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Institute of Leadership & Management

superseries
Motivating to Perform in the Workplace
FIFTH EDITION
Published for the Institute of Leadership & Management

AMSTERDAM BOSTON HEIDELBERG LONDON NEW YORK OXFORD PARIS SAN DIEGO SAN FRANCISCO SINGAPORE SYDNEY TOKYO Pergamon Flexible Learning is an imprint of Elsevier

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Pergamon Flexible Learning is an imprint of Elsevier Linacre House, Jordan Hill, Oxford OX2 8DP, UK 30 Corporate Drive, Suite 400, Burlington, MA 01803, USA First edition 1986 Second edition 1991 Third edition 1997 Fourth edition 2003 Fifth edition 2007 Copyright 1986, 1991, 1997, 2003, 2007 ILM. Published by Elsevier Ltd. All rights reserved Editor: David Pardey Based on material in previous editions of this work The views expressed in this work are those of the authors and do not necessarily reflect those of the Institute of Leadership & Management or of the publisher No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means electronic, mechanical, photocopying, recording or otherwise without the prior written permission of the publisher Permissions may be sought directly from Elseviers Science & Technology Rights Department in Oxford, UK: phone ( 44) (0) 1865 843830; fax ( 44) (0) 1865 853333; email: permissions@ elsevier.com. Alternatively you can submit your request online by visiting the Elsevier website at http://elsevier.com/locate/permissions, and selecting Obtaining permission to use Elsevier material Notice No responsibility is assumed by the publisher for any injury and/or damage to persons or property as a matter of products liability, negligence or otherwise, or from any use or operation of any methods, products, instructions or ideas contained in the material herein British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library Library of Congress Cataloguing in Publication Data A catalogue record for this book is available from the Library of Congress ISBN 978-0-08-046413-8 For information on all Pergamon Flexible Learning publications visit our website at http://books.elsevier.com

Institute of Leadership & Management Registered Office 1 Giltspur Street London EC1A 9DD Telephone: 020 7294 2470 www.i-l-m.com ILM is part of the City & Guilds Group Typeset by Charon Tec Ltd (A Macmillan Company), Chennai, India www.charontec.com Printed and bound in Great Britain 07 08 09 10 11 10 9 8 7 6 5 4 3 2 1

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Contents

Series preface Unit specification

vii ix

Workbook introduction
1 2 3 4 5 ILM Super Series study links Links to ILM qualifications Links to S/NVQs in management Workbook objectives Activity planner

xi
xi xi xi xii xiii

Session A The aims and objectives of appraisal

1 2 3 4 5 6 7 Introduction Defining performance appraisal The benefits of performance appraisal Resistance to performance appraisal The purpose of performance appraisal Aims and objectives of performance appraisal Summary

1
1 2 3 4 7 9 18

Session B The appraisal process

1 2 3 4 5 6 7 8 9 Introduction Planning and preparation Assessing performance Before the interview At the start of the appraisal interview During the interview Agreeing future performance After the interview Summary

19
19 20 22 29 32 35 44 50 53

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Contents

Session C Assessment reports and records

1 2 3 4 Introduction Recording systems Who should have access to appraisal records? Summary

55
55 56 62 64

Session D What is motivation?

1 2 3 4 5 6 Introduction Definitions Values and attitudes The right atmosphere Clear objectives Summary

65
65 66 70 73 74 78

Session E Understanding behaviour at work

1 2 3 4 5 6 Introduction Maslow: needs theory McGregor: Theory X and Theory Y Herzberg: the two-factor theory Hackman and Oldham: internal motivation Summary

79
79 80 84 87 98 103

Session F Giving and receiving feedback

1 2 3 4 5 6 Introduction The role of feedback in communication Giving feedback to improve performance Feedback in less formal situations Receiving feedback Summary

105
105 106 110 111 116 119

Performance checks
1 2 3 Quick quiz Workbook assessment Work-based assignment

121
121 124 125

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Contents

Reflect and review

1 2 3 4 5 6 7 Reflect and review Action plan Extensions Answers to self-assessment questions Answers to activities Answers to the quick quiz Certificate

127
127 132 134 135 140 141 142

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Series preface

Whether you are a tutor/trainer or studying management development to further your career, Super Series provides an exciting and flexible resource to help you to achieve your goals. The fifth edition is completely new and up-to-date, and has been structured to perfectly match the Institute of Leadership & Management (ILM)s new unit-based qualifications for first line managers. It also harmonizes with the 2004 national occupational standards in management and leadership, providing an invaluable resource for S/NVQs at Level 3 in Management. Super Series is equally valuable for anyone tutoring or studying any management programmes at this level, whether leading to a qualification or not. Individual workbooks also support short programmes, which may be recognized by ILM as Endorsed or Development Awards, or provide the ideal way to undertake CPD activities. For learners, coping with all the pressures of todays world, Super Series offers you the flexibility to study at your own pace to fit around your professional and other commitments. You dont need a PC or to attend classes at a specific time choose when and where to study to suit yourself! And you will always have the complete workbook as a quick reference just when you need it. For tutors/trainers, Super Series provides an invaluable guide to what needs to be covered, and in what depth. It also allows learners who miss occasional sessions to catch up by dipping into the series. Super Series provides unrivalled support for all those involved in first line management and supervision.

