as a team leader, you have a range of tasks that you have ... · pdf fileas a team leader, you...

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4As a team leader, you have a range of tasks that you have to deal with on a day-to-day basis.

In this section, the range of activities that you will undertake will help you to prepare for assessment in relation to:

1. Conducting a staff appraisal

One of these tasks includes coaching your team: helping them to work to the best of their ability in order to meet your organisation’s goals and objectives. Coaching can take the form of a one-to-one activity and be quite informal, or it may take a more formal approach and be in the form of part of the staff appraisal process. As you have now completed the previous set of activities, this next set of activities follows on by examining how you might assess a team member’s performance and give them feedback.

Original text and illustrations © Pearson Education Limited, 2011

M04_TEAM_WB2_BTEC_0208_M04.indd 47 03/05/2011 16:47

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BTEC Apprenticeship Assessment Workbook Level 2 Team Leading

1. CONDUCTING A STAFF APPRAISALIt will be necessary for your assessor to visit you at your workplace to observe you carrying out a one-to-one weekly supervision meeting and/or a staff appraisal. This will provide evidence for assessment purposes. Due to confi dentiality, it will be necessary for you to check with your team members that they have no objections to observations or recordings taking place while they are in the presence of your assessor.

KNOWLEDGE AND UNDERSTANDINGKNOWLEDGE AND UNDERSTANDINGPLTS EP: 1, 2, 3, 4, 5, 6

CT: 1, 2, 3, 4, 5, 6IE: 2, 3, 4, 5, 6

This visit will enable you to discuss any issues or concerns with team members through the process of conducting a staff appraisal. You will have the opportunity to seek suitable outcomes or development activities that will assist your team members as they aim to improve their skills base. You will also have the opportunity to generate ideas to support your team members as they progress through their development programme. These ideas can be discussed with your assessor.

Here are some things to consider when conducting an appraisal interview.

• Ensure the review is conducted in an appropriate manner and in a suitable place (conducive to two-way communication, in a warm, comfortable and quiet room).

• Ensure the purpose of the review is fully explained to the person being appraised (the appraisee).

• You should encourage the appraisee to fully contribute to the discussions.

• You should agree training needs with your appraisee and should discuss how these will be met (authorisation may be required).

• Ensure the correct documentation is used (in line with legal and the organisation’s requirements).

• Ensure that listening, questioning and summarising is carried out effectively.

• You should ensure that trust and rapport is developed throughout the interview process.

• The identifi ed training should be monitored and evaluated to ensure it is appropriate and has improved individual performance and the running of the organisation.

• It is important to conduct both a pre-training review and then a post-training review and report outcomes to appropriate people.



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Why conduct staff appraisals?Effective communication between yourself and your team is vitally important to ensure that you have a motivated and productive team. The more productive your team is, the more likely it is to meet quality standards, satisfying your organisation’s and customers’ expectations.

When conducting staff appraisals, you are monitoring an employee’s progress and performance. To do this, consider the following questions.

• How is achievement/effectiveness measured?

• Is progress rewarded by promotion/pay rise?

• What objectives have been met?

• What objectives will be set?

• Are employees’ strengths and weaknesses discussed?

• Is an action plan (agreed by both parties) drawn up?

• Have employees been given copies of the appraisal documentation?

• Has the person being appraised really been listened to effectively?

Now consider the communication model below:

Feedback

Sender Process/method Recipient

The diagram above demonstrates how communication should fl ow between yourself and your team. In this fl ow diagram, think about yourself as the sender; the process or method of communication you may use could be an email and the recipient could be a team member. You may of course communicate with your team members through one-to-one meetings, emails, reports or perhaps team meetings. How well the recipient has received the information will depend on the feedback you receive. For example, does the team member clarify issues or ask questions about what has been said? The diagram can also be reversed, whereby the team member is the sender and you are the recipient. This tool is vital for effective feedback.

You should now consider how the communication model above can be used when you are conducting a staff appraisal with a member of your team. In this case, you will be communicating verbally and the feedback will be in the form of clarifi cation and questioning of important points by your team member (the appraisee).

Communication model.



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During your staff appraisal process, you will need to set clear objectives for your team member, to enable them to develop themselves and build on their strengths. It is important that objectives are set and that they are of a realistic nature and are achievable.

Task 1

Using the table below, identify with your team members the benefi ts of holding an appraisal.

