Select and coach first line managers - Sakhisisizwe Online

Sakhisisizwe LG Unit Standard 252035 1

LEARNER GUIDE

Select and coach first line managers

Unit Standard 252035

Level 5 Credits 8

Sakhisisizwe LG Unit Standard 252035

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TABLE OF CONTENTS TABLE OF CONTENTS ........................................................................................ i

PERSONAL INFORMATION ............................................................................... 1

INTRODUCTION ............................................................................................... 3

Programme Methodology .......................................................................................... 4

What Learning Material You Should Have .................................................................... 5

Different Types Of Activities You Can Expect ............................................................... 6

Learner Administration ............................................................................................. 8

Assessments ........................................................................................................... 8

Learner Support ...................................................................................................... 9

Learner Expectations ............................................................................................... 10

UNIT STANDARD 252035............................................................................... 12

SECTION 1: SELECT MANAGER ....................................................................... 15

Key Performance Area .................................................................................. 15

Key Result Areas .................................................................................................... 15

KPA And KPI........................................................................................................... 16

Examples Of KPA/KPI .............................................................................................. 17

Using KPAs And KPIs .................................................................................... 19

Understanding The Context ...................................................................................... 20

Defining KPIs ......................................................................................................... 20

Analyse The Job Profile ................................................................................. 21

Duties ................................................................................................................... 21

Qualifications ......................................................................................................... 21

Additional Information ............................................................................................. 21

Job Analysis, Job Description And Job Specification ..................................................... 22

Uses Of Job Analysis ............................................................................................... 23

Sources Of Information ........................................................................................... 24

Job Analysis Techniques .......................................................................................... 24

The Job Analysis Process ......................................................................................... 27

The Components Of Job Description .......................................................................... 29

Job Specifications ................................................................................................... 31


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Determine The KRA ...................................................................................... 32

Selecting KPIs ........................................................................................................ 32

Scorecard Value ..................................................................................................... 33

Select The First Line Manager ........................................................................ 48

Job Profile .............................................................................................................. 48

Consult With Recruitment ........................................................................................ 48

Select KPAs ............................................................................................................ 48

Develop A Short List Of Candidates ........................................................................... 49

Select The Best Qualified Candidate .......................................................................... 49

Formative Assessment 1: SO1 .................................................................................. 50

SECTION 2: PLAN THE COACHING PROCESS .................................................. 51

Introduction: The Concept Of Coaching ........................................................... 51

Conduct A Training Needs Analysis ................................................................. 52

Discuss Training With The Learner ............................................................................ 54

Coaching Plan ............................................................................................. 54

Steps To Take ........................................................................................................ 54

An Example Of A Coaching Plan ................................................................................ 55

How To Conduct The Initial Interview ........................................................................ 59

INTITIAL INTERVIEW FORM ..................................................................................... 60


SECTION 3: COACH THE MANAGER ................................................................ 65

Introduction To Coaching .............................................................................. 65

The Coaching Process ................................................................................... 66

Steps To Follow ........................................................................................... 68

Prepare The Person ................................................................................................. 68

Present The Operation ............................................................................................. 68

Trainee Practices Task ............................................................................................. 68

Give Feedback And Review Progress.......................................................................... 69

Follow-Up .............................................................................................................. 69

Specified Requirements ........................................................................................... 69


SECTION 4: MONITOR AND MEASURE ............................................................ 71

Monitor Candidate’s Progress ......................................................................... 71


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Assessment Methods ............................................................................................... 71

Guidelines For Assessment ....................................................................................... 72

Assessment Instruments.......................................................................................... 72

Feedback ................................................................................................... 73

Positive Feedback ................................................................................................... 73

Take These Steps To Give Feedback .......................................................................... 76

Dealing With Unacceptable Performance .................................................................... 80

Formative Assessment 4 :SO4 .................................................................................. 82

FORMATIVE ASSESSMENTS WORKBOOK ........................................................ 83





References ................................................................................................. 94


PERSONAL INFORMATION

NAME

CONTACT ADDRESS

Code

Telephone (H)

Telephone (W)

Cellular

Learner Number

Identity Number

EMPLOYER

EMPLOYER CONTACT ADDRESS

Code

Supervisor Name

Supervisor Contact Address

Code

Telephone (H)

Telephone (W)


Cellular


INTRODUCTION

Welcome to the learning programme

Follow along in the guide as the training practitioner takes you through the material. Make

notes and sketches that will help you to understand and remember what you have learnt. Take

notes and share information with your colleagues. Important and relevant information and

skills are transferred by sharing!

This learning programme is divided into sections. Each section is preceded by a description of

the required outcomes and assessment criteria as contained in the unit standards specified by

the South African Qualifications Authority. These descriptions will define what you have to

know and be able to do in order to be awarded the credits attached to this learning

programme. These credits are regarded as building blocks towards achieving a National

Qualification upon successful assessment and can never be taken away from you!


Programme Methodology

The programme methodology includes facilitator presentations, readings, individual activities,

group discussions and skill application exercises.

Know what you want to get out of the programme from the beginning and start applying your

new skills immediately. Participate as much as possible so that the learning will be interactive

and stimulating.

The following principles were applied in designing the course:

✓ Because the course is designed to maximise interactive learning, you are encouraged

and required to participate fully during the group exercises

✓ As a learner you will be presented with numerous problems and will be required to fully

apply your mind to finding solutions to problems before being presented with the course

presenter’s solutions to the problems

✓ Through participation and interaction the learners can learn as much from each other as

they do from the course presenter

✓ Although learners attending the course may have varied degrees of experience in the

subject matter, the course is designed to ensure that all delegates complete the course

with the same level of understanding

✓ Because reflection forms an important component of adult learning, some learning

resources will be followed by a self-assessment which is designed so that the learner

will reflect on the material just completed.

This approach to course construction will ensure that learners first apply their minds to finding

solutions to problems before the answers are provided, which will then maximise the learning

process which is further strengthened by reflecting on the material covered by means of the

self-assessments.

Different role players in delivery process

✓ Learner

✓ Facilitator

✓ Assessor


✓ Moderator

What Learning Material You Should Have

This learning material has also been designed to provide the learner with a comprehensive

reference guide.

It is important that you take responsibility for your own learning process; this includes taking

care of your learner material. You should at all times have the following material with you:

Learner Guide This learner guide is your valuable possession:

This is your textbook and reference material, which provides

you with all the information you will require to meet the exit

level outcomes.

During contact sessions, your facilitator will use this guide

and will facilitate the learning process. During contact

sessions a variety of activities will assist you to gain

knowledge and skills.

Follow along in the guide as the training practitioner takes

you through the material. Make notes and sketches that will

help you to understand and remember what you have

learnt. Take and share information with your colleagues.

Important and relevant information and skills are

transferred by sharing!

This learning programme is divided into sections. Each

section is preceded by a description of the required

outcomes and assessment criteria as contained in the unit

standards specified by the South African Qualifications

Authority. These descriptions will define what you have to

know and be able to do in order to be awarded the credits

attached to this learning programme. These credits are

regarded as building blocks towards achieving a National

Qualification upon successful assessment and can never be

taken away from you!

Formative Assessment

Workbook

The Formative Assessment Workbook supports the Learner

Guide and assists you in applying what you have learnt.

The formative assessment workbook contains classroom

activities that you have to complete in the classroom, during

contact sessions either in groups or individually.

You are required to complete all activities in the Formative

Assessment Workbook.

The facilitator will assist, lead and coach you through the

process.


These activities ensure that you understand the content of

the material and that you get an opportunity to test your

understanding.

Different Types Of Activities You Can Expect

To accommodate your learning preferences, a variety of different types of activities are

included in the formative and summative assessments. They will assist you to achieve the

outcomes (correct results) and should guide you through the learning process, making learning

a positive and pleasant experience.

The table below provides you with more information related to the types of activities.

Types of Activities Description Purpose

Knowledge Activities

You are required to

complete these activities

on your own.

These activities normally test

your understanding and

ability to apply the

information.

Skills Application

Activities

You need to complete

these activities in the

workplace

These activities require you

to apply the knowledge and

skills gained in the

workplace


Types of Activities Description Purpose

Natural Occurring

Evidence

You need to collect

information and samples

of documents from the

workplace.

These activities ensure you

get the opportunity to learn

from experts in the industry.

Collecting examples

demonstrates how to

implement knowledge and

skills in a practical way


Learner Administration

Attendance Register

You are required to sign the Attendance Register every day you attend training sessions

facilitated by a facilitator.

Programme Evaluation Form

On completion you will be supplied with a “Learning programme Evaluation Form”. You are

required to evaluate your experience in attending the programme.

Please complete the form at the end of the programme, as this will assist us in improving our

service and programme material. Your assistance is highly appreciated.

Assessments

The only way to establish whether a learner is competent and has accomplished the specific

outcomes is through the assessment process. Assessment involves collecting and interpreting

evidence about the learners’ ability to perform a task.

To qualify and receive credits towards your qualification, a registered Assessor will conduct an

evaluation and assessment of your portfolio of evidence and competency.

This programme has been aligned to registered unit standards. You will be assessed against

the outcomes as stipulated in the unit standard by completing assessments and by compiling a

portfolio of evidence that provides proof of your ability to apply the learning to your work

situation.

How will Assessments commence?

Formative Assessments

The assessment process is easy to follow. You will be guided by the Facilitator. Your

responsibility is to complete all the activities in the Formative Assessment Workbook and

submit it to your facilitator.


Summative Assessments

You will be required to complete a series of summative assessments. The Summative

Assessment Guide will assist you in identifying the evidence required for final assessment

purposes. You will be required to complete these activities on your own time, using real life

projects in your workplace or business environment in preparing evidence for your Portfolio of

Evidence. Your Facilitator will provide more details in this regard.