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Unit specification

Title: Level: Credit value:

Motivating to perform in the workplace 3 2 Assessment criteria

Unit Ref:

M3.12

Learning outcomes The learner will

The learner can (in an organization with which the learner is familiar) Explain the value of formal and informal performance assessment in the workplace Identify ways that could ensure fair and objective formal assessment

1. Understand the 1.1 value of assessing performance to 1.2 meet organizational and individual needs 2. Know how to motivate the team to improve permormance in the workplace 3. Understand the value of feedback in the workplace 2.1 2.2

Outline the factors that influence how people behave at work Explain how to apply one basic recognized theory of motivation to team members

3.1 3.2

Explain the importance of feedback to improve communication and performance Compare the effectiveness of different types of feedback

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Workbook introduction

1 ILM Super Series study links

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

2 Links to ILM qualifications

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

3 Links to S/NVQs in management

This workbook relates to the following Units of the Management Standards which are used in S/NVQs in Management, as well as a range of other S/NVQs: D6. Allocate and monitor the progress and quality of work in your area of responsibility

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Workbook introduction

4 Workbook objectives
All organizations need information on how their employees are performing and developing so that the future human resource planning and budgeting needs of the organization can be met. It is also important to individuals that they are given some feedback about the work they carry out. They need to know what they do well. This motivates them and helps them to realize that their value is appreciated. They also need to know where their performance needs to be improved. If they dont know this then they cannot improve. Appraisal systems provide the information that both organizations and individuals need to know about performance. However, the type of system and the techniques used vary considerably from one organization to the next. Indeed some organizations may have no formal performance appraisal system at all. This workbook will also assist you to contribute effectively to the performance appraisal system used in your own organization. It will also assist you in assessing the effectiveness of your existing systems and perhaps making some recommendations for ways in which both systems and documentation could be improved. But appraising performance is of no value if it doesnt lead to improvements in performance, and at the heart of this is the need to motivate people to perform more effectively. The workbook reviews classical theory about motivation, some of it going back over 50 years. The subject is treated from several points of view: the needs of human beings (Maslow); an examination of the attitudes managers have towards employees (McGregor); motivation and maintenance factors (Herzberg); the links between rewards and motivation; internal motivation (Hackman and Oldham). All this theory may seem daunting, but you should not find it too difficult to follow. The intention is that by the end of the session you will have a good grasp of a number of principles that can be applied in the workplace. Finally, we shall look at how you can use feedback to help people recognize the need to improve and also to acknowledge when performance meets or surpasses the standard expected.

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Workbook introduction

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

define performance appraisal, and plan and prepare for a performance appraisal interview; agree performance objectives and monitor performance against objectives; ask appropriate interview questions and listen to employees during interviews; select appropriate methods to improve performance where necessary; draw up action plans and complete appraisal documentation; understand what motivates people at work; apply appropriate motivational techniques for teams and individuals; give and receive feedback as a means of improving performance.

5 Activity planner
The following Activities need some planning and you may want to look at them now. Activity 17 asks you to complete a Personal Qualities Appraisal Form for one of your work team. Activity 18 requires you to record some details about an informal or formal observation on your work team carrying out a task. Activity 19 asks you to give some information about two occasions when you have had to examine the work of your work team. Activity 25 questions you about any occasion when you have given a member of your work team the opportunity to assess his or her own work. Activity 33 requires you to complete an action plan showing a development area for a member of your work team. Activity 35 requires you to discuss with a member of your work team and agree performance ratings on the three objectives set in Activity 17.

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Workbook introduction
Activity 37 suggests that you rate the telephone behaviour of a member of your work team. Activity 38 advises you to complete a narrative appraisal report for one of your work team. Some or all of these Activities may provide the basis of evidence for your S/NVQ portfolio. All Portfolio Activities and the Work-based assignment are signposted with this icon. The icon states the unit to which the Portfolio Activities and Work-based assignment relate. The Work-based assignment (on page 125) asks you to select a job you feel would benefit from job enrichment, and to develop a plan to achieve this. This can also be used for your portfolio of evidence and should be useful in helping to demonstrate your competence in ensuring that such a plan:

is consistent with team objectives and organizational values; reflects the identified training and development needs of all personnel for whom you have responsibility; is clear, relevant, realistic and takes account of team and organizational constraints; is agreed with individual team members and takes account of their work activities, learning ability and personal circumstances. In this Work-based assignment is being considered as part of the assessment for the ILM Level 3 S/NVQ in Management, this must be agreed in advance with your ILM Centre and external verifier. This is to ensure that the requirements of the qualification are met appropriately and that suitable assessment criteria are provided to you by your ILM Centre.

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