NVQ Unit 4: 4.1, 5.1, 5.2

Components of appraisal Benefi ts of doing this

Reviewing previous objectives

Setting new objectives

Feedback on past performance

Review effectiveness of previous training

Creating a development plan for the future

Setting objectivesIt is vitally important when objectives are being set that they are agreed with the relevant personnel before being fi nalised. Consider below the step-by-step procedure for setting objectives:

1. Agree the objectives

(What needs to be achieved?)

2. Prioritise the objectives

(Which is most important?)


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3. Defi ne the tasks

(What must be done to achieve the objectives?)

4. Agree standards of performance

(What will dictate the satisfactory outcomes?)

5. Allocate work roles

(Who will do what?)

6. Design timetable/performance criteria

(In order to fulfi l the requirements of the objective, at what stages can standards/performance be identifi ed within the plan?)

Remember: When setting objectives they should be specifi c, rather than of a general nature, and must be measurable in some way (for example, percentages or numbers). Also, objectives should be achievable and realistic (for example, are there enough resources: money, equipment, time and people), and, fi nally, in what timescale must the objective etc be achieved. This process can be easily remembered using the acronym SMART:

Specifi cMeasureableAchievableRealisticTimely

Task 2NVQ Unit 5: 1.2, 2.4

Give two examples of SMART objectives that you may set with your team member.1.

2.

Individual task-related objectivesIn terms of ‘getting the job done’ and, indeed, maintaining a high level of morale, it is important to ensure that staff members have a clear idea of what is expected of them in terms of achievement and, in particular, when they should achieve their goals by.

Task-related objectives ensure that efforts are being made to enhance performance in some way – for instance, to reduce the quality reject rate by 15% within 3 weeks.


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Some of the points below may assist with the process of setting individual objectives.

• Discuss and agree objectives with the individual (for example, during staff appraisal).

• Decide what is achievable and defi ne the individual’s responsibilities.

• Ensure the objectives link to functional and corporate objectives.

• Ensure objectives are measurable so that individuals can also assess their own progress.

• Ensure progress is recorded in some way.

• Ensure progress is discussed with the individual and the objectives are revised if necessary.

Now, carefully consider the following areas.

1. Ways a team leader can enhance the performance of the team:

• feedback from appropriate people/use feedback

• promote the acceptance of constructive criticism

• examine the team’s skills and competences

• identify training needs

• action planning

• mentoring

• improve communication and staff relations

• meet objectives wherever possible

• examine customer service skills (internal and external)

• examine management development activities

• time-management skills (for example, timed agenda at meetings).

Task 3BTEC Unit 9: 2.1NVQ Unit 4: 5.1

What techniques do you use to enhance your team’s performance and why?


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2. Time management:

• set clear objectives

• use work measurement techniques

• control workloads and activities

• review past activities

• plan well and minimise interruptions

• use contingency plans

• estimate time

• use planning aids

• use timed agendas for meetings

• make informed decisions

• prioritise work (for example, urgent/routine/non-urgent).

Task 4

List two electronic and two paper-based tools you use to help manage your time effectively.

Planning ahead helps with the smooth running of your team.

Electronic Paper-based

1. 1.

2. 2.

3. Gain trust and support of colleagues:

• have procedures for confi dentiality

• support group-working

• honour commitments

• show respect

• encourage frank discussions

• encourage ‘it’s okay to be wrong’ culture

• evaluate behaviour/output

• adhere to policies, systems and procedures

• be an effective communicator

• inform everyone of results and achievements

• offer constructive feedback

• inform of strengths and weaknesses.


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NVQ Unit 8: 3.2

NVQ Unit 4: 4.2 Unit 8: 2.2, 2.3

In the space below, explain why it is important to have the trust and respect of your team.

4. Minimise confl ict at work:

• analyse work situations

• defi ne areas of responsibility

• set standards

• encourage interaction between individuals

• identify areas of confl ict and take prompt action

• keep records of confl ict and grievances and action taken

• ensure confi dentiality of information

• ensure there is access to relevant information to make decisions.

Task 6

What are the consequences of a confl ict situation not being managed effectively in your workplace?

Discussion point with your assessor

Regardless of job descriptions and staff appraisals, staff often restructure their job roles the way they see fi t. If this is the case, what effect will this have on performance?

Task 5


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Performance improvement techniquesTo ensure you work with a high-performing team, there are many techniques and ideas that you can put into practice as a team leader. Some of these are listed below.