To qualify and receive credits towards your qualification, a registered Assessor will conduct an

evaluation and assessment of your portfolio of evidence and competency.

Learner Support

The responsibility of learning rests with you, so be proactive and ask questions and seek

assistance and help from your facilitator, if required.

Please remember that this Skills Programme is based on outcomes based education principles

which implies the following:

✓ You are responsible for your own learning – make sure you manage your study,

research and workplace time effectively.

✓ Learning activities are learner driven – make sure you use the Learner Guide and

Formative Assessment Workbook in the manner intended, and are familiar with the

workplace requirements.

✓ The Facilitator is there to reasonably assist you during contact, practical and workplace

time for this programme – make sure that you have his/her contact details.

✓ You are responsible for the safekeeping of your completed Formative Assessment

Workbook and Workplace Guide

✓ If you need assistance please contact your facilitator who will gladly assist you.

✓ If you have any special needs please inform the facilitator


Learner Expectations

Please prepare the following information. You will then be asked to introduce yourself to the

instructor as well as your fellow learners

Your name:

The organisation you represent:

Your position in organisation:

What do you hope to achieve by attending this course / what are your course expectations?


UNIT STANDARD 252035

Unit Standard Title

Select and coach first line managers

NQF Level

5

Credits

8

Purpose of the unit standard

This unit standard is intended for managers in all economic sectors. These managers would

typically be second level managers such as heads of department, section heads or divisional

heads, who may have more than one team reporting to them.

Learning assumed to be in place and recognition of prior learning

It is assumed that learners are competent in:

✓ Communication at NQF Level 4.

✓ Mathematical Literacy at NQF Level 4.

✓ Computer Literacy at NQF Level 4

Unit Standard Range

✓ The learner is required to apply the learning in respect of this/her own area of

responsibility.

✓ Unit refers to the division, department or business unit in which the learner is

responsible for managing and leading staff.

✓ Entity includes, but is not limited to, a company, business unit, public institution, small

business, Non-Profit Organisation or Non-Governmental Organisation

Specific Outcomes and Assessment Criteria:

Specific outcome 1: Select first line manager for a specific position

Assessment criteria

✓ An analysis is conducted of the job profile to determine the key performance areas for

the first line management position


✓ Selection and weighting criteria for the Key Results Areas of the first line management

position are described on the basis of the job profile

✓ Liaison with the recruitment function of the entity is undertaken to ensure understanding

of the requirements of the position

✓ Interviewing, desk checking and/or other techniques are used to arrive at a short list of

the candidates who applied for the position

✓ Decisions are taken and offers made to the selected manager in accordance with

organisational policies and procedures.

Specific outcome 2: Plan the coaching process of a first line manager

Assessment criteria

✓ A coaching plan and schedule is drawn up according to identified priorities in a unit

✓ Records of expected performance against the manager's Key Results Areas are prepared

to serve as a basis for discussions with the selected manager.

✓ A system is implemented for recording the decisions, commitments made and other

relevant information from the discussions

Specific outcome 3: Coach selected first line manager

Assessment criteria

✓ The purpose, content and schedule of the coaching process is explained to the selected

manager in order to reach agreement on the coaching process

✓ During the coaching sessions the selected manager's performance is discussed against

the Key Result Areas and recorded for future reference

✓ Identified gaps and actions to close them are agreed upon and recorded in the coaching

action plan

✓ Feedback given to the manager is honest, constructive and supportive

Specific outcome 4: Monitor and measure the results of coaching sessions

Assessment criteria

✓ Actions agreed to at a coaching session are monitored at the times agreed to during the

coaching session

✓ Positive feedback is given to the selected manager for accomplishments against the

coaching action plan

✓ Corrective actions agreed upon are recorded in areas where requirements in the

coaching action plan have not been met

✓ Follow up action taken on the basis of the manager's response to the coaching is in line

with organisational policies and procedures

✓ Line managers are encouraged to use the coaching process with people reporting to

them after explaining and agreeing a system with them

Unit Standard Essential Embedded Knowledge

✓ Deriving performance requirements from Key Results Areas

✓ The coaching process


✓ Feedback techniques

✓ Negotiation and conflict handling techniques

Critical Cross-Field Outcomes

✓ Identify and solve problems relating to the implementation of a coaching process

✓ Work effectively with others during coaching sessions with a first line manager

✓ Organise and manage oneself and one's activities in preparing a coaching schedule

✓ Collect, evaluate, organise and critically evaluate information concerning applicants for a

position

✓ Communicate effectively in explaining the coaching purpose and process

✓ Demonstrate an understanding of the world as a set of related systems by guiding the

first line manager to understand the interrelationship between work processes


SECTION 1: SELECT MANAGER

Specific outcome 1

Select first line manager for a specific position

Assessment criteria

✓ An analysis is conducted of the job profile to determine the key performance areas for

the first line management position

✓ Selection and weighting criteria for the Key Results Areas of the first line management

position are described on the basis of the job profile

✓ Liaison with the recruitment function of the entity is undertaken to ensure understanding

of the requirements of the position

✓ Interviewing, desk checking and/or other techniques are used to arrive at a short list of

the candidates who applied for the position

✓ Decisions are taken and offers made to the selected manager in accordance with

organisational policies and procedures.

Key Performance Area In order to understand what a key performance area is, we need to know the difference

between:

✓ KRA: Key Results Area

✓ KPA: Key Performance Area

✓ KPI: Key Performance Indicator

Key Result Areas

“Key Result Areas” or KRAs refer to general areas of outcomes or outputs for which the

department's role is responsible. A typical role targets three to five KRA.

Value of KRAs

Identifying KRAs helps individuals: ·

✓ Clarify their roles ·

✓ Align their roles to the organisation’s business or strategic plan ·

✓ Focus on results rather than activities ·

✓ Communicate their role’s purposes to others ·

✓ Set goals and objectives · Prioritize their activities, and therefore improve their

time/work management · Make value-added decisions


Description of KRAs

Key result areas (KRAs) capture about 80% of the department's work role. The remainder of

the role is usually devoted to areas of shared responsibility (e.g., helping team members,

participating in activities for the good of the organisation).

Core KRAs of HR Department

✓ Recruitment/ selection

✓ Workforce planning/

✓ Diversity management

✓ Performance management

✓ Reward management

✓ Workplace management

✓ Industrial relations

✓ Safety and health workplace

✓ Building capabilities and organization learning

✓ Effective HR management systems , support and monitoring

KRAs (Key Result Areas) are managed by

✓ KPAs [ Key Performance Areas]

✓ KPIs [Key Performance Indicators]

KPA And KPI

These are the areas within the HR DEPARTMENT, where an individual or group, is logically

responsible / accountable for the results.

To manage each KRA/ KPAs, a set of KPI are set .

KRA and hence KPI is attributed to the department which can have effect on the business

results and is self measured where applicable.

The importance and weightage of these elements

KRAs/KPAs/ KPIs are guided by the

✓ Vision statement

✓ Mission statement

✓ Corporate objectives

✓ Corporate strategy

✓ Corporate business units/ departmental plans/strategy.

✓ For the budget period, which is usually 12 months.

Here is an example, which you can use to develop others for your organization.


Corporate objective / strategy

improve the company competitive positioning and productivity by 10%.

HR department's objective

Achieve high productivity level in all activities [ say by 10%]

KRA 1 -recruitment/ selection

KPA –recruitment

✓ KPI ----reduce average time taken to fill vacancies by 15%

✓ KPI ----reduce average cost per recruit by 10%

KRA 2-workplace management

KPA -labour turnover

✓ KPI ---reduce the labour turnover by 20%

✓ KPI ----benchmark total HR costs externally.

KRA 3-safety and health workplace

KPA ---workplace accidents

✓ KPI ----reduce workplace accidents by 10%

KRA 4 -building capabilities and organization learning

KPA ----training

✓ KPI --- all workforce below middle management should receive a minimum of 4 days of

training.

This is roughly, how HR Departments RAs / KPAs / KPIs are set , monitored and evaluated.

This can be applied to all other functional departments like marketing / sales / production etc.

http://www.citehr.com/7474-kpa-kpi-key-result-area.html

Examples Of KPA/KPI

Documented key performance areas or KPAs are essential as employees need to know what is expected of them, and at what standard

Key performance areas will quickly become obsolete if there are too many items listed. The

ideal number of KPA’s are about 5

Indicate a Key Performance Area, i.e. goal, project, committee work, day-to-day

responsibility, etc.

1. Use PeopleSoft Chart of Accounts Reporting tool (COA Reports) to download department

expenditures. Organize summary reports by project/grant and submit to the project

leaders for review by the 15th of each month Collect feedback from project leaders and

http://www.citehr.com/7474-kpa-kpi-key-result-area.html


prepare a Summary Report for submission to the Department Chair by the last business

day of the month.

2. Organize hard copies of department research reports (by topic and date) for easy reference

by students and guests who don’t have access to department’. Prepare an index binder

that contains brief description/date of the research project and the location (file drawer) of

the full report BY X DATE.

3. By November 30th conduct a security survey on the following dormitories: Hodgdon, Lewis

and Wren and immediately address any safety hazards with the Director of Residence Life

and the Director of Environmental Health and Safety. Outline a summary of the survey

findings and actions taken to reduce hazards By December 10th.

4. By January 31, 2013, attend “Advanced Excel skills” to learn how to create pivot tables.

Utilize knowledge of pivot tables to analyze contributions to the Annual Fund and generate

charts for inclusion in year-end reports. Example - Be able to track type of donor, amount

given and history of gifts.

