How to Manage People Fast, Effective Management Skills that Really Get Results (Creating Success), 5th Edition (Michael Armstrong) (Z-Library)

188 Appendix Exercise 2.1 Treating people right ● Deal with people as individuals with their own concerns rather than lumping everyone together and treating them the same. ● Recognize a person’s qualities and honour their contribution, ensuring that they feel valued. ● Treat people with dignity and courtesy – no belittling in public, no bullying. ● Be polite at all times, even when issuing a reprimand or taking disciplinary action. ● Treat them as colleagues who will react responsibly to the right kind of encouragement, rather than as subordinates who are there to be ordered about. ● Listen to what people have to say. You don’t have to agree with them all the time but if you disagree, do it politely. ● Recognize that people may have legitimate grievances and respond to them promptly, fully and sympathetically. ● Be firm with people when you have good reason to, but treat them justly and consistently. Exercise 3.1 Leadership qualities ● Developing teamwork ● Being resourceful ● Taking control when necessary ● Flexibility in coping with different demands

Appendix 189 Exercise 3.2 Assess your leadership skills If you get: ● 35 points or more you are an exceptional leader and there’s not much you need to do to improve; ● 30–34 points you are a good leader although there may be two or three areas in which you could do even better; ● 25–29 points you are a good enough leader but there are a number of areas in which you could usefully improve; ● 20–24 points you are a below average leader and need to improve in a number of areas; ● 19 points or less you are a poor leader and there is a lot you need to do to improve. Exercise 4.1 What do you know about motivation? 1 All the choices are correct, but the one that provides the most comprehensive definition is (d). 2 The best choice is (a) – intrinsic motivation takes place when the work someone does is personally rewarding. (b) is incorrect – intrinsic motivation is about work, not personality. (c) is too sweeping – extrinsic motivation has a part to play alongside intrinsic motivation, especially in the form of recognizing achievements. (d) is correct as far as it goes but is insufficiently comprehensive. 3 The preferred choice is (b). As the term implies, extrinsic motivation consists of external rewards such as performance pay and praise. (a) has been shown to be incorrect by a number of research projects. (c) is only partially correct. There are other

190 Appendix means such as recognition. (d) is likely but insufficiently specific as a definition. 4 (b) expresses clearly what motivation is about – seeking a goal, the achievement of which will satisfy a need. (a) correctly indicates that highly motivated people are likely to perform well but motivation is best defined as the direction people take to achieve goals and not just the results they attain. (c) is clearly wrong. The use of rewards or punishments (the carrot and stick approach) is one way of trying to motivate people but it won’t work in the longer term. (d) is wrong. Needs are not inevitably reassessed at this point in the motivation cycle. They could be, if new needs arise or the action fails to satisfy the original need, but if the goal is achieved the need will be satisfied and the behaviour is likely to be repeated the next time a similar need emerges. If the goal is not achieved the same action is less likely to be repeated. 5 The preferred choice is (c) because this expresses the essence of goal theory. (a) goes too far. The agreement of goals is very desirable but it is not the only way of motivating people. (c) also goes too far. Setting challenging goals will indeed motivate people but it is not the sole method. (d) rightly emphasizes the importance of feedback but this is only part of the goal-setting process. 6 The best choice is (a). This stresses the need to believe that their behaviour will produce a reward, which they value. (b) is true but there is more to expectancy theory than that – it is not just about performance pay. (c) is incorrect – expectancy theory is not just about financial rewards. (d) is an inadequate choice – expectations of what? 7 Of the three choices, (a) is clearly wrong. It can be effective but other approaches can be equally or more effective for some people. Each of the other three choices has merit but, on balance, (b) is preferred because it expresses a fundamental truth about money and motivation, which should be paramount – it should