• Debates and meetings

• Feedback from others

• Brainstorming

• Self-assessment as a team leader and assessment of team members

• Realistic target-setting

• Staff appraisals

• Review of systems, procedures and policies that affect your team

• Effective communication

• Employee involvement/empowerment

• Planning to improve wherever possible

• Minimising confl ict/reducing absenteeism

• Responding to customers effectively

• Ensuring quality

• Contingency planning.

Consider:

Company policy(for example, complaints

procedure helps to achieve ‘10% increase’

objective)

Culture Job description should be

based on them

Effect on performance

OBJECTIVES

The role of objectives in improving performance.


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Meeting quality standards

Task 7

How do you ensure that the required levels of quality are met? Tick whichever of the following you consider to be important in achieving quality in your job, and then say how each action is implemented in practice.

BTEC Unit 1: 3.3, Unit 9: 1.3, 2.1, 2.2NVQ Unit 4: 2.3, 4.1

Unit 8: 1.1

What do you do? How do you do it?

I let the team know the standards of quality expected by me and the organisation.

I demonstrate that I am just as concerned about quality as meeting other team goals or controlling costs.

I take complete responsibility for the quality of my team’s work.

I take steps to ensure that training and other resources are provided, so that my team members are able to perform effectively.

I encourage the team in their efforts to raise standards.

I check the team’s work while it is in progress.

I check the quality of the completed work (perhaps by sampling a percentage of the output).

I check just about everything that every team member does.


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Sandwich feedback techniqueOne method of giving feedback is to use the ‘praise sandwich’ technique.

PraiseFeedback

Praise

This technique involves a three-step procedure to help team leaders who are not confi dent in dealing with under-performance. The sandwich technique deals fi rstly with giving praise, followed by corrective feedback (or negative feedback) and then more praise. Therefore, the corrective feedback is ‘sandwiched’ in between two layers of praise. The reasoning behind this technique is that it softens the negative feedback on the team member and also it gives you, as a team leader, more confi dence to deliver negative feedback.

Sandwich feedback technique.

For example:

Praise

Paul, I was very impressed with the way you managed that diffi cult customer then. You kept your cool throughout the conversation.

Criticism

By the way, Paul, I did notice, however, that you were chewing gum while you were talking to the customer, which some customers may think is a bit rude. Please make sure you don’t do this again.

Praise

Oh, I am happy to tell you that due to your excellent customer service skills that you have won the Employee of the Month award. Well done.


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Giving feedback

Task 8

Address the four questions below.

1. Why is it important that negative feedback is sandwiched between positive feedback?

BTEC Unit 9: 2.2WorkSkills Unit 8: 2.4

a.

b.

c.

d.

2. How can constructive feedback improve the performance of individuals and your team as a whole?

3. List four methods of monitoring the performance of a team.


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4. List four quality standards your organisation currently has.

Maslow’s theory will help with understanding human motivation, management training and, more importantly, personal development. Everybody is motivated by need. How you manage these needs will affect how productive your team is.

Maslow’s hierarchy of needs.

Self-actualisation

Esteem

Love/belonging

Safety

Physiological

Problem-solving, creativity

Confi dence, achievement

Friendship, family

Of resources, of employment

Food, water

a.

b.

c.

d.

Team motivation to assist with team performanceAs a team leader, it is your responsibility to manage under-performing teams and team members. There are many reasons for under-performance. In order to identify these reasons, please consider Maslow’s hierarchy of needs model below.


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Motivation

Task 9a

Using the boxes alongside Maslow’s hierarchy of needs below, give examples of how you ensure that each stage is met for your team.

Self-actualisation

Esteem

Love/belonging

Safety

Physiological

NVQ Unit 5: 1.2, 2.4

Task 9b

Considering the fi ve stages above, give fi ve examples (one for each stage) of SMART objectives you could give to a team member who is under-performing.

1.

2.

3.

4.

5.


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BTEC Unit 9: 1.1, 1.2, 1.3, 2.1, 2.2, 2.3NVQ Unit 2: 5.2

Unit 3: 2.1Unit 4: 3.1, 4.1, 4.3, 5.1, 5.2, 5.3

Unit 5: 1.2, 1.3, 2.1, 2.3, 2.4, 4.1, 4.2Unit 8: 1.1

WorkSkills Unit 8: 2.4Unit 9: 1.3, 1.5

BTEC Unit 9: 1.2NVQ Unit 4: 2.2, 2.3, 3.1, 4.1, 4.3, 5.1, 5.2, 5.3

EVIDENCE GATHERING

The evidence you present for this unit should be from real-life work. This unit gives you the opportunity to show your ability to plan and monitor the performance of your team. Note: Once again, your assessor will help you to identify suitable items of evidence.