5. Provide timely support of desktop operating systems and software packages to staff and

faculty in the school. Acknowledge and address each help ticket within 2 hours Keep the

customer informed of progress with daily updates. If ticket cannot be resolved within -72

hours, inform the Manager of Scientific Computing.

6. To assist customers with the migration to Microsoft Exchange, prepare detailed tip sheets

and documentation on the following topics:

✓ Introduction to Outlook 2010 Email – import contact list; attach a signature file; set-up

mail preferences.

✓ Remote Access to Outlook 2010 – How to access and use the Outlook Web client, OWA

(Outlook Web App).

✓ Introduction to Outlook 2010 Calendar – How to create events, meetings and

appointments, how to share calendars and delegate proxy access.

✓ Draft tip sheets should be submitted to Exchange Team for review by March 5.

7. Advise end users on purchasing of standalone software packages that they need. Learn the

costs and benefits of different products and work with users on software selection. Work

with University purchasing and Site-wide Licensing on obtaining the products in a timely

and cost effective manner.

8. Check dish machine water temperature daily for proper temperatures for wash and

specifically final rinse. Inform your manager of any problems with the dish-washer

machine, food disposer, drains, etc. immediate or any piece of equipment that is not

working properly.

9. Create a chart that indicates the correct stock level of fresh food in each reach-in and

refrigerator and post these in the area. Check daily to ensure the correct amount of

product is in the correct area.

10. Use Excel to generate expenses reports by category and project within 3 business days of

each month’s end to reconcile the actual expenses with projected expenditures. Submit

copies of these reports to t


11. Provide timely customer service by responding to student questions within 24 hours. If

unable to answer a student’s questions, refer the student to the appropriate member of the

clinical team using our Customer Service Referral protocol and check back with the student

within 24-48 hours to ensure the student received the requested information; include a link

to the Student Satisfaction Survey in the follow-up email.

Using KPAs And KPIs Managers talk a lot about employee performance. There's constant pressure to achieve

performance targets, to reach higher performance levels, and to ensure that people's work

supports and furthers the organization's goals.

Performance management is the process used to manage this performance. The key question

asked is, "How well is an employee applying his or her current skills, and to what extent is he

or she achieving the outcomes desired?"

The answer has traditionally been found in the performance evaluation process, where

managers look for hard data to tell how well an employee has performed his or her duties.

What is often missing from this evaluation, however, is the part about making sure that the

employee is doing the right thing. After all, you may have a very hard-working and dedicated

team member, but if he or she is not working on things that advance the organization's

purpose, what is the point?

This is where key performance indicators come into play, and they apply both at the

organizational and individual levels. At an organizational level, a Key Performance Indicator

(KPI) is a quantifiable metric that reflects how well an organization is achieving its stated goals

and objectives.

For example, if your vision includes providing superior customer service, then a KPI may target

the number of customer support requests that remain unsatisfied by the end of a week. By

monitoring this, you can directly measure how well your organization is meeting its long-term

goal of providing outstanding customer service.

If your KPI is inappropriate or naive, however, the resulting behaviours may be

counterproductive. For example, using the same goal of providing superior customer service,

the first KPI that often comes to mind is the number of customer complaints received.

Intuitively, you may feel that the fewer complaints you receive, the higher the customer

service you're offering. This is not necessarily true: You may be getting fewer complaints

because you have fewer customers, or because customers are not able to access your support

services.

Taking this a step further, while it is important for organisations to choose the correct KPIs for

business performance, it is equally useful if managers and employees define KPIs for members

of their teams. In fact, an ideal situation is where KPIs cascade from level to level in the

organization (in reality, this may be impractical if there are many levels to the organization.)

This helps people work in such a way that their activities are aligned with corporate strategy.

So part of performance management is setting goals with members of your team. This may be

done within the formal appraisal process, but it doesn't have to be. The important factor is that


the goals that are set are aligned with the department's strategy, which in turn is aligned with

the overall strategy of the organization.

This follows the common adage in management that says, "What is measured gets done." If

you set a goal around a certain outcome, the chances of that outcome occurring are much

higher, simply because you have committed to managing and measuring the results.

When an employee's goal is defined in terms of an organizational KPI, it ensures that what the

employee is doing is well aligned with the goals of the organization. This is the critical link

between employee performance and organizational success.

Let's take an example of how an individual employee's goal is linked to organizational

strategy:

✓ Organizational Vision – To be known for our superior customer service and

satisfaction.

✓ Organizational Objective – To reduce the number of disatisfied customers by 25%.

✓ Organizational KPI – The number of customer complaints that remain unresolved at

the end of a week.

✓ Team Member's Goal – To increase the number of satisfactory complaint resolutions

by 15% this period.

Taken to the next level, each employee goal should have at least one associated KPI. How will

you specifically measure, on a regular basis, whether or not this person is meeting his or her

goal?

✓ Team Member KPI – The weekly percentage difference in complaints handled that

result in satisfied customers versus unsatisfied customers.

Use the following questions to help you work towards defining effective KPIs:

Understanding The Context

✓ What is the vision for the future?

✓ What is the strategy? How will the strategic vision be accomplished?

✓ What are the organisation's objectives? What needs to be done to keep moving in the

strategic direction?

✓ What are the Critical Success Factors? Where should the focus be to achieve the vision?

Defining KPIs

✓ Which metrics will indicate that you are successfully pursuing your vision and strategy?

✓ How many metrics should you have? (Enough, but not too many!)

✓ How often should you measure?

✓ Who is accountable for the metric?

✓ How complex should the metric be?

✓ What should you use as a benchmark?

✓ How do you ensure the metrics reflect strategic drivers for organizational success?

✓ How could the metrics be cheated, and how will you guard against this?


✓ What negative, perverse incentives would be set up if this metric was used, and how will

you ensure these perverse incentives are not created?

Analyse The Job Profile

A job profile is a breakdown of the duties and tasked required of and performed by a person for a specific title/job.

The term "job profile" means different things depending on one's perspective. If you're seeking

employment, this is a job description. The document contains the basic information that will

help you decide if you're qualified and interested in applying for the position. For managers

and human resources professionals, a job profile is more detailed, providing information on

how the job title and compensation were determined. The simpler version of a job profile is

most helpful for people seeking jobs or trying to better understand their present position.

Duties

An employer creates a job profile for many reasons. On the organizational side, the employer

must analyze the job that a person will perform, including essential duties, which are

performed often, and nonessential duties. These duties will be used to calculate the amount of

pay, the job title, the salary or hourly designation and the position on the organizational chart.

Managers assist the HR department with updating job profiles when positions must be

advertised and filled. Each duty is written as a statement of what outputs a candidate must

produce.

Qualifications

A job profile provides details of specific job tasks. In addition, there are other sections of the

profile that help applicants understand the position. For example, an employer may include

minimum qualifications and preferred qualifications. This section might include the knowledge,

skills, abilities and years of experience that successful applicants must hold to be considered

for an interview. The hiring manager or team uses the qualifications to eliminate unqualified

applicants. The remaining applicants will be ranked according to their qualifications.

Additional Information

A detailed job profile gives more context to a job, such as a description of the department and

the types of projects or customers who will be served. The profile might include performance

standards that a manager uses to evaluate a person's work, screening requirements such as

qualification tests and background checks, and machinery or tools that an applicant must use.

For example, a job applicant for a courthouse clerk might have to pass a criminal background

check, take a typing test and know how to use a personal computer with word processing

software.


Job Analysis, Job Description And Job Specification

Some definitions and explanations:

Job Analysis may be defined as:

The process of examining the content of a job, through systematically gathering analysing and synthesising information about jobs. – Ivancevich

Job description may be defined as:

It is a written summary of the basic tasks, functions and working conditions of jobs.

Here the tasks performed by an employee are described.

Job specification may be defined as:

Here the specifications describe what a job demands of its incumbent. – Gordon (1983)

Step/Movement may be defined as:

The actions taken to complete a task

Task may be defined as:

A group of related steps or movements

To answer a telephone is a task, the job incumbent must take the following steps to answer

the phone: pick up the receiver, identify him/her self-etc.

Function may be defined as:

A group of related tasks.

Job may be defined as:

A group of functions in a position for which an incumbent is responsible.


A job family may be defined as:

A group of related jobs are called a job family. This may be a secretary, receptionist and a receptionist’s oppositions.

✓ Functions are broken down into specific jobs

✓ Employees perform tasks.

✓ The tasks are group into functions.

✓ Jobs are basic units in the organisational structure. (Building blocks.)

Uses Of Job Analysis

✓ Recruitment and selection

✓ Transfers

✓ Promotion

✓ Job classification

✓ Job evaluation

✓ Job design

✓ Performance appraisal

✓ Training and development


✓ Career planning and development

✓ Efficiency

✓ Safety

✓ Human Resource Planning

✓ Labour Relations.

Sources Of Information

There are a variety of sources for collecting data for a job analysis:

✓ Job description-- A narrative statement of the major activities involved in performing the

job and the conditions under which these activities are performed. If an accurate job

description is not available or is out of date, one should be prepared using job analysis

techniques.

✓ KSA analysis-- A more detailed list of specified tasks for each job including Knowledge,

Skills, Attitudes and Abilities required of incumbents.

✓ Performance standards-- Objectives of the tasks of the job and the standards by which

they will be judged. This is needed to identify performance discrepancies.

✓ Observe the job/sample the work.

✓ Perform the job.

✓ Job inventory questionnaire-- Evaluate tasks in terms of importance and time spent

performing.

✓ Review literature about the job-- Research the "best practices" from other companies,

review professional journals.

✓ Ask questions about the job-- Of the incumbents, of the supervisor, of upper

management.