Appendix 191 never be assumed that one method of motivation, e.g. performance-related pay, will be equally effective for everyone. 8 The preferred choice is (c) because it recognizes that there is more than one method of motivation. A combination of financial and non-financial rewards – what is called a ‘total rewards’ approach – can be the most powerful method of motivation. Both (a) and (d) are correct up to a point but neither tells the whole story. (b) is the carrot and stick approach, which has been discredited as having only limited value in special circumstances. Moreover, it fails to convey to people that they are valued – it simply treats them like machines. Exercise 5.1 Dealing with engagement problems The outcome of the survey shows that there are serious problems concerned with the ways in which people feel about their jobs and their attitude to their managers and supervisors. A five-point plan for improving engagement levels could include: 1 Focus groups with employees to discuss the situation and obtain their views on what should be done. 2 A review of how work is organized and jobs designed in each department. 3 Intensive training for all managers on job design, and individual coaching for those where there are particular problems as identified by the survey. 4 A leadership development programme for all managers and team leaders. 5 Intensive courses on coaching and developing people for all managers and team leaders.

192 Appendix Exercise 6.1 Case study: Work and organization design in Barchester Council The main issue in this case is the organization of the different sections of the Housing Department into ‘silos’ and the consequent deskilling of work, and poor morale. Service to customers is poor, as is productivity. A radical change is needed. The organization should become customer-centred. One way of doing this is to set up groups, the members of which can deal with all aspects of a customer’s housing needs in one place. Thus each group would cover housing advice, homeless people, registrations, allocations, temporary accommo- dation and income matters. Although initially group members would specialize in each area they could progressively learn to deal with other aspects of housing. Thus their jobs would be enriched, the groups could operate more flexibly and much better service would be provided for customers. It would have to be established how many groups were needed to deal with the normal flow of work. Customers, when they arrived, would be allocated to a group that had sufficient capacity to deal with them quickly. Exercise 7.1 What is a ‘good’ job? One in which there is: ● Variety ● Opportunity to use and develop skills ● Autonomy in deciding working methods (so far as possible) ● Feedback on achievements and progress ● Understanding of the significance of the work

Appendix 193 Exercise 7.2 The argument for job enrichment – Frederick Herzberg Herzberg did a lot of good work promoting job enrichment but his draconian arguments in this quotation are completely misjudged. The argument for job enrichment is that it provides for intrinsic motivation, the best and longest-lasting approach to motivation. Exercise 7.3 A case of job enrichment This is a clear case where job enrichment is appropriate from the viewpoint of both the organization and the individual. The approach should be gradual – one step at a time – starting with some fairly routine HR duties and progressively expanding them to aspects of HR, such as recruiting administrative staff, which the person is clearly capable of undertaking. Exercise 7.4 It’s not in my job description Avoid producing job descriptions that try to cover everything that the job holder might do – they never can. Instead, rely on role profiles that simply specify the key results expected without trying to spell out how they might be achieved.

194 Appendix Exercise 7.5 Preparing a basic role profile Key result areas for a quality control technician: 1 Conduct tests to establish the extent to which a range of food products meets quality standards. 2 Monitor the achievement of food hygiene standards and conduct tests to establish the extent to which company and national/ international standards are being achieved for the range of products. 3 Recommend actions to remedy quality or hygiene problems identified by the tests. 4 Prepare replies for customer services to send to customers who have complained about the quality of any item in the product range. 5 Prepare regular reports summarizing test results and findings. 6 Contribute to reviews of how quality and hygiene standards can be improved. Exercise 8.1 Investigating the quality of teamwork A study of the survey results indicates that the problem is clearly one of leadership, as shown by the responses to questions 5 and 1 and, possibly, question 4. An intensive leadership development course for team leaders is required, supplemented by individual coaching where this seems to be necessary. Some team-building training involving the whole teams would also be useful.

Appendix 195 Exercise 9.1 Managing remote working problems ● Motivating remote workers ● Communicating with them ● Clarifying work responsibilities and arrangements Exercise 10.1 The problem of performance appraisal This is probably the most serious defect of traditional performance management systems. The solution is to abolish the formal annual review and replace it with more frequent informal reviews or ‘check-ins’. Exercise 11.1 Reviewing performance The main points to be covered are: ● Where the individuals have got to in terms of achieving their objectives ● Where they are going ● How they are going to get there ● What they know and can do ● What they have learnt or need to learn ● What help or guidance they require

