recognising your team members success and achievements in an effective manner.

These six points include the following:

You need to establish criteria for what performance or contribution constitutes rewardable behaviour or actions.

All employees must be eligible for recognition.

The recognition must supply the employer and employee with specific information about what behaviours or actions are being rewarded and recognised.

Anyone who then performs at the level or standard stated in the criteria receives the reward.

The recognition should occur as close to the performance of the actions as possible, so the recognition reinforces behaviour the employer wants to encourage.

Do not design a process in which managers select the people to receive recognition. This type of process will be viewed as favouritism or talked about as its your turn to get recognised this month.

If recognition is attached to genuine goal achievement as negotiated in a performance development planning meeting, ensure the recognition meets the requirements. The criteria must be applied consistently, so some organisational supervision may be advisable.

Requirements for recognition and continuous feedback are typically found in the following documents:

Individual performance plans

These documents are tools used to set and establish expectations and goals for your team members performance. These are also used to support the performance evaluation of your team members, and typically include their relevant performance standards and key performance indicators. If these standards and indicators are met, this is your opportunity to provide your team members with recognition accordingly. In addition, you must provide them with continuous feedback to help them maintain or improve their performance.

Organisational excellence and rewards policies

Your organisation may have policies on rewarding your team members for an excellent performance. These policies typically contain clear guidelines describing recognition programs and their terms, which include the following:

Organisational performance standards and codes of conduct

Organisational performance standards refer to expectations set by your organisation for a duty that is relevant to a specific role. These include actions and behaviours, which provide an example of how the duty must be done, along with the results that indicate excellent performance.

Codes of conduct refer to a set of rules of conduct that guard against misconduct and inappropriate behaviour within your organisation. These rules extend to relationships between your organisation and your clients, suppliers, business partners, etc.

Further Reading

Bounce Fitness has codes of conduct which can be used as a reference. Access the document through the link below.

Codes of ConductPeople also like recognition that is random, and that provides an element of surprise. If you thank a manufacturing group every time they make customer deliveries on time with lunch, gradually the lunch becomes a given or entitlement and is no longer rewarding. Rewards and recognition that help both the employer and the employee get what they need from work are a win-win situation.

Activity 7Identify four methods of monitoring underperforming individuals.

FORMTEXT

FORMTEXT

FORMTEXT

FORMTEXT

Identify the six important points for effective recognition.

FORMTEXT

FORMTEXT

FORMTEXT

FORMTEXT

FORMTEXT

FORMTEXT

Activity 8Complete the sentences using the words provided in the list below:

Cite the exact, specific area of FORMTEXT that needs improvement.

State your FORMTEXT for your team members work performance.

Identify the resources and methods you will use to FORMTEXT your team member.

Inform your team member of your plans for providing FORMTEXT .

Inform your team member of possible FORMTEXT if the performance standards and expectations you established are not met.

Provide additional FORMTEXT that can assist your team member in improving their performance.

Notes

FORMTEXT

Key Points: Chapter 4Performance improvement refers to a form of organisational development that revolves on increasing and improving output, productivity, and efficiency to meet performance expectations.

Performance development refers to the process where goals and objectives that focus on professional development are communicated and established between managers and subordinates.

A performance improvement plan should be in place for any team members that are not meeting work expectations so that they can be provided with appropriate support services.

Monitoring your teams performance allows you to check for any improvements in their work, as well as identifying any areas of performance they need further assistance with.

Acknowledging excellent performance and positive behaviour is a method of reinforcement, which refers to the process of encouraging specific behaviours through praise or reward.

