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• Module overview
• 1. Manage and appraise performance
  • 1.1 Manage performance of individuals in teams
    • 1.1.1 Performance appraisal defined
    • 1.1.2 Types of appraisal
  • 1.2 Goal alignment: "Best practice" performance appraisal supports
  • 1.3 360 degree feedback or multi-rater appraisal sessions
  • 1.4 Individual development
    • 1.4.1 Aligning individual with organisational needs
    • 1.4.2 Setting individual development needs
  • 1.5 Evaluating the performance appraisal process
  • Job Performance Plan

• 2. Improve performance

  • 2.1 Address performance related issues
    • 2.1.1 Job Performance plans
    • 2.1.2 Setting and integrating job performance outcomes
    • 2.1.3 Addressing poor performance
    • 2.1.4 One-on-one formal staff interviews
  • 2.2 Address issues and problems of individuals in teams
    • 2.2.1 A team problem solving process
    • 2.2.2 Solutions search
    • 2.2.3 Removing root causes
    • 2.2.4 Solutions implementation through inclusive communication processes

• 3. Motivate and build commitment

  • 3.1 Build support and commitment within the work team
  • 3.2 Encourage value and reward contributions
  • 3.3 Empowerment
  • 3.4 Expectancy theory
    • 3.4.1 Motivation and expectancy theory
    • 3.4.2 Rewarding individual commitment
  • 3.5 Gaining individual and team commitment to action
    • 3.5.1 Participative processes and commitment building

• 4. Review and evaluate performance within the work team

  • 4.1 Teams as delegated authority centres
    • 4.1.1 Transitioning to the required team structure
  • 4.2 Review and examine performance in teams
  • 4.3 Monitor delegated performance
  • 4.4 Assess the ability of the team to achieve goals
  • 4.5 Review the success of team leadership

• 5. Facilitating team outcomes

  • 5.1 What is a team leader?
  • 5.2 What is a team?
  • 5.3 Types of teams
    • 5.3.1 Self-Managed Teams
    • 5.3.2 Quality Circles
    • 5.3.3 Project Teams
    • 5.3.4 Empowered Teams
    • 5.3.5 Process Improvement Teams
    • 5.3.6 Virtual Teams
  • 5.4 Forming participative teams
    • 5.4.1 Forming Storming Norming Performing team-development model
    • 5.4.2 Hints on developing teams
  • 5.5 Team planning processes
    • 5.5.1 Establishing purpose and gaining commitment
    • 5.5.2 Ensuring the team adds value
    • 5.5.3 Avoiding group-think in teams
    • 5.5.4 Encouraging participative group relationships
    • 5.5.5 Team member roles
  • 5.6 Supportive and directive team leadership behaviours
    • 5.6.1 Cost of poor team participation

• 6. Establishing and administering safe work environments

  • 6.1 Introduction - What is safety?
    • 6.1.1 Safety and the potential for injury
    • 6.1.2 How accidents happen
  • 6.2 What is legislative responsibility and what are laws?
    • 6.2.1 Common Law
    • 6.2.2 Statute Law
    • 6.2.3 Occupational health and safety legislation in the workplace
    • 6.2.4 Further legal definitions
  • 6.3 OHS administration and the responsibilities for all workplace personnel
    • 6.3.1 Employers
    • 6.3.2 Persons in Control of Workplaces
    • 6.3.3 Manufacturers, Designers and Suppliers
    • 6.3.4 Persons who Erect and Install Plant and Equipment
    • 6.3.5 Employees
  • 6.4 Making implications of an unsafe practices and environment clear to all within the workplace
  • 6.5 Provide financial and human resources for the effective operation of the OHS system
    • 6.5.1 The nature of symbols
    • 6.5.2 Common symbols
    • 6.5.3 Choosing the appropriate OH&S interpersonal communication medium
  • 6.6 Health and safety representatives and committees
    • 6.6.1 Role of OHS representatives
  • 6.7 Occupational Health and Safety induction and training
    • 6.7.1 Complete a OHS training needs analysis