196 Appendix Exercise 11.2 Approaches to feedback The event(s) The feedback Comments on the feedback For the second time ‘We can’t have this. This completely this week, an You’ve made the same negative feedback will accounting assistant mistake twice in the only create resentment has made a bad error same week. This must and/or fear, neither when inputting data. not happen again.’ conducive to improvement. Need to investigate the reasons for the problem in order to reach a positive conclusion. An interim informal ‘The conversion rate Better – at least it review is taking place achieved by your team poses a question, of the performance of is way below target. It which might lead to a call centre team needs to be put right. improvement, but it leader. How will you do that?’ was unnecessary to say ‘It needs to be put right’. A more positive approach would be simply to ask the question ‘How can this be put right?’. A recently recruited ‘I have just been A good example of and relatively looking at your draft positive and helpful inexperienced junior press release. It is well feedback. PR executive has been written but I am not asked to draft a press sure what message release for the first you are trying to time. The result was a deliver. Shall we look piece which, while it at it together and was quite well written, discuss what can be did not get the done to make this into message across clearly a really first-class piece enough. of work?’

Appendix 197 The event(s) The feedback Comments on the feedback A laboratory ‘I noticed that on Good feedback, in that technician appears to Monday last and the it made clear what the have lost interest in previous Thursday problem was. But to the work and is not your reports on the assume that the delivering technical tests you were asked technician had lost analyses on time. to carry out were so interest is not helpful. late that the Better to ask the production flow was question ‘Can you interrupted. You seem explain why this to have lost interest in happened?’ in order to your work. Could you get at the causes of a tell me why?’ problem and thus lead to a solution. Dissatisfaction has ‘I want to talk to you The approach is fine been expressed about about the way in but to wait for four the way in which a which you deal with months before making member of a customer callers. There seems to it is all wrong. service team handles be a problem, which I Feedback should be complaints that have first noticed about given as close to the been made by four months ago. On event as possible so customers; the first that occasion you that it has an time was four months were unhelpful and immediate effect. ago and it has indeed rude. Can you happened twice more explain what in the past month. happened?’

198 Appendix Exercise 12.1 How good a delegator are you? Score your responses to each question as follows: 2 for often 1 for occasionally 0 for never ● If your score is 15 or more you have real problems as a delegator. ● A score of 10 to 14 means that you are not a bad delegator but that there is quite a lot of room for improvement. ● A score of 5 to 9 means that you are a pretty good delegator although there may be some areas where improvement would be helpful. ● A score of less than 5 means that you are a very good delegator. Exercise 13.1 Selection interviewing skills The following are the points that should be borne in mind when conducting a selection interview: ● Put candidates at their ease ● Introduce the interview effectively ● Demonstrate that they had prepared for the interview carefully ● Structure the interview logically ● Ask pertinent, clear and unambiguous questions ● Probe as necessary ● Avoid leading or multiple questions ● Allow the candidate to do much of the talking ● Keep control of the progress of the interview

Appendix 199 ● Maintain an easy and informal relationship ● Complete the interview effectively ● Obtain enough information about the candidate to enable a confident assessment to be made of their suitability for the job. Exercise 14.1 What managers can do about learning and development The things a manager can do to promote learning and development are to: ● understand the knowledge and skills required for effective performance in each of the jobs in their team; ● identify the learning and development needs of team members by observing and reviewing their performance to identify areas that need attention; ● use every contact with a team member to review performance, delegate work or give instructions as a learning opportunity for the individual concerned; ● pay particular attention to the induction of new members of the team to ensure that they know what to do and how to do it; ● provide coaching to develop specific skills; ● use systematic instruction methods to train individuals to carry out unfamiliar tasks. Exercise 15.1 Managing performance-related pay To make the best use of performance-related pay managers should:

200 Appendix 1 Discuss with members of the team how the scheme will work and how they can benefit from it. 2 Ensure that performance targets are clear. 3 Ensure that performance targets are stretching but achievable. 4 Give guidance and help as necessary to enable individuals to achieve their targets. 5 Review performance jointly with individuals to assess the extent to which they have achieved their targets. 6 Assess and rate performance fairly, recognizing both good and bad performance. 7 Explain to individuals the level of assessment they have been given and discuss with them how they can improve their ratings. 8 Be prepared to justify your assessments by reference to evidence of the level of performance achieved. 9 Understand and follow the guidelines issued by management on how the sum available for rewards should be distributed. 10 Explain to individuals the basis upon which their reward has been calculated. Exercise 16.1 Managing change To plan the change you will need to: 1 Work out the possible implications of the change for the department as a whole and its members. 2 Analyse the impact of the change on each member of your department. 3 Consider their possible reactions – immediate acceptance (unlikely), outright hostility (possible), concern about how it will affect them (very likely), indifference (unlikely).