✓ Analysis of operating problems-- Down time, waste, repairs, late deliveries, quality

control.

Job Analysis Techniques

The job analysis process must be a detailed overview of the organisation, and its jobs at the

beginning of the process. An organisational chart and a process chart can provide this.

For each of these methods the information about the job is studied in terms of tasks completed

by the employee. Information may be gathered from a variety of sources. Time and costs are

considerations, thus these methods should focus on collecting important information.

Observation

Here an analyst observes the actions of an employee doing a job. The observer makes notes of

the employee’s activities. The employee is seen as a sample representing the rest of the

workers in the organisation. An observer must not try and influence the outcome of the

employee being observed performance.

Points to remember


✓ Is used for jobs that require manual, standardized and short time cycle activities, e.g.

an assembly line worker.

✓ The observation of several employees helps to avoid bias, due to the unique manner in

which one employee may perform job tasks.

✓ Observation must also take place on a few occasions.

✓ This method is useful for unskilled and semi-skilled workers.

✓ Employees may be filmed to observe their behaviour.

✓ It is important to remember that observers must be well trained to conduct this method.

✓ Jobs consist of critical and non-critical tasks that must be identified by observers.

✓ A critical task is one that makes the difference between success and failure in a position.

Advantages of the observation method

✓ This method is less time consuming than the interview method.

✓ A large number of employees are observed at a time, this saves cost and time.

Disadvantages of the observation method

✓ This method is costly and time consuming.

✓ This method is limed to manual, standardized and short job cycle activities.

✓ This method does not always cover the full range of activities performed by the

employee.

✓ A detailed question are must be drawn up in this method.

✓ The questions must be clearly understood by the observer.


Gathering background information

A questionnaire requesting general information about the job can provide the basic core

information to use in a job analysis method.

This method allows the job analyst to get a complete picture of the job, its tasks and

requirements. Questions that may be asked here are e.g. what is your job title? Or; what tasks

to you carry out?

Written materials about a job e.g. company practices, present job descriptions and training

materials can also be used as sources of job information.

The interview method

✓ This method is the most widely used.

✓ This method is useful for jobs with short cycle and long

cycle tasks as well as jobs that require physical and mental

requirements.

✓ This method requires a structured set of questions to

be prepared.

✓ Interviews may be conducted with single persons, groups

or a superior that has knowledge about the job.

✓ Here the aim is to obtain factual information and physiological traits of individuals or

groups.

✓ Interviews that are conducted with groups facilitate the analysis of interaction amongst

posts.

Advantages of the interview method

✓ This method is useful for specialised and unusual jobs.

✓ A skilled analyst knows what questions to ask, and can identify essential and non-

essential information.

Disadvantages of the interview method

✓ This method relies on the memory of the employee.

✓ This method is expensive and time consuming.

✓ This method may allow inaccurate information to be collected.

✓ Interviewers must be well trained to be reliable in their forecasts.

✓ This method may not be used if language barriers exist.

✓ The person conducting the interview may ignore certain parts of the job that are

important.


The Questionnaire Method

This method is the least costly method that allows one to gather large amounts of information

in a short period of time.

This method is useful for assessing similarities and differences between jobs.

A structured questionnaire includes specific questions about the job, job requirements, working

conditions and equipment.

Employees need to know why they are expected to complete questionnaires.

Advantages of the Questionnaire method

✓ This method is less time consuming.

✓ A large number of employees are involved in the process.

Disadvantages of the Questionnaire method.

✓ The preparation for a detailed questionnaire takes long.

✓ Not all employees can express themselves clearly.

✓ It is a lengthy process to complete the questionnaire.

Diary or log method

Here the employee keeps a detailed log/recording of his/her daily work activities. This method

is seldom used in practice.

Advantages of this method

This method is very accurate.

Disadvantages of this method

This method places a heavy burden on the employee.

The question often arises, what method should we use as an organisation?

The choice of the job analysis method will depend on the type of company and the available

recourses e.g. money (budget) that has been set aside for this project.

The Job Analysis Process

Successfully carrying out the job analysis process requires a number of logical steps:

Analyse the organisation as a whole

During this step you have to analyse the organisation as a whole according to job analysis

principles. This step will provide you with an overall picture of the work activities that will be

carried out in the business.


Decide how to use the information

Now you have to make decisions about how you will use the information that you get from the

job analysis

Select the jobs to analyse

During this step, you will select the jobs to be analysed

Analyse the jobs

Analyse the jobs in accordance with job analysis principles and techniques. You have to gather

information about

✓ the nature of the job,

✓ the desired employee behaviour and

✓ the characteristics of the employee who would be able to do the job successfully

Develop job descriptions

After you have analysed the selected jobs, you have to develop job descriptions that will

details the most important elements for carrying out the job – the key competencies of the

job.

For example, if you need a driver to deliver goods to customers, the person you appoint must

be able to drive the vehicle – the ability to drive is a key competency.

Compile the job specification

The job specification must state the minimum knowledge, skills and abilities required for

successfully carrying out a job.

Design the job

With the information you have collected during the previous steps, you now design the job. Job

design should show how the elements, obligations and tasks of a job have to be combined in

order to obtain optimal employee performance and job satisfaction.

Evaluate

The last step involves the continuous evaluation of the job to make sure that the job

description and specification keep pace with changes in technology.

The different components of job analysis


The Components Of Job Description

A definition of a job description:

“ An organized factual statement of the duties and responsibilities of a specific job. It should tell what is to be done, how it is done, and why.”

- FLIPPO

What data are required in a job description?

Typical questions asked in a job description

✓ What are the most important tasks in the job?

✓ Why does the job exist?

✓ What is the job expected to achieve?

✓ What elements of planning, organizing and control exist in the job?

✓ What managerial skills are required in the position?

✓ What are the most difficult elements of the position?

✓ What is the mode of decision making in this position?

Formulating task statements

Definition of a task statement:


A task statement describes the activities that are performed to achieve the

end results in a job. This is important and necessitates the application of knowledge, skills and attributes.

Guidelines for the formulation of a task statement

✓ The execution of a task should result in a specific product or service

that the employer is prepared to pay.

✓ It takes 6 to 30 hours for an employee to learn how to carry out new

tasks. (This does not include the physical carry out of the task by

the employee.)

✓ All task statements should start with an action verb to emphasise

the true responsibility of the employee.

✓ The following language conventions should be followed;

✓ the object should follow the verb as closely as possible.

✓ The present tense should be used through out the document;

✓ It should state what the employee does, not what the employee should be dong;

✓ Keep the description as simple as possible;

✓ Avoid uncertainty.

The format of job descriptions

A job description may be

✓ narrative,

✓ tabular,

✓ computer printout etc.

The standard format for a job description

1. Job title: (the title of the job and information about wage and salary benefits.)

2. Task Summary: (a brief description of the purpose of the job, and what outputs will

be expected from employees in the position.)

3. Equipment: (a brief description of the working conditions, location and other

characteristics of the work environment.)

4. The nature and scope of activities in the job. This would emphasise

✓ How the job fits into the organisation.

✓ Supporting staff to the position.

✓ The nature of problem solving


✓ The freedom to act in the position.

Job Specifications

The job specification is also referred to personal requirements, (e.g. skills, experience, attributes and background off the required employee.)

Job specifications show point out the type of person required for the position to achieve its

objectives. This element is mainly used for recruitment, selection, placement, training and

development of current or potential staff members.

Job specification information

Knowledge that may be:

✓ Scientific knowledge (the principles of physical, natural, economic or behavioural

sciences in the position).

✓ Technical knowledge: (here specific techniques, rules and principles that apply to the

position are noted.)

✓ Task knowledge

Skills

This refers to the ability to apply knowledge or the ability to perform a task that may be:

✓ The cognitive field that specifies the recall of required information. (Thinking behaviour).

✓ The pshychomotive field includes the muscle and body movements required in the

position. (Doing behaviour).

✓ The affective field: includes the posture, motivation and values that an incumbent places

on acquired knowledge. (The affective field.)

Attributes

This is the personality trait of an individual that is required to perform the position.

Physical requirements

This refers to the physical requirements of an individual in a position.

Formulating the job specification

Step 1: Analyse task statements in terms of required

knowledge, skill and attributes.


Analyse task requirements Ask questions e.g. what is the minimum

academic qualification, or experience

required in the position.

Step 2:

Specify requirements.

Specify the requirements that will be used in

the selection of new employees.

Step 3:

Summaries.

Summaries the requirements for the

selection of new employees, or the training

specifications of employees.

Step 4:

Verify validity of specifications Consult experts to verify the validity.

Guidelines for formulating job specifications

Job specifications are about the job and not the person. Required information should show

that the education, experience and other qualifications are required to

perform the position. Irrelevant information should not be included.

Mandatory and desirable requirements should be subdivided and

specified.

Determine The KRA

Selecting KPIs

Although there are many useful metrics for facility services, it's the vital few that are worth the

time and effort.

Consider this, in older Boeing 747s, if all the instrumentation were taken out of the cockpit and

laid end-to-end it would stretch over 27 feet in length.

Pilots couldn't pay attention to all those dials and displays all the time. Instead, they viewed

six key indicators. If something appeared out of order, pilots checked the other instruments

corresponding to that key indicator.


Now, aircraft cockpits use digital displays to show key information, which can be adjusted to

display additional flight information as needed.

The same is true for KPIs as it is for 747 instrumentation. It's the vital few rather than the

useful many - that's the "key" in KPIs.

KPIs should be defined explicitly.

KPI components can include:

1. Metric Category: Defining categories before figuring out individual KPIs helps you choose

KPIs for important business areas, such as: Cost, Quality, Safety, etc.