• 7. Occupational health and safety risks and hazards

  • 7.1 Hazards
    • 7.1.1 Monitoring safety and maintaining a safe environment
    • 7.1.2 What are hazards?
    • 7.1.3 Hazard identification
    • 7.1.4 Safety audits
    • 7.1.5 Hazard scenarios
  • 7.2 Hygiene
  • 7.3 Equipment hazards
  • 7.4 Risk assessment
  • 7.6 Risk control
    • 7.6.1 Fire and evacuation procedures
    • 7.6.2 Waste recycling, reduction and disposal hazards
  • 7.7 Inspections
    • 7.7.1 Continuous inspections
    • 7.7.2 Planned inspections
    • 7.7.3 Planning for Inspections
    • 7.7.4 Who will conduct the inspection?
  • 7.8 A suggested guide for planned inspections

• 8. Managing and controlling an occupational health and safety system

  • 8.1 Monitor control measures
    • 8.1.1 Writing the inspection report
  • 8.2 Reporting and making claims
  • 8.3 Occupational health and safety record keeping
    • 8.3.1 Investigate and report non-conformance
    • 8.3.2 Follow up for corrective action
    • 8.3.3 Recommendations for corrective action in an inspection report
  • 8.4 Implement improvements to the OHS system
    • 8.4.1 Accident Investigation

2.1.4 One-on-one formal staff interviews

The following nine techniques provide an overview of the sorts of skills a manager requires to communicate interpersonally with employees:

1. Practise reflective listening
   
   This involves summarising and restating what the employee has said to show that the manager has heard the employee.
   
2. Don't interrupt
   
   The manager should allow the employee to elaborate.
   
3. Don't make jokes
   
   Humour is an important communication tool but only in the right place. Jokes can backfire, especially when the employee is under stress.
   
4. Avoid comparison with other employees
   
   Comparison with others affects morale and work relationships.
   
5. Focus on issues not personality
   
   If a criticism is required, refer to the incident not the person .
   
6. Proceed step-by-step
   
   Communicate logically and never make more than three major points per interview session.
   
7. Use silence constructively
   
   A pause can be used to persuade an employee to continue.
   
8. Know the employee
   
   Different personalities react differently to the same situation. Plan your interview accordingly.
   
9. Provide feedback

Ensure feedback is specific so that it is received in the manner intended; timely so that it occurs close to the behaviour to which it refers; frequent , preferably daily; noticed by the employee by stressing major features; and factual, devoid of inference.

Hints

The following guidelines are for performance appraisal which provides insight into appropriate communication:

• Emphasise strengths not weaknesses;
• Avoid discussing personal characteristics;
• If you must discuss weaknesses, describe specific behaviour and provide examples of more acceptable behaviour;
• Concentrate on opportunities for growth;
• Stress a few important items for growth;
• Use a reasonable time frame; and
• Focus on an overall objective (vision).

Reading 1

Levinson, M (September, 2003) 'How to Find, Fix or Fire Your Poor Performers', CIO Magazine . Sourced November 2004, at http://www.cio.com.au/index.php/id;1163488014;fp;4;fpid;11 .

Activity 4

Communicating in an interview with a 'difficult' team member(s)

The art of 'resolving' complaints often rests with how well the frontline manager and team members are able to communicate to achieve team tasks. This often prevents complaints or conflict from occurring in the first place.

Which communication style or 'tactics' would you use to address the following team members if their communication traits proved 'difficult'?

Always Knows Best

This staff member always wants to correct your communication or suggest better ways to do things. They do this every chance they get. Their main aim is to receive recognition from their peers.

The Dominator

This staff member seeks to dominate discussions and tends to prevent 'quieter' staff members from participating in discussions. Often these individuals try to undermine others when they are not present or able to clarify what they want.

Uncommitted/ Avoider

This staff member is always vocal in support but never delivers the required results. Either through lack of commitment or a failure to state that they don't understand, these individuals avoid task- and organisation-related instructions.

The Story Teller

This staff member is always ready with a story of what could happen, or what did happen in the past but often fails to stick to what needs to happen now. They also tend to translate simple things into complex and involved actions that fail to finally achieve team outcomes.

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