Appendix 201 4 Consider how you are going to explain the change to the department as a whole, taking into account likely reactions. 5 Consider ways in which members of the department could be involved in planning and implementing the change (the new computer system may be a given, but the ways in which work will be reorganized could be the subject of discussion). 6 Prepare the communication and consider how any involve- ment could take place, e.g. assess the scope for flexibility in implementation. 7 Plan a timetable for communication, involvement and implementation. Exercise 17.1 Managing conflict You have a choice between: ● Smoothing over differences ● Counselling ● Compromise ● Constructive confrontation ● Imposing a solution The best approach is constructive confrontation. You might be able to handle it yourself but an HR specialist (if there is one available) might be able to help. You have already rejected imposition but you may have to face the fact that when all else fails, that is what you may have to do.

202 Appendix Exercise 17.2 Case study: Managing conflict This is what you may have to do: ● Obtain an overview of the situation. ● Talk to each of the parties to the conflict to obtain their side of the story. ● Talk to other members of the group to get their views. ● Evaluate what you hear. ● Reach preliminary conclusions on the facts and the reasons for the dispute. ● Bring the parties together to discuss the situation. You can adopt a ‘constructive confrontation’ approach, which aims to get the parties involved to understand and explore the others’ percep- tions and feelings. ● Steer the meeting towards a successful conclusion, i.e. agreement by both parties that they are going to deal with the problem. ● If you cannot get a satisfactory result yourself, bring in a third party as a mediator. ● Only resort to direct action – imposing a solution – if all else fails.

Appendix 203 Exercise 18.1 Approaches to dealing with typical problems Problem Possible approach Someone’s work is not Don’t delay in taking it up. Get your facts good enough straight before you talk. You need to be able to mention specific problems if they have arisen, or a pattern of behaviour that is unsatisfactory to a greater or lesser degree. A specific problem is relatively easy to deal with. All you need to do is to reach agreement on what needs to be done differently. A pattern of unsatisfactory behaviour can be more difficult to deal with. You have to point out what the pattern is and set out what sort of behaviour you need instead. Your aim will be to convince the individual that something needs to be done and get them to agree on what that is. Someone says their Find out where the individual feels they are workload is too heavy overworked and discuss what you think can but you don’t think it is be done to manage the work better in order to reduce the load. Someone gets defensive Restate the facts of the case as you see it and when you give them suggest a positive approach for the individual critical feedback to adopt to deal with the problem. Someone makes a bad Recognize that everyone, including yourself, mistake will make a bad mistake some time. If it is just one mistake, ensure that the individual recognizes it as such (if they don’t, you have to spell it out) and agree on how it can be avoided in future. If it is one of a series of errors you may have to take disciplinary action in the shape of a formal warning.

204 Appendix Problem Possible approach Someone makes a This should never be tolerated. Let them sexist or racist remark know immediately that this sort of behaviour must never happen again. Someone is bullying a colleague Again, this should not be tolerated, although it is always necessary to get chapter and verse on the behaviour before holding the bully to account. Exercise 18.2 Case study: Creative disruption Jenny Stopford could: 1 Talk to each of the parties in turn, including Frank Peebles, and get them to tell her their side of the story. 2 Weigh up the evidence and consider possible courses of action. Whatever else is done, she was certain that someone, ideally Frank Peebles, should take Louis Scatcherd to one side and point out that while it is understood that he will want to get the best help he can, this does not mean that he can monopolize any one person’s services. He should also be warned that his rudeness was unacceptable and that it must not happen again. 3 Advise Jon Chadwick on what he should brief Frank Peebles to do and offer her help in discussing this with Frank. Jon should be encouraged to follow up to ensure that Frank has seen Louis and check that a satisfactory conclusion has been reached. If this appears not to be the case, Jenny may have to advise Jon to see Louis himself. 4 Follow up to discuss with Jon how it went and offer any further advice if necessary.

