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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

4.3 Monitor delegated performance

Delegation generally is held to mean the transfer of a task or activity to another agent, while retaining general control. However, control is shared as the delegation of tasks necessitates the allocation of some level of responsibility and authority for task completion (Aghion & Tirole, 1997:1-29).

The primary aim of delegation is both to share authority beyond one person or position, and to enable others to have confidence in exercising authority when completing certain tasks. Widening the authority base and having staff who are able to complete multiple tasks within the team make good sense. Multi-skilling and commitment of all team members to task completion enables greater flexibility. It also enhances everyone's understanding of the team's purpose and collective roles.

Hints

When delegating ensure the following:

• Responsibilities are clearly specified;
• Implications and requirements are understood;
• Authority and its limits are clearly specified;
• Reporting and responsibilities are specified;
• You communicate to all relevant people the delegation and responsibilities;
• You receive acceptance of delegated authority and tasks;
• Monitoring processes and responsibilities are established;
• Information and knowledge flow are established; and
• Risk and learning parameters are established. (Ask yourself questions such as - is it a priority task? what is the danger if the person cannot complete the delegated task? can the person learn from their mistakes?).

Delegation of authority is an excellent learning experience and an opportunity to enrich the individual's job competencies. As with any learning or performance process the frontline manager needs to monitor task completion. This supervision role needs to occur at two levels: the learning experience and the performance level. Any response to the individual's completion of the delegated responsibilities needs to cover both levels. The learning response may be as a coach or mentor confirming the success and any additional learning requirements. The performance aspects may require consideration of wider contextual, organisational and team issues. For instance the delegation may have achieved the learning requirements, but the performance outcomes may have had negative aspects that are best dealt with as separate issues. An example may be where an individual acquitted their delegated assignment but failed to consider the needs of other staff members. This may be an attitudinal or behavioural issue, not a matter of task competence. A frontline manager may predict this situation and actually identify another individual to mentor the person on matters pertaining to performance, while they coach on the learning aspects (or visa versa).

As we studied earlier in this unit of study, delegation of authority is an important ingredient in self-managed teams; teams vested with the ability to share leadership and control of their operations. The European Foundation for the Improvement of Living and Working Conditions (EFILWC, 2002) , also raises the issue of quality of work life and the impact on employment and performance. Quality of Work Life (QWL) suggests that individuals are motivated and perform better where they have greater control over decision making, can improve operational processes and remove barriers to job efficiency, and have an enhanced job challenge. The concept of quality of work life, the challenges and the issues surrounding QWL and well being to management and the economy is explored in the following reading from Graham Lowe.

Reading 1

Lowe, G. (September, 2003) 'Building healthy organizations takes more than wellness programs', Canadian HR Reporter . 2 pages. Downlaod PDF Sourced November 2004, at http://www.grahamlowe.ca/documents/83/ .

These readings are mainly for reflection and for providing a counterpoint to discussions as to how frontline managers enable such outcomes, rather than are vested with authority only to control and lead a team.

Activity 4

1. How may quality of life impact workplace quality?
2. Reflect on your own workplace, how does it compare with the Canadian situation? Could a focus on quality of life enhance how your workplace, or one you are familiar with, structures teams?
3. Do all people want to be vested with increased authority, job challenge and responsibility? If not, how do you balance such views within a team with members that mostly wish to assume greater delegated responsibilities?

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