superseries

Motivating toPerform in theWorkplaceFIFTH EDITION

Published for theInstitute of Leadership & Management

Institute of Leadership & Management

AMSTERDAM • BOSTON • HEIDELBERG • LONDON • NEW YORK • OXFORDPARIS • SAN DIEGO • SAN FRANCISCO • SINGAPORE • SYDNEY • TOKYO

Pergamon Flexible Learning is an imprint of Elsevier

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Pergamon Flexible Learning is an imprint of ElsevierLinacre House, Jordan Hill, Oxford OX2 8DP, UK30 Corporate Drive, Suite 400, Burlington, MA 01803, USA

First edition 1986Second edition 1991Third edition 1997Fourth edition 2003Fifth edition 2007

Copyright © 1986, 1991, 1997, 2003, 2007 ILM. Published by Elsevier Ltd. All rights reserved

Editor: David Pardey

Based on material in previous editions of this work

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ISBN 978-0-08-046413-8

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Contents

Series preface viiUnit specification ix

Workbook introduction xi1 ILM Super Series study links xi2 Links to ILM qualifications xi3 Links to S/NVQs in management xi4 Workbook objectives xii5 Activity planner xiii

Session A The aims and objectives of appraisal 11 Introduction 12 Defining performance appraisal 23 The benefits of performance appraisal 34 Resistance to performance appraisal 45 The purpose of performance appraisal 76 Aims and objectives of performance appraisal 97 Summary 18

Session B The appraisal process 191 Introduction 192 Planning and preparation 203 Assessing performance 224 Before the interview 295 At the start of the appraisal interview 326 During the interview 357 Agreeing future performance 448 After the interview 509 Summary 53

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Session C Assessment reports and records 551 Introduction 552 Recording systems 563 Who should have access to appraisal records? 624 Summary 64

Session D What is motivation? 651 Introduction 652 Definitions 663 Values and attitudes 704 The right atmosphere 735 Clear objectives 746 Summary 78

Session E Understanding behaviour at work 791 Introduction 792 Maslow: needs theory 803 McGregor: Theory X and Theory Y 844 Herzberg: the two-factor theory 875 Hackman and Oldham: internal motivation 986 Summary 103

Session F Giving and receiving feedback 1051 Introduction 1052 The role of feedback in communication 1063 Giving feedback to improve performance 1104 Feedback in less formal situations 1115 Receiving feedback 1166 Summary 119

Performance checks 1211 Quick quiz 1212 Workbook assessment 1243 Work-based assignment 125

Contents

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Contents

Reflect and review 1271 Reflect and review 1272 Action plan 1323 Extensions 1344 Answers to self-assessment questions 1355 Answers to activities 1406 Answers to the quick quiz 1417 Certificate 142

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Series preface

Whether you are a tutor/trainer or studying management development to further your career, Super Series provides an exciting and flexible resourceto help you to achieve your goals. The fifth edition is completely new and up-to-date, and has been structured to perfectly match the Institute ofLeadership & Management (ILM)’s new unit-based qualifications for first linemanagers. It also harmonizes with the 2004 national occupational standardsin management and leadership, providing an invaluable resource for S/NVQsat Level 3 in Management.

Super Series is equally valuable for anyone tutoring or studying any managementprogrammes at this level, whether leading to a qualification or not. Individualworkbooks also support short programmes,which may be recognized by ILMas Endorsed or Development Awards, or provide the ideal way to undertakeCPD activities.

For learners, coping with all the pressures of today’s world, Super Series offersyou the flexibility to study at your own pace to fit around your professionaland other commitments. You don’t need a PC or to attend classes at a specifictime – choose when and where to study to suit yourself ! And you will alwayshave the complete workbook as a quick reference just when you need it.

For tutors/trainers, Super Series provides an invaluable guide to what needsto be covered, and in what depth. It also allows learners who miss occasionalsessions to ‘catch up’ by dipping into the series.

Super Series provides unrivalled support for all those involved in first linemanagement and supervision.

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Title: Motivating to perform in the workplace Unit Ref: M3.12

Level: 3

Credit value: 2

Learning outcomes Assessment criteria

The learner will The learner can (in an organization with which the learner is familiar)

1. Understand the 1.1 Explain the value of formal and informal performance assessment value of assessing in the workplaceperformance to 1.2 Identify ways that could ensure fair and objective formal assessmentmeet organizationaland individual needs

2. Know how to 2.1 Outline the factors that influence how people behave at workmotivate the team 2.2 Explain how to apply one basic recognized theory of motivation to improve to team memberspermormance inthe workplace

3. Understand the 3.1 Explain the importance of feedback to improve communication value of feedback and performancein the workplace 3.2 Compare the effectiveness of different types of feedback

Unit specification

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Workbookintroduction

1 ILM Super Series study links

This workbook addresses the issues of Motivating to Perform in the Workplace.Should you wish to extend your study to other Super Series workbooks cov-ering related or different subject areas, you will find a comprehensive list at theback of this book.