Appendix 205 Exercise 19.1 Disciplinary problems Case Action Someone has been heard by This is clearly a case of gross several people making racist misconduct and justifies summary remarks, in spite of having dismissal been given a formal warning to desist after a previous occurrence Two employees have been Warn them that such behaviour will caught fighting on the not be tolerated and tell them that premises disciplinary action will be taken if it happens again It is suspected that an If this is just a suspicion, even if there employee who is supposed to is some foundation for it, it is essential be working from home has not to find out the full facts before taking been doing so any action. The employee should be given the chance to explain why, apparently, they were not available for work. Action in the form of a warning should only take place if the explanation is clearly unsatisfactory

Exercise 20.1 Managing under-performers Scenario What can be done about these problems? Jack is a CNC (computer numerical control) drill operator in a manufacturer It would be tempting to take a severe view but the of ‘white’ kitchen products. His drill uses G-code to move its spindle, fact that Jack has until now been regarded as a to cut metal in various locations and depths. It follows the machining valuable employee and is a valuable asset suggests code rigidly and all usually goes well. Jack has simply to ensure that that there might be an underlying reason for this the right code is used and the machine does the work while he looks aberration from his normal standards. The situation on. But he has to be particularly alert to the possibility of a ‘crash’. This should be discussed with Jack to see if this is the can happen even in a CNC machine when, for some reason, it functions case and if so, it might be possible to help. If, outside the physical bounds of its drive mechanism, resulting in a however, there is no apparent reason for Jack’s collision with itself or damage to the mechanism. It is Jack’s behaviour he might be given a formal warning in responsibility to spot that this is about to happen and prevent it by accordance with the capability. But, taking into shutting down and then resetting the drill. Jack is experienced and has account his past contribution, consideration could been regarded as a good and conscientious operator who has never be given to arranging refresher training for Jack, made a bad mistake and is an asset to the department. However, last concentrating on faults analysis. week he failed to spot that something was going wrong. The result was damage to the machine and a serious interruption to the production flow. He was reprimanded by his supervisor.

Scenario What can be done about these problems? James is a technical author in a firm manufacturing and marketing Feedback must be given to James on the problem. television sets and DVD players. His job is to produce documents that The possibility of some underlying reason that could explain in user-friendly language how to install and operate the be dealt with should be explored but it will still be equipment. James has been doing this job well for three years but he necessary to spell out the standards of performance appears to have lost interest. His output is patchy and he no longer and behaviour expected of him. He could be told seems to want to get on well with his technical colleagues – a key that he will be given a period of time to improve but relationship. His document on the firm’s latest product is not as good if that doesn’t happen the capability procedure as his previous efforts. He has not produced operating guidelines that would be invoked. are as clear as his previous efforts were. Terry was recently promoted to fill the position of team leader, which Terry must be made aware of the problem but this is became vacant quite suddenly, in the maintenance department of a a case where he hasn’t really been given a proper large manufacturing company. He had been a very effective maintenance chance. He should be offered help from a mentor in engineer but had no experience in management. Unfortunately, the dealing with the issues and exercising leadership. urgency with which the job had to be filled meant that while Terry was Training in management and leadership would be briefed on his duties, he received no specific training in management useful. and leadership. His job is to lead a team that is responsible for ensuring that all mechanical equipment is maintained to the required standards of quality and availability and thus minimize downtime. The problem is that targets for downtime are not being met, which is seriously affecting the achievement of production plans. Members of his team have complained that there is little sense of direction and they are no longer clear about what they are expected to do.