2. Metric Name: Providing a, unique, descriptive name helps avoid confusion between similar

sounding KPIs

3. Unit of Measure: Name what you're counting, i.e. square feet, hours, incidents, etc.

4. Calculation: The formula used to calculate values of the metric, i.e. (square metres / hours

worked), or (# of responses in compliance / # responses non-compliant)

5. Measurement Frequency: i.e. weekly, monthly, quarterly, etc.

6. Measurement Procedure: i.e. manual tallying of complaints, or online digital tracking of

requests

7. Weight: You may want to weight KPIs individually, or by category based on their

importance, such as responsiveness may not be as critical as cost, and therefore weighted

less important

8. Target Value: Numerical goal for reporting period, can be either an industry benchmark,

better than past, best possible value (i.e. 100 out of 100)

9. Threshold: Can be current numerical starting point, minimum acceptable bottom line, or

indicating deficiency

Scorecard Value

Scorecard value is the sum of weighted scores of all KPIs.

Only the scored KPIs are considered in the Weight (in percentage) and Weighted Score

calculations. The KPI weights are calculated based on the importance values of the scored KPIs

only.

Example:

The scorecard_1 scorecard is associated with the cat1 category and below are the KPIs

assigned to scorecard_1. See the table below:

Assigned KPIs

KPI Importance Weight


KPI_Int_1 4 66.67%

KPI_Manual_2 1 16.67%

KPI_Decimal_3 1 16.67%

Calculation of KPI Weight

KPI Weight = (KPI Importance/(Sum of all the Importance values of the scored KPIs))x 100

For example,

KPI Weight of KPI_Int_1 = (4/4+1+1)x 100 =66.67%

The following table displays KPI scores and their weighted scores for the scorecard_1

scorecard:

KPI KPI

Value

KPI Score Weight Weighted Score

KPI_Int_1 60 60 66.67% 40.00

KPI_Manual_2 Manual 50 16.67% 8.33

KPI_Decimal_3 40 17 16.67% 2.83


Calculation of KPI Weighted Score

KPI Weighted Score = KPI Weight x KPI Score

For example,

KPI Weighted Score of KPI_Int_1 = 66.67 % x 60 = 40.00

Calculation of Scorecard Value

Scorecard Value = Sum of all KPIs Weighted Score

For example,

Scorecard Value of scorecard_1 = 40.00 + 8.33 + 2.83 = 51.17

Another example of weighting a scorecard


Select The First Line Manager The position of first line manager (supervisor) will usually be filled from within the department

or section. One of the employees or team leaders will be considered for the position, which

will be a promotion. The job can be advertised in the company so that any employee who feels

he/she can do the job can apply. Management can also consult performance appraisals to

select suitable candidates and then invite them to be part of the process.

The steps to take to fill the position or to promote the employee are the following:

✓ analyse the job profile

✓ consult with the recruitment function to make sure you understand the requirements of

the position

✓ determine key performance areas

✓ allocate weighting criteria for the position

✓ develop a short list of candidates

✓ decide on the best qualified candidate

Job Profile

The steps to take to analyse a job and determine the profile were discussed in full earlier in

this section. You would find that the job description and job specification for most, if not all,

the positions in the organisation will have been developed. Where this is the case, you will use

these documents to determine the KPAs.

If job descriptions and job specifications have not yet been developed, you will have to develop

them by following the steps detailed in this section.

Consult With Recruitment

To make sure you have a comprehensive picture of what the job entails and what the KPAs

are, you will also have to consult with the HR department, specifically the recruitment officer.

Discuss the needs of the job and your identification of KPAs with this person and, if needed,

change the KPAs.

Remember that you will be looking for the person who will be able to deliver the KPIs and KPAs

that are demanded by the job.

Select KPAs

Now you are ready to select the KPAs – remember not more than 5 or 6 and then allocate

weights to each KPA using a scorecard.

If needed, you can discuss this with other first line managers, the recruitment officer and any

other stakeholders who will be able to assist you, for example the current first line supervisor.


Develop A Short List Of Candidates

Now that you know what is required and which knowledge and skills are most important, you

can start the selection process.

You will first remove the applications of those candidates who still need more knowledge or

skills before they will be ready for the job.

At this point you have to remember that there will be a shortfall of knowledge and skills in all

the applicants since they have not been first line managers before. Your purpose, therefore, is

not to find a person who can do the job already, but the person who is best suited and also

best able to learn how to do the job – who will be able to deliver the KPAs.

Individual analysis

Once you have completed the job analysis, you should know what an employee should know in

order to do the job well. You should also know how the job should be done. Now you have to

conduct an individual analysis in order to determine what knowledge and skills the employee

needs in order to:

✓ Do his/her current job

✓ Be promoted to the next level

✓ Achieve his/her career goals

Sources of information available for an individual analysis include:

✓ Performance evaluation -- Identifies weaknesses and areas of improvement.

✓ Performance problems -- Productivity, absenteeism or tardiness, accidents, grievances,

waste, product quality, down time, repairs, equipment utilization, customer complaints.

✓ Observation -- Observe both behaviour and the results of the behaviour.

✓ Work samples -- Observe products generated.

✓ Interviews -- Talk to manager, supervisor and employee. Ask employee about what

he/she believes he/she needs to learn.

✓ Questionnaires -- Written form of the interview, tests, must measure job-related

qualities such as job knowledge and skills.

✓ Attitude surveys -- Measures morale, motivation, satisfaction.

✓ Checklists or training progress charts -- Up-to-date listing of current skills.

You will also have to compare the career goals of the individual will the analysis of the

organisation – will the employee be able to fulfil his career goals in the organisation and what

knowledge and skills will he need?

Select The Best Qualified Candidate

From the short list you will now select the candidate who is most suited to the job. Make sure

that you follow the policies and procedures in your organisation.

Once the decision has been made, offer the job to the successful candidate and, on

acceptance, of the offer, complete the necessary paperwork.


Formative Assessment 1: SO1 Complete the assessment activity at the end of the guide


SECTION 2: PLAN THE COACHING PROCESS

Specific outcome 2

Plan the coaching process of a first line manager

Assessment criteria

✓ A coaching plan and schedule is drawn up according to identified priorities in a unit

✓ Records of expected performance against the manager's Key Results Areas are prepared

to serve as a basis for discussions with the selected manager.

✓ A system is implemented for recording the decisions, commitments made and other

relevant information from the discussions

Introduction: The Concept Of Coaching

The passing on of skills or techniques and the monitoring and providing of feedback to learners as they attempt to develop skills or new behaviours.

It is the relationship between a Coach and a learner,

where the aim is to unlock the individual’s potential so

that he maximizes his performance.

It is a one-to-one process that typically focuses

on personal development and problem solving, whereby the coach and learner agree on the

issues involved and jointly consider solutions.

Coaching can be for individuals, teams or organisations

– the approach towards change and improvement is

fundamentally the same, although the tools and

techniques used will differ depending on the needs.

Coaching is based on the principle that people have all the resources within themselves to resolve

their issues. The coach will help the learner to

access those resources by using effective questioning that challenges, stimulates and guides

the learner to the solution.

The coach sees the learner as a vast sheet of potential and views him as capable of achieving

anything he wants.

Coaching involves helping the learner to learn, rather than teaching him from an expert

point of view. The coach provides the structure and focus to allow the learner space to think

out loud and achieve his goals.


Coaching Is :

✓ About getting the job done better by your employees;

✓ A learning process which focuses on improving performance through developing job-

related skills;

✓ A process of helping your employees to learn from their day to day task;

✓ A process of giving systematically planned and progressively more challenging tasks to

employees, with ongoing feedback and support from yourself as the manager.

Objectives Of Coaching

✓ Identify the performance that can be improved.

✓ Help the learner to apply his theoretical knowledge into the business.

✓ Correct improper or dangerous practices.

✓ Discuss work incidents to expand the employee’s point of view.

✓ Build the confidence and self-esteem of the learner.

Characteristics Of Coaching

✓ It involves face-to-face guidance or instruction.

✓ Coaching is a one-on-one intervention. This allows the coach to deal specifically with the

needs of the individual.

✓ Coaching allows for the adjustment of the learning pace to suit the learner.

✓ It accelerates the learning pace by allowing for the sharing of experiences.

✓ Coaching is meant to improve job effectiveness and efficiency, rather than just the

acquirement of skills.

✓ Coaching uses the coach’s knowledge of the job and allows him to provide structured

opportunities for skills application.

Why Coaching is so Effective

✓ Involves face to face guidance/instruction

✓ Improves job effectiveness and efficiency, rather than just the acquirement of skills.

✓ Allows the manager to interpret the knowledge and skill needs for the job and allows

him to provide structured opportunities.

✓ Allows close attention and lets training be introduced in acceptable phases geared at the

individual.

Conduct A Training Needs Analysis In order to be able to coach the successful candidate, you have to know the KPAs in which the

supervisor needs training as well as the areas that the employee needs coaching on.


By now the KPAs have been developed and you should have a good idea of the training needs

of the employee.

Questions to consider

Consider the answers to the following questions when drawing up your questionnaire:

The two most useful questions are:

✓ What is the employee doing that s/he should not be doing?

✓ What is the employee not doing that s/he should be doing?

This focuses the responder to the interview or survey towards visible behaviour.

You will have to look at:

✓ The Work

✓ The Worker

✓ The Workplace

The following questions will also be useful:

✓ Does the work that is actually being done relate to the purpose for which the working

group was established?

✓ Are there deviations in procedures from what is laid down, and can the reasons for the

change be justified?

✓ How do the job description and manual specifications outline the duties and

responsibilities the job?

✓ Do the supervisor's statements of what the employee should be doing; agree with what

s/he tells you?