2 Links to ILM qualifications

This workbook relates to the learning outcomes of Unit M3.12 Motivating toperform in the workplace from the ILM Level 3 Award, Certificate andDiploma in First Line Management.

3 Links to S/NVQs in management

This workbook relates to the following Units of the Management Standardswhich are used in S/NVQs in Management, as well as a range of other S/NVQs:

D6. Allocate and monitor the progress and quality of work in your area ofresponsibility

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Workbook introduction

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4 Workbook objectives

All organizations need information on how their employees are performingand developing so that the future human resource planning and budgetingneeds of the organization can be met. It is also important to individuals thatthey are given some feedback about the work they carry out. They need toknow what they do well. This motivates them and helps them to realize thattheir value is appreciated. They also need to know where their performanceneeds to be improved. If they don’t know this then they cannot improve.

Appraisal systems provide the information that both organizations and individ-uals need to know about performance. However, the type of system and thetechniques used vary considerably from one organization to the next. Indeedsome organizations may have no formal performance appraisal system at all.

This workbook will also assist you to contribute effectively to the perform-ance appraisal system used in your own organization. It will also assist you inassessing the effectiveness of your existing systems and perhaps making somerecommendations for ways in which both systems and documentation couldbe improved.

But appraising performance is of no value if it doesn’t lead to improvementsin performance, and at the heart of this is the need to motivate people to per-form more effectively. The workbook reviews ‘classical’ theory about motiva-tion, some of it going back over 50 years. The subject is treated from severalpoints of view: the needs of human beings (Maslow); an examination of theattitudes managers have towards employees (McGregor); motivation and‘maintenance’ factors (Herzberg); the links between rewards and motivation;‘internal’ motivation (Hackman and Oldham). All this theory may seem daunting, but you should not find it too difficult to follow. The intention is thatby the end of the session you will have a good grasp of a number of principlesthat can be applied in the workplace.

Finally, we shall look at how you can use feedback to help people recognizethe need to improve and also to acknowledge when performance meets orsurpasses the standard expected.

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4.1 ObjectivesWhen you have worked through this workbook you will be better able to:

■ define performance appraisal, and plan and prepare for a performance appraisalinterview;

■ agree performance objectives and monitor performance against objectives;■ ask appropriate interview questions and listen to employees during inter-

views;■ select appropriate methods to improve performance where necessary;■ draw up action plans and complete appraisal documentation;■ understand what motivates people at work;■ apply appropriate motivational techniques for teams and individuals;■ give and receive feedback as a means of improving performance.

5 Activity planner

The following Activities need some planning and you may want to look atthem now.

Activity 17 asks you to complete a Personal Qualities Appraisal Formfor one of your work team.

Activity 18 requires you to record some details about an informal orformal observation on your work team carrying out a task.

Activity 19 asks you to give some information about two occasionswhen you have had to examine the work of your work team.

Activity 25 questions you about any occasion when you have given amember of your work team the opportunity to assess his or herown work.

Activity 33 requires you to complete an action plan showing a devel-opment area for a member of your work team.

Activity 35 requires you to discuss with a member of your workteam and agree performance ratings on the three objectives set inActivity 17.

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Workbook introduction

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Activity 37 suggests that you rate the telephone behaviour of amember of your work team.

Activity 38 advises you to complete a narrative appraisal report forone of your work team.

Some or all of these Activities may provide the basis of evidence for yourS/NVQ portfolio. All Portfolio Activities and the Work-based assignment aresignposted with this icon.

The icon states the unit to which the Portfolio Activities and Work-basedassignment relate.

The Work-based assignment (on page 125) asks you to select a job you feelwould benefit from job enrichment, and to develop a plan to achieve this. Thiscan also be used for your portfolio of evidence and should be useful in help-ing to demonstrate your competence in ensuring that such a plan:

■ is consistent with team objectives and organizational values;

■ reflects the identified training and development needs of all personnel forwhom you have responsibility;

■ is clear, relevant, realistic and takes account of team and organizational con-straints;

■ is agreed with individual team members and takes account of their workactivities, learning ability and personal circumstances.

In this Work-based assignment is being considered as part of the assessmentfor the ILM Level 3 S/NVQ in Management, this must be agreed in advancewith your ILM Centre and external verifier. This is to ensure that the require-ments of the qualification are met appropriately and that suitable assessmentcriteria are provided to you by your ILM Centre.

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