Chapter 4 True or False QuizTick True if the statement is correct, and False if not. True False

Communication is not a way of improving performance. FORMCHECKBOX FORMCHECKBOX

Feedback should be annual. FORMCHECKBOX FORMCHECKBOX

Modern awards are industry or occupation-based minimum employment standards which apply in addition to the National Employment Standards. FORMCHECKBOX FORMCHECKBOX

Enterprise agreements set out conditions of employment for a group of employees at one or more workplaces. FORMCHECKBOX FORMCHECKBOX

Common law contracts of employment cannot be changed or updated at any time. FORMCHECKBOX FORMCHECKBOX

Assessing the value and effectiveness of an appraisal program is necessary for determining how to improve it. FORMCHECKBOX FORMCHECKBOX

By focusing on program goals and objectives, evaluators can gather information specific to the goals and report results in terms of goal achievement. FORMCHECKBOX FORMCHECKBOX

Developing PIPs and PDPs with your team members makes them detached from the process of their own improvement and development. FORMCHECKBOX FORMCHECKBOX

Summary3483610413911The world rewards those who take responsibility for their own success.

Curt Gerrish

00The world rewards those who take responsibility for their own success.

Curt Gerrish

In this manual, you have been presented with an overview of the processes involved performance management. Performance management involves allocating work, where you must consult relevant groups and individuals on work to be allocated and develop work plans and performance standards accordingly. Once you have allocated work to your team members, you can then assess their performance which involves reviewing your organisations current performance management processes and training participants to conduct these processes to help you monitor and evaluate your teams performance.

Performance assessment is then followed by the provision of feedback, which is a process that must be conducted on a regular basis with your team members to help them improve in their work. Here, you must advise your team members on areas where their performance is poor and take necessary actions. This must be documented so that you can follow up with your team members on their progress towards performance improvement. Should your team members remain underperforming in their work, you will need to monitor them and respond to them as required.

References

These are some references that we feel may be of assistance to you in completing the Assessment for this unit of competency:

5 reasons why skills shortages occur. (2020, November 23). Myfuture. https://myfuture.edu.au/career-articles/details/5-reasons-why-skills-shortages-occurActive listening. (n.d.). Skillsyouneed.com. Retrieved February 1, 2021, from https://www.skillsyouneed.com/ips/active-listening.htmlAdministrative. (n.d.). Bounce Fitness. Retrieved January 5, 2021, from https://bouncefitness.precisiongroup.com.au/documents/administrative/Armstrong, M. (2000). Performance management : Key strategies and practical guidelines. Kogan Page.

Awards. (2010). Fair Work Ombudsman. https://www.fairwork.gov.au/awards-and-agreements/awardsBoogaard, K. (2020, May 1). How to offer constructive criticism. Wrike. https://www.wrike.com/blog/how-to-give-constructive-criticism/Brand damage. (n.d.). BrandTrust. Retrieved February 1, 2021, from https://www.brand-trust.de/en/glossary/brand-damage.php#:~:text=When%20a%20brand%20does%20not

Chelniciuc, A. (2014, April 28). What is an individual performance plan? The KPI Institute. https://www.performancemagazine.org/what-is-an-individual-performance-plan/#:~:text=The%20Individual%20performance%20plan%20(IPPChen, J. (2020, September 4). Financial risk: The art of assessing if a company is a good buy. Investopedia. https://www.investopedia.com/terms/f/financialrisk.asp#:~:text=Financial%20risk%20is%20the%20possibilityCodes of conduct. (2020, June 24). Business.gov.au; Australian Government. https://business.gov.au/products-and-services/fair-trading/codes-of-conduct#:~:text=They%20can%20be%20described%20asConducting a formal feedback session. (2020). RMIT University. https://www.dlsweb.rmit.edu.au/Toolbox/leadership/toolbox/ls/ls_c16.htmlConsultation techniques (pp. 12). (n.d.). Edith Cowan University. https://intranet.ecu.edu.au/__data/assets/pdf_file/0006/783078/Consultation-techniques.pdfConsulting with workers. (2020, September 11). Workplace Health and Safety Queensland; Queensland Government. https://www.worksafe.qld.gov.au/safety-and-prevention/creating-safe-work/consulting-with-workersCreating team plans. (2019). Crowe Associates. http://www.crowe-associates.co.uk/teams-and-groups/team-plans/Daniels, A. C. (2006). Performance management : Changing behavior that drives organizational effectiveness. Performance Management Publications.

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