✓ What is the overall level of productivity for jobs requiring similar skills, and are

standards of quality and quantity being regularly met?

✓ What is the problem?

✓ Is what we are talking about as a problem really a training need?

✓ What do we all hope to achieve by tackling this apparent problem?

✓ What facts, opinions and feelings contribute towards strengthening our growing

conviction that there is an identified training need?

✓ What alternative solutions should be considered?

✓ What are the possible, predicted outcomes to the various solutions?

✓ Do we select a solution because it is the best for the individual concerned (the trainee)

or because it satisfies us?

✓ When, how and where do we implement the training decision we have taken?

✓ What criteria must we establish now, to determine whether our decision achieved the

expected results?


Discuss Training With The Learner

Once the training need has been established, the employee has to be notified how this will

benefit his/her career path in the organisation and also how the training will fit into the

National Qualifications Framework and the possible credits that can be acquired towards a

National Qualification. It is therefore important to ensure as far as possible that training is

done through an accredited Training Provider and that the training intervention is aligned with

registered unit standards.

Coaching Plan A Coaching Plan is a document that outlines skill gaps that need to be closed. It is generally an

outline for improvement for someone who is already successful in the job. We're working with

them to grow their skills-maybe we want to move them around laterally or we've gotten some

complaints on an area or two that need improvement.

Success will be measured by the change in behaviour that will allow you to move and grow this

individual. It will show determination and willingness to change in order to succeed.

Coaching is a process, not a one-shot deal. Coaching sessions with employees usually take

place over several weeks. The initial session is to identify the goal of the coaching process,

elicit input from the employee, and provide specific coaching suggestions.

Then, over the course of the next few weeks, you observe performance, providing immediate

feedback (both positive and negative) as appropriate. Within two to three weeks, sit down with

the employee again and let him or her know your perception of how things are going and ask

the employee to tell you how he or she feels things are going. Ask the employee whether there

is something you can do to assure his or her success. If necessary, redirect the employee

toward appropriate behaviours and repeat the cycle until the behaviour meets your

expectations.

We find it helpful to provide the employee with a written coaching plan. This creates a record

and also enables the employee to refer back to the specific steps that must be taken in order

to be effective on the job. Coaching plans are written in a positive, upbeat manner. Start out

by thanking the employee for his or her cooperation and indicating your confidence in his or

her ability to successfully achieve the behavioural changes required.

Steps To Take

1. Perform an assessment of the employee who is being coached. Discover his strengths,

weaknesses and capabilities. This can be done through the use of an interview, a question-

and-answer written assessment, a personality test or a combination of all three.

2. Ensure that the employee understands what is expected of her in her career position and

why she is in the coaching program. Go over the goals of the coaching plan with her to be

sure you are both in agreement about what is expected from both of you and from the

coaching program.

3. Make sure the employee is committed to the coaching process and the goals. Unless he is

an active and willing participant, you are both wasting your time. Get his involvement in

creating a plan that will be effective and that speaks to him.


4. Set up an action plan based on the skills and concepts that the employee needs to learn or

change. Build in concrete steps and timelines so that both of you are clear on where you

should be in the process and what will be happening next.

5. Create a way to measure progress by setting up concrete goals with each step, whether it's

sales numbers, test scores, productivity level or a behavioral change. Hold her accountable

through regular contact with you, as well as involving others if necessary. Keep the

involvement of outsiders limited to just the issues that are relevant to them and respect

the privacy of the employee when and wherever possible.

6. Be sure to find suitable rewards and punishments for not achieving goals or following

through that are constructive and relevant to the employee. Work with his personality. A

person who is driven will be very affected just by not reaching a goal, while another person

may need some encouragement and a bit of hand-holding to remain motivated.

An Example Of A Coaching Plan

56

Division

Purpose of the

Division

Major

Deliverables of

the Division

NB: List each major deliverable in one brief sentence

Area Developmental Objective (KPA) Developmental Strategy Resources

Required

Support

(e.g L&D

Manager or

internal team

specialist)

What would you

like the

candidate to be

able to do by

the end of

coaching

period?


Any ideas that you


feel will add to the

value of the

coaching process

for the candidate

NB: It will be useful for you to revisit this exercise after you have conducted the initial interview with your candidate.

You may also like to revisit this exercise several times throughout the year to ensure that you are on track and whether the plan

was relevant or needs to be revised


59

How To Conduct The Initial Interview

The initial interview allows you to do the following:

✓ Become acquainted

The initial interview allows you to find out about each other. This puts a human face to

the relationship

✓ Define expectations and guidelines for the relationship

It is important that the candidate clearly understands what the internship is all about and

what you can expect from each other. It is useful to agree parameters and guidelines

regarding the relationship.

It is also important that the candidate appreciates that there is no firm commitment of

permanent employment beyond the contracted period.

Set objectives

The candidate must understand the objectives of the

intervention and what skills and knowledge they will acquire

during the candidateship.

They must understand what is expected of them and how he or

she will be assessed.

Agree the way forward

The interview will give a clear indication of how the intervention will unfold

On the following page, we have given you an example of an initial interview format.

Conduct the interview with the candidate and keep the completed form in the candidate’s

file.

60

INTITIAL INTERVIEW FORM

Name of Coach / Mentor _______________________________________ Name of Intern

/ Learner__________________________

Department ________________________________________________ Date Interview

Conducted _________________________

Getting to know

each other Coach / Mentor Candidate / Learner

Family and life

circumstances

Values

Interests

Professional goals

and ambitions

Things you would

like to learn from

the other person

Relationship

Parameters

The Coach /

Mentor

Expects

The Candidate /

Learner Expects Agreements Made

What do we

expect form the

coaching /

mentoring

relationship?

How will we

handle

confidentiality?


How often will we

meet for a formal

coaching /

mentoring

session?

Time

Place

Dates

How will we

handle

availability in the

event of a

problem, taking

full account of

work pressures?

How will we end

the relationship?

Progress

Measurements Agreed Standards of Performance

How will we

measure progress

on training

sessions?

Attendance


Meeting tasks

Feedback Meetings

Learning Journal

and Portfolio of

Achievement files

Trainer’s comments

What will we do if a

meeting has to be

cancelled because

of work overload or

an unforeseen

emergency?

How will we

measure progress

in the workplace?

Successful

completion of

practical work

tasks

Learning Journal

and Portfolio of

Achievement file


Feedback from

qualified work

associates

Meeting of

deadlines

Meeting of agreed

deliverables and

targets

How will we

measure progress

in developing

suitable work

behaviours?

Time keeping

Adherence to

company rules

Disciplinary action

Willingness to learn

and to assist others

Signature of Coach / Mentor ____________________ Signature of Candidate /

Learner ______________________________

Date Signed ____________________ Date Completed Form

Submitted to Coordinator ______________


SECTION 3: COACH THE MANAGER

Specific Outcome 3

Coach selected first line manager

Assessment criteria

✓ The purpose, content and schedule of the coaching process is explained to the selected

manager in order to reach agreement on the coaching process

✓ During the coaching sessions the selected manager's performance is discussed against

the Key Result Areas and recorded for future reference

✓ Identified gaps and actions to close them are agreed upon and recorded in the coaching

action plan

✓ Feedback given to the manager is honest, constructive and supportive

Introduction To Coaching Coaching is an activity that is task specific. It can be defined as:

The passing on of skills or techniques and the monitoring and

providing of feedback to the candidate as he or she attempts to

develop

skills or new behaviours.

Coaching is appropriate when we wish to:

✓ Assist the candidate or learner to transfer skills acquired in the training room to the

workplace

✓ Help them build on foundation skills

✓ Correct improper or dangerous practices

✓ Encourage the candidate to work to his or her limit

✓ Express confidence and support

✓ Provide recognition, encouragement or reassurance

Coaching is so effective because it:

✓ Involves face to face guidance and instruction

✓ Improves job effectiveness and efficiency, rather that just the development of skills

✓ Allows the coach to interpret the knowledge and skills needed for the

task and allows him to provide structured opportunities to

develop those skills


✓ Provides focused attention which allows the candidate to grow at a steady pace

The coach follows these steps

✓ Plans for the session

✓ Creates a positive learning environment

✓ Clarifies what is required

✓ Asks for and gives feedback

✓ Reinforces positive behaviours

✓ Records progress

The coach understands that learning is most effective when the Learner

✓ Is advised of intended learning outcomes, sequence of activities, job applicability, and

the assessment process where applicable

✓ Is able to see how the skills or concepts will benefit him or her and contribute to

achieving goals.

✓ Is willing and able to learn

✓ Is an active participant in the learning process. To achieve this

the coach ensures that opportunities are provided for the learner

to contribute to and enquire about the process

✓ Puts into practice what has been learnt

✓ Is able to monitor and assess their own progress

✓ Is able to see the big picture and how things fit together

The Coaching Process

Plan for the session

✓ Analyse the situation and prepare to

answer questions and make suggestions

At the session ✓ Set the climate

✓ Clarify expectations

✓ Ask for and give feedback

✓ Compile an action plan

✓ Reinforce behaviours


Review progress ✓ Follow-up and asses performance


A Recipe for Success

For learners to succeed they must:-

✓ Know what their tasks are.

✓ Understand what is expected of them.

✓ Be developed in the required competencies.

✓ Receive feedback on their progress.

✓ Work in a supportive environment where motivation and commitment abounds.

Steps To Follow The following steps are suggested to ensure that the training complies with all the

requirements

Prepare The Person

✓ Put him at ease;

✓ Describe the job;

✓ Get him interested;

✓ Put him in the correct position to do the job.

Present The Operation

You have to demonstrate a task in a practical manner by:

✓ Explaining the task in appropriate language whilst demonstrating it

✓ Pacing the demonstration to match learners' needs

✓ Ensuring the demonstration of the task complies with health and safety regulations as

well as other legislation.

