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Study Guides for Level 1 “Management Of Individual Performance”

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Key Points and Review Activities are listed for each module:

Module 1

  1. Managers must be constant learners. Review your Personal Style and consider how you can best pursue your continued growth as a manager by examining your strengths andweaknesses.
  2. Relate your personal style to the requirements of your position. Is there a fit? If not, consider some ways you may develop your styles or how they might be better utilized.
  3. Think of the tasks your administrative unit must accomplish and relate them to personal style. Are you aware of your different styles and how they may impact other people?
  4. Learn to appreciate others and the different styles they prefer.
  5. In preparing for the future, set learning goals for yourself that will help you develop as a manager in your organization.
  6. Think of the personal styles of the people you manage. Keep in mind how you can best understand your and others' behavior as you:
    • Delegate
    • Help others structure committees/task forces
    • Clarify performance expectations
    • Appraise performance
    • Assign work/update job descriptions

Module 2

  1. Managers can gain compliance through the authority(power) which resides in the managerial role. Commitment,however, implies leadership. Assess your style and determinespecific ways to promote employee commitment and not merelycompliance.
  2. Relate your dominant leadership style to your people andthe tasks for which your unit is responsible. Is your basic style appropriate for most people? Most tasks? Identify the style for each person you supervise as a function of the person's maturity level in relation to the tasks he/she normally performs.
  3. Identify your people whose maturity you would like to develop. Specify tasks designed to move them up on the maturity scale, and try a new management style as they mature.
  4. For the next week, consciously make decisions in accordance with Maier's decision matrix. See if you get quality/acceptance depending on how the decision is made, as the model suggests.

Module 3

  1. Actually go through the detailed steps of delegation:
    • For a week, log how you spend your time.
    • Analyze your log and specify what tasks can be delegated.
    • Identify, all those tasks that may be delegated to others.
    • Classify the people you supervise on Hersey-Blanchard's maturity continuum related to the tasks you can delegate. Match people and tasks.
    • Relate the maturity continuum to degrees of delegation(Section 11). Based on the analysis (Do not forget workload,time requirements, etc.), specify to whom you will delegate which task(s).
    • Delegate! One of your responsibilities as a manager is to help people develop themselves. Delegation can help in this process!
  2. Think of an instance when a delegation went well and one that went poorly. Identify the differences and develop personal guidelines for effective delegation.

Module 4

  1. Talk to the people you supervise. What do they say motivates them? Are your styles and delegating practices appropriate in light of your discussions?
  2. Are your people's inner motive profiles compatible with their position requirements? If not, should/can you help? Re-assign? Train? Modify job requirements? Change work-flow? Other?
  3. When you have positions to fill, be more specific in informing people of the characteristics, including the motive profile, that the position requires. This can promote a better match and should promote better motivation on thepart of position incumbents.
  4. Think of an outstanding employee characterized by high motivation and high productivity. Try to analyze what positive factors contribute to this person's success. Whatcan you do to help others achieve the level of success thatthis person is achieving. Are there blockages or other problems that you are contributing to that keep others from being motivated? Think of alternatives; select, try an ddocument results.

Module 5

  1. Provide a brief overview of the Relationships:Specificity to the people you supervise as a way to help them see the big picture and how what they do fits in. This can lead to some very helpful discussion about "why we do what we do the way we do it and how important it is that it be done well." Give everyone a copy of that section.
  2. Ask your people for some unit improvement objectives. Instaff meetings help develop strategies (action plans) to achieve them.
  3. Use this module to help you set performance objectives(standards answer the same questions) with employees as partof performance appraisal.
  4. Use this module to set your own performance objectives(standards) with your boss as part of performance appraisal.

Module 6

  1. Role play performance appraisal sessions with another supervisor with whom you are secure and have a good relationship. Critique each other using Section l0A and l0B.
  2. In staff meetings, discuss how your people feel about performance management. Distinguish factors you can controlfrom those you can't. Make sure your employees understandthe difference. Develop an Action Plan to address thosefactors you control and can impact.
  3. Point out to employees their responsibilities in making performance appraisal work:
    • Ensuring current and inclusive job descriptions.
    • Initiating discussion with you when performance standards/objectives cannot be met.
    • Making suggestions for improvement strategies.
  4. Do not confuse appraisal and discipline. The former deals with performance of job requirements. The latter deals with compliance with policies and rules. Do not mix them in the appraisal process. They are separa te and require different actions on your part.

Module 7

  1. Assess possible performance problems using Section 3. Determine whether you should intervene and how.
  2. Use Section 4 the next time you meet with an employee about their behavior. Now solicit comments from them about that process and assess your own performance.
  3. Sit down with an employee and review the section on giving and receiving constructive feedback. Practice this skill with him or her and begin developing a constructive feedback relationship.
  4. When coaching, counseling, reprimanding, appraising, orwhatever, focus on the problem and not the person. Your task is to help you and others improve, not prove!

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