Examples of documentation that you could consider for this purpose include:

• PDP/appraisal documentation completed with team member

• evidence of given recognition – for example, emails, achievement awards/certifi cates

• performance evaluation feedback questionnaire

• feedback to team member via emails, reports

• one-to-one meeting notes which may include:

o 360-feedback evaluations

o four blocker documentation

o action plans

o weekly target-setting – showing reviewing

o supervision notes.

PUTTING IT INTO PRACTICEThe purpose of this activity is for your assessor to observe you carrying out a staff appraisal or one-to-one meeting with a team member. After this observation, there may be an opportunity for your assessor to ask related questions to test your underpinning knowledge.

A suitable date and time for the visit will need to be discussed with your assessor for this observation.

In order to cover as much of the criteria as possible during this observation, you will need to consider the following:

1. Conducting a staff appraisal

It is likely that your assessor may not be able to observe you conducting an appraisal. However, you may still write a personal statement after the appraisal. You should consider the following points:

• assess your team member’s work against standards and objectives

• identify reasons why they have not met the targets

• identify areas for improvement in your team’s performance and how you deal with these areas

• give feedback on their performance

EVIDENCE GATHERING

PUTTING IT INTO PRACTICE


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• set objectives

• complete appraisal documentation

• communicate with your team members.

2. One-to-one meetings (if appropriate)

Your assessor may observe you conducting a one-to-one meeting with an individual, whereby you will be assessed against how you:

• set weekly or monthly objectives

• set out an action plan

• monitor progress from previous action plans

• evaluate improvement in performance.

Note: This can be discussed further with your assessor.

PROFESSIONAL DISCUSSION

Your discussion with your assessor will focus around how you conduct a staff appraisal or one-to-one meeting.

Your assessor will conduct a professional discussion with you, which will capture evidence necessary to prove your level of knowledge and understanding of topic areas.

When preparing for the professional discussion with your assessor, consider the following topic areas:

• the appraisal process

• how to deal with under-performing staff

PROFESSIONAL DISCUSSION

Your assessor may be there to observe you conducting a one-to-one meeting.

BTEC Unit 9: 1.1, 1.2, 2.1, 2.2, 2.3NVQ Unit 2: 3.1, 5.2

Unit 4: 2.2, 2.3, 3.1, 4.1, 4.3, 5.1, 5.3Unit 5: 1.1, 1.2, 1.3, 2.1, 2.3 ,2.4, 4.1, 4.2

Unit 8: 1.1WorkSkills Unit 8: 2.4

Unit 9: 1.2, 1.5


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• developing plans to meet team objectives

• techniques of providing recognition to your team

• quality standards of the organisation and how you communicate these to your team

• describe how to set team objectives

• how to monitor the performance of staff

• how adopting Kolb’s learning cycle will assist you in identifying learning needs for your team

• techniques of ensuring a productive working relationship with your team

• your understanding of SMART objectives

• how you would ensure your team meets its required standard of work.

Discussion processThe questioning process will offer you the opportunity to demonstrate your knowledge and understanding of the staff appraisal process and how to set objectives. Note: The list below is not exhaustive, and your assessor may ask you other questions.

To prepare for your professional discussion, you should think about how you could answer questions such as the following:

• Why is it important to be professional at all times?

• If learning is not completed on time, what are the risks?

• Why is it important to provide constructive feedback to your team?

• How can you give feedback to your team?

• How do you deal with an individual who is under-performing?

• What options are available to a team member who is not meeting the quality standards of the organisation?

• How would you resolve potential diffi culties a team member may be experiencing?

• What are SMART objectives? Please give an example.

• Why is it important to involve your team in the staff appraisal planning process?

BTEC Unit 9: 1.2, 1.3, 2.1, 2.2, 2.3NVQ Unit 4: 3.1Unit 5: 2.2, 4.2

WorkSkills Unit 9: 1.3

Your assessor will use a digital recorder to record your professional discussion and the questioning process. This recording will then be used as a piece of evidence to prove your competence in the criteria identifi ed under each section.


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• Why is recognition of team performance important?

• Give reasons how monitoring the team’s performance can be used to improve team performance.

• What techniques can you use to support individuals to perform more effectively within a team?


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