Furthermore, as part of the demonstration you have to explain the elements of the task to be

performed by

✓ Making sure that the explanation of the task is sequenced in a series of logical steps

✓ Explaining the required standards for the task and give examples of why these

standards must be adhered to

Remember to

✓ Describe one step at a time;

✓ Stress each key point;

✓ Instruct clearly.

Trainee Practices Task

Ensure that you provide appropriate opportunities for a learner to practice skill and knowledge

by


✓ Ensuring that tasks are sequenced in a logical manner

✓ Ensuring tasks are appropriate to learners' needs

✓ Checking learners' understanding of the task

✓ Modifying task instructions according to learners' needs

✓ Providing supplementary information to learners to reinforce key learning points

✓ Orientating learners to the availability of resources

While the trainee is practicing, you have to provide support and advice in relation to the task:

✓ Nurture the learner

✓ Redirect the learner when he/she is not meeting required performance standards

Then you also have to handle conditions which may occur due to unforeseen circumstances, in

keeping with health and safety regulations.

Give Feedback And Review Progress

✓ Let him do the job, correcting errors as he goes along;

✓ Let him repeat the job whilst you explain key points;

✓ Find out whether he understands

You must assess the learners' competence:

✓ Evaluate the learners' competence by means of progress evaluation and remedial

actions

✓ Assess learners' competence to perform the tasks without help

✓ Provide feedback on his/her progress to the learner

Follow-Up

✓ Once you are confident that the learner can do the task by him or herself, let them get

on with the job Put him to work on his own, designating someone whom he can go to for

help;

✓ However, check regularly to see that no mistakes are being made.

✓ If a mistake has been made, correct constructively.

✓ Ask questions to make sure the learner understands

✓ As the learner develops competency, you will reduce the number of checks.

✓ Give recognition for progress.

Specified Requirements

Any training should be carried out according to specified requirements, as stated in standard

operating procedures, the quality assurance requirements of the organisation and health and

safety requirements.

You also need to make sure that you comply with the training plan when using resources – you

may not use resources for longer than agreed on without getting approval. Any use of

resources should also not interfere with the normal operations of the organisation.


SECTION 4: MONITOR AND MEASURE

Specific Outcome 4

Monitor and measure the results of coaching sessions

Assessment criteria

✓ Actions agreed to at a coaching session are monitored at the times agreed to during the

coaching session

✓ Positive feedback is given to the selected manager for accomplishments against the

coaching action plan

✓ Corrective actions agreed upon are recorded in areas where requirements in the

coaching action plan have not been met

✓ Follow up action taken on the basis of the manager's response to the coaching is in line

with organisational policies and procedures

✓ Line managers are encouraged to use the coaching process with people reporting to

them after explaining and agreeing a system with them

Monitor Candidate’s Progress It is very important that the candidate’s progress is monitored to make sure that learner

understands what s/he should do and also that the learner may become competent.

At times, you may have to adjust your training plan and your approach to the training in order

to address the needs of the learner – for example, if you need a vehicle for a longer period

than originally anticipated, take the necessary steps to book the vehicle for another session, as

needed.

If the learner required more explanations and demonstrations, you will have to provide them.

This is also true if the learner manages to learn the task in less time – adapt your approach as

needed.

Assessment Methods

There are five possible assessment methods that you can use.

✓ Observation. It means to physically observe a learner carry out a particular activity or

task.

✓ Simulation. It is when a practical activity is carried out in a simulated environment.

✓ Questioning/Testing. When questions are asked directly to the learner. It can either be

orally or written.

✓ Evaluation of product. It is the process of evaluating something (a final product) that

the learner has made or done.


✓ Testimony. Gathering evidence from a third party such as a manager or supervisor.

Guidelines For Assessment

✓ Assessment should comply with three important principles. These principles are:

✓ Appropriateness. Assessment method should be appropriate to the outcome that is

measured.

✓ Manageable. Assessment activities should be kept as simple as possible both to the

learner and the assessor.

✓ Based on Individual Needs. Special requirements of learners should be taken into

account for example when a learner communicates in a language different from his/her

first language.

In the table you will find guidelines to incorporate assessment into the learning material. It

also provides some tips on how to apply it.

Guideline How?

Plan to ask relevant questions. Decide when it will be relevant to ask questions. Before

or after a new knowledge concept?

To integrate knowledge/understanding.

Plan self- and peer assessment. Allow the learners to test themselves as well as each

other.

Plan individual and group

assessment.

Assess learners individually and assess them in a group

situation.

Assess each point before

progressing to the next.

Ask questions or conduct an activity after each or a group

of learning points. Only when learner’s responses are

satisfying they are allowed to continue.

Plan to make assessment fun. You may include a quiz, crossword puzzle, have a

competition, make a poster, make a video recording,

role-playing, or build something.

Assessment Instruments

Examples of assessment instruments

Short answer questions Reason questions

Assignments Oral tests


Case studies Completion questions

Examinations/tests Simulations

Role plays Log books

Matching questions Multiple response

Personal interviews Practical exercises/demonstrations

Portfolio Projects

Questionnaires Restricted response questions

Feedback One of the most powerful tools used in an effective training relationship is the giving and

receiving of feedback.

Its use is influenced by factors such as the personality profiles of the mentor and learner, the

quality of the relationship, the particular situation and the desired outcome.

Feedback is often used to give positive reinforcement to a learner when he has done

something well. Positive feedback, usually in the form of praise and recognition, is a

powerful motivator in the workplace.

The way in which you give positive feedback is quite different to how you would convey

negative feedback. The following guidelines for giving positive and negative to a learner may

be useful.

Positive Feedback

Do you know how to give feedback such that the other person:

✓ Wants to hear it?

✓ Can understand it and act on it?

✓ Doesn’t get defensive?

✓ Respects your opinion?

Emphasise the positive

✓ Determine strengths in the learner and develop those, hence building confidence, self

esteem, and motivation.

✓ Everyone (even handicapped, disabled or disadvantaged) have strengths. Make sure

they are "real" strengths though, and not fabricated ones.


Remove the effect of weaknesses

✓ Negativity should not be avoided. It should be faced head on, but with tact.

✓ Identify problems, and with the student develop plans to fix the problems.

✓ Remove pressure from the student. Give them all of the time they want. Show them

that small steps forward can

✓ Reach the same final goal as big steps forward.

Positive Feedback Negative Feedback

✓ Praise the learner immediately after

the incident has occurred.

✓ Be sincere.

✓ Be specific about what he / she did

right / well

✓ Be clear about the effect it has had

on you, the team or generally at the

workplace.

✓ Tell the learner how you feel about it.

✓ Pause so that the learner may

respond.

✓ Encourage the learner to do more of

the same if appropriate.

✓ End discussion on a warm note.

Golden Rule:

Ensure that positive reinforcement is given to learners timeously

(immediately after the praise- worthy

action).

✓ Do not evaluate the incident; be

specific and descriptive about the

problem.

✓ Encourage the learner to self –

evaluate the problem.

✓ Reprimand immediately after the

incident has occurred or

unacceptable behaviour shown.

✓ Do not attack the learner’s

personality.

✓ Do not use threats or intimidatory

tactics.

✓ Do not reprimand in front of others.

✓ Describe the effect the problem has

had either on you, the team, or the

workplace in general.

✓ Solicit commitment from the learner

of the need to change the behaviour

or resolve the problem.

✓ Seek a workable solution from the

learner and jointly agree on the way

forward.

How to give effective feedback

✓ Make your feedback specific – related to behaviour

✓ Consider your timing, either before the event in the form of advice, or immediately

after as constructive (positive) feedback or reinforcement.


✓ Consider the needs of the person receiving the feedback as well as why you are doing

it. Are you “dumping” or genuinely attempting to improve performance or the

relationship.

✓ Focus on behaviour that can be improved.

✓ Focus on the problem not the person.

✓ Define the impact the performance/behaviour has on the team, the business, the

individual.

✓ Use “I” rather than “you” statements to reduce defensiveness.

✓ Ensure clear communication has occurred.

✓ Give feedback in a calm way, not allowing emotions to influence your language, tone

or body language.

Use a participative style

In order to gain the learner’s commitment to accepting and reacting to feedback, it is better to

use a participative style by asking the learner to summarise his strengths and weaknesses on

the topic under review as suggested below.


Strengths Opportunities

Invite the person to summarise his or her

strengths.

Invite the person to summarise skills not

currently performed well. Objective is to

gain acknowledgement of areas where

coaching is needed.

Clearly support the self-assessment of those

you consider real strengths.

Clearly support the self-assessment of those

you consider real.

Get further clarification on those behaviours

you do not consider real strengths.

Get further clarification on those behaviours

you do not consider real opportunities.

Identify other strengths that the person has

overlooked. Cite specific examples.

Identify additional needs the person may

have overlooked or avoided. Cite specific

examples.

How to receive feedback

A coach’s ability to receive feedback is just as important to his or her success as giving it.

✓ Listen carefully and clarify, where necessary.

✓ Welcome the information as an opportunity to learn

something.

✓ Ask for honesty and openness.

✓ Ask for specific examples.

✓ Do not argue.

✓ Do not get defensive.

✓ Thank the other person for giving you feedback.

✓ Give a commitment that you will reflect on it and take necessary corrective action.

✓ Think about it seriously and act thereupon

✓ Evaluate your reactions to feedback.

Take These Steps To Give Feedback


1. Recap on

the task and what was required

Call the candidate in and put him or her at ease.

Reminds the candidate of the task/s, which were set at the previous

meeting and the standard required.

2. Congratulate the Candidate on what was handled well and ask him or her how they felt about the successful outcome

Give the candidate the opportunity to tell you about

what he/she has achieved. Encourage the

candidate to explain to you how he/she went about

the task and what was learnt from the exercise.

Give positive feedback and recognise what has

been achieved.

Such feedback will be motivational and will encourage the candidate to keep on trying.

3. Comment on those aspects which were not handled correctly and indicate what should have been achieved

All of us make mistakes and your candidate will be no exception. Listen objectively to what

went wrong and be careful not to be negative when you comment. Build the candidate by

helping him/her to see what was handled incorrectly and explain to him/her what needs to be

done to correct the situation. Remember to always build the confidence of the candidate

rather than breaking it down.

1. Recap on the task and what was required

2. Congratulate the intern on what was handled well and ask him or her

how they felt about the successful outcome

3. Comment on those aspects, which were not handled correctly and

indicate what should have been achieved

4. Ask the intern to comment about the difficulties experienced and to

indicate what he or she would do differently next time

5. Give advice, guidance and encouragement where necessary

6. Reset the task if appropriate


4. Ask the candidate to comment about the difficulties experienced and to indicate what he or she would do differently next time

Encourage the candidate to talk about what happened. One of the important elements of

coaching an candidate is to help the young person develop insight and to think independently.

By asking the candidate to tell you what he or she would do differently the next time, the

candidate is guided to think things through.

This is also an ideal time to share your own personal experiences about problems you have

faced in the past and how you overcame them.

5. Give advice, guidance and encouragement where necessary

The main responsibility of a coach is to develop the candidate to become competent and to

have the confidence to apply his or her skills in the workplace. In the initial stages of the

relationship, the candidate will be completely dependent upon the coach, but as the year

progresses, the candidate needs to become more independent. In order to achieve this the

coach must not do the job for the candidate, but must give relevant and specific advice, guide

the leaner to apply skills correctly and to encourage the candidate every step of the way.

If you see that the candidate is having real difficulties then talk to the candidate, determine

the problem, provide support, arrange for a demonstration or arrange for additional training.

6. Reset the task if appropriate

The candidate must achieve mastery in all the designated tasks. As such you are not helping

the candidate if you allow him or her to avoid working on a task that proves to be difficult.

Continue to reset the task until mastery has been achieved. Remember to encourage the

learner at all times and praise every little achievement


Evaluation sheet:

Trainer’s name:

Employee’s name:

Instruction: Indicate whether you followed the steps. If you think that any point was

well handled or cold be improved upon, please make a few notes in the appropriate column.

The frame steps –did you: Ye

s No Well- Handled Could be

improved

1. Recap on the objectives set at your

previous meeting.

2. Ask the employee to tell you how far he

has progressed with his projects and give

recognition for achievements.

3. Ask for and listen uncritically to his

explanation of why the targets were not

met.

4. Ask for his suggestions for completing

the projects.

5. Tell him where you consider he can

improve and express your confidence in his

ability to succeed, building on strengths.

7. Ensure employee’s acceptance of his

objectives and standards of performance and

agree on follow up dates.


Dealing With Unacceptable Performance

Unfortunately there will be times when an employee’s performance cannot be corrected at the

coaching stage. You will then find that you have to take corrective action. This action must be

appropriate to the occasion and within the constraints of labour legislation.

This frame will help you to improve your subordinate's inadequate performance and to correct

their unacceptable personal work habits.

Many managers avoid such interviews with their staff because they hope that the situation will

rectify itself. This rarely happens and the situation often deteriorates to the point of no return,

namely resignation or dismissal. If you follow this frame it will help you handle the situation

competently and without embarrassment.

Let us look at the major points.

Explain to the employee what you have observed and why it is unacceptable

Before calling in your subordinate, it is important that you have collected your facts and that

you have compared his actual performance to what is required of him by yourself and the

company. Ensure that you are dealing with specific problems and not reacting to the employee

subjectively. When you call him in, explain what you have observed in a non-threatening

manner.

✓ Do not beat about the bush.

1. Explain to the employee what you have observed and why it is

unacceptable. Ask for and listen openly to the reasons which the

employee offers for his behaviour.

2. State your requirements and guide the employee to formulate his

programme to meet these requirements.

3. Offer your help to the employee to meet the requirements. If

applicable, indicate what disciplinary action will be taken and why.

Agree on the steps to be taken by each of you.


✓ Explain how the observed behaviour falls short of the requirements of the job and why

such a shortfall is unacceptable.

Ask for and listen openly to the reasons which the employee offers for his

behaviour.

It is important that the employee feels that he is given every opportunity to explain himself.

This is vital as you may discover that the problem is not a disciplinary one at all.

It is essential that you ask open questions. These are questions that encourage him to speak,

rather than limit his answer to yes or no.

✓ Having asked your open questions, it is important to listen to his answers.

✓ Do not pre-judge him but concentrate on his answers with an open mind and evaluate

what he is saying.

If, after listening to his answer, you realize that the offence is so serious as to require action in

terms of your company's disciplinary code, inform him that an enquiry will have to be held.

Give him the time and place and inform him that he may bring a representative and any

witnesses he may wish to call.

State your requirements and guide the employee to formulate his programme to

meet these requirements

The point of this interview is to identify and rectify performance problems, it is therefore

important to highlight the requirements of the job and to refocus the employee’s attention on

them. It is not necessary to spend a lot of time dwelling on the past once the employee

realizes his mistake. It is necessary, however, to concentrate on the future and help him

design an action programme which will help meet the standards expected of him

Offer your help to the employee to meet the requirements

The employee may need help in liaising with more senior staff or in obtaining

interdepartmental co-operation; such help if required should be given. It is important that he

knows of your interest in his successful resolution of the problem and feels that he can come

to you if he runs into trouble.

If applicable, indicate what disciplinary action will be taken, and why

The offence may be so serious as to warrant disciplinary action, should it occur again. Ensure

that such action would be appropriate to the offence and in accordance with the company's

agreed disciplinary code. It is important to inform the employee if you intend to carry out

disciplinary action should he not improve. The employee is thus fully aware of the possible

consequences of his non-compliance.

Agree on the steps to be taken by each of you

It is essential that both of you are in agreement with the requirements, action plan and

commitments discussed in the interview. This ensures that there are no misunderstandings

which could give rise to a loophole for further non-performance.

One of the best ways to handle this point is to recap at the end of the session and to write

down points agreed on, with both parties keeping a copy.


Evaluation sheet:

Coach’s name:

Employee’s name:

Instruction: Indicate whether you followed the steps. If you think that any point was well

handled or cold be improved upon, please make a few notes in the appropriate column.

The frame steps - did you: Ye

s

No Well- Handled Could be

improved

1. Explain to the employee what you have

observed and why it is unacceptable.

2. Ask for and listen openly to the reasons

which the employee offers for his behaviour.

3. State his requirements. Guide the

employee to formulate his programme to

meet these requirements.

4. Offer your help to the employee to meet

these requirements.

5. Indicate what disciplinary action would be

taken, and why.

6. Agree on the steps to be taken by each

party.

Formative Assessment 4 :SO4 Complete the assessment activity at the end of the guide


FORMATIVE ASSESSMENTS WORKBOOK

Formative Assessment 1: SO1

Group activity

The facilitator will give each group a job profile. Do the following for at least two group

members to determine whether they are ready for the job:

✓ Analyse the job profile and list the key performance areas

✓ Weight the key results and then list them in order of importance

✓ Use the interview technique to determine which of the two learners is the best candidate

✓ Make an offer to the successful candidate

✓ Share your entire process with the rest of the class for comments

✓ Note important points


Individual activity

Explain what coaching is

Describe the objectives of coaching

Explain why coaching is so effective


What are the two most useful questions to ask when conducting a training needs analysis?



Work in pairs

Imagine yourself as a coach of a learner in your department. Define the job you have to coach

the learner in.

Now define the key results areas and identify the priorities

Write out a coaching plan and schedule


Develop a system to record decisions, commitments and other relevant information. You may

use examples given in the learner guide.



Role play

1. Work in pairs

2. Refer to the previous assessment

3. One learner is the coach and the other learner is the employee.

4. The coach explains the purpose, content and schedule of the coaching process

5. Make sure that agreement is reached

6. Coach the employee

7. Practice your role play and then do the role play in front of the group for comments and

suggestions.



Role play

Work in pairs

Refer to the previous assignment give feedback to the employee. Make sure that you agree on

corrective and follow-up action

present your role play to the rest of the group for comments and suggestions

Individual activity

Following is a list of sentences often used when giving someone information about your

perceptions, feelings, internal responses, and suggestions as responses to something they

have done or said. Rewrite the sentences using the guidelines for constructive feedback.

I want to tell you something.

How embarrassing! You looked so pitiful this morning at the supervisor's meeting when you

forgot what you where going to say.

Did you forget to get your suit pressed? You look dishevelled.

Why the hell did you do that? What an idiot!


Your relationship is doomed.

That was pretty good.

That was awful.

How could you do such a thing?

Give me a break.

Aren't you being a little unrealistic?


References http://work.chron.com/meaning-job-profile-8625.html

http://www.serviceperformance.com/articles/10_KPIs.pdf

http://www.ehow.com/how_5776057_create-employee-coaching-plans.html#ixzz2EqCkfSRi

http://EzineArticles.com/674592

http://work.chron.com/meaning-job-profile-8625.html

http://www.serviceperformance.com/articles/10_KPIs.pdf

http://www.ehow.com/how_5776057_create-employee-coaching-plans.html#ixzz2EqCkfSRi

http://ezinearticles.com/674592

Select and coach first line managers - Sakhisisizwe Online

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