208 Appendix Exercise 21.1 Negative behaviour To deal with negative behaviour it is necessary to break down the barrier by talking to the person concerned and getting them on your side by convincing them that you are not the enemy. Exercise 22.1 Case study: Timekeeping Comments: ● An informal warning should have been given by Amy’s predecessor and in the absence of that, Amy should now give one instead of plunging straight into the second stage of the disciplinary procedure, i.e. a formal warning. Amy should have warned Tony that she was concerned about his absences and would be monitoring his attendance record carefully to check if it had improved. She should also inform Tony that if not, the second stage of the disciplinary procedure – a formal warning – would be invoked. ● The head of HR should have insisted that the full disciplinary procedure should be followed before further action was taken. ● The manner in which Tony was dismissed was completely wrong. If Amy was insisting that it had to be done, she should have done it herself. ● If Tony claimed that he had been unfairly dismissed, the failure to follow procedure would mean that his claim would have a very good chance of succeeding. The manner in which the dis­ missal was carried out would be taken into account by the tribunal in coming to this decision, as suggesting that Amy did not care how it was done as long as it happened.

Appendix 209 ● The lessons to learn are that following a disciplinary procedure is essential in the interest of achieving natural justice. But not following it can have unpleasant consequences. Losing an unfair dismissal case would be bad news for both Amy and the head of HR. Exercise 23.1 Handling challenging conversations: what would you do? 1 Choice (a) is far too dictatorial; (b) is too vague; (c) is to be preferred, it is a clear statement on what the meeting will be about – no surprises – and gives the employee time to collect their thoughts; (d) this leans too far into informality. It will be a formal meeting and the employee should be aware of this so as not to be taken by surprise. 2 Choice (a) is far too abrupt and is guaranteed to antagonize the individual; (b) is negative, abrupt and peremptory and would create a poor atmosphere from the start; (c) is generally a better approach but comparisons can only be invidious and do not address the real issue; (d) is better – it states clearly what the meeting is about and indicates that a joint problem-solving approach is being made based on evidence. 3 Choice (a) is potentially a helpful approach; (b) is better, it assumes that the situation has been explored thoroughly and that a joint effort will be made to deal with it; (c) will only antagonize the individual and will mean that a reasonable solution is virtually impossible; (d) the first part appears to be reasonable, although offering a joint problem-solving approach would be better. The second part is far too peremptory and would destroy any good the initial words may have done.

210 Appendix 4 Choice (a) will only make matters worse; (b) is again a negative approach, which will get the manager nowhere; (c) is positive and invites a problem-solving rather than an antagonistic approach; (d) is a reasonable approach but puts too much onus on the individual – managers are there to support their staff, not to leave them to sink or swim. 5 Choice (a) is entirely unconstructive and will only make a difficult situation worse; (b) is antagonistic and will mean that the meeting will become even more negative and unproductive; (c) sounds reasonable but a difficult customer may only think or even say ‘that’s your problem, not mine’; (d) ensures that the meeting focuses on the real issues based on factual evidence. 6 Choice (a) will only make matters worse now and in any future meeting; (b) is patronizing and counterproductive; (c) recognizes that in the heat of the moment little progress can be made but offers a future opportunity to reach a better outcome; (d) is fine up to a point, but things may have got so far that they cannot be solved on the spot – a cooling-off period might be best. Exercise 24.1 Giving bad news If you can draw on your experience, analyse the event in terms of how the bad news was given and how you reacted to it. Then draw conclusions on how well or badly it was done and in the latter case what should be done by way of improvement. Exercise 25.1 Managing bias There should be clearly defined policy backed and promoted by top management that biased decisions are not acceptable. Training

Appendix 211 should be given in the different types of unconscious bias so that managers can become aware of them and how they should be dealt with. Areas such as recruitment, which are prone to biased situations, should be reviewed to establish the existence of any bias, for example a much smaller percentage of people of black, Asian and other minority ethnicity being recruited in certain areas. If that is found to be the case, the person or persons responsible should be held to account and given special guidance. Exercise 26.1 Dealing with a bullying complaint If you receive a complaint about bullying the first thing to do is ask the person who raised the issue what they’d like to happen. They might want you simply to keep an eye on it or have a quiet, informal word with the person they’re complaining about. But they might want to make it a formal complaint. There is much to be said for attempting to deal with the matter informally, if the complainer agrees. You can talk to the person being complained about to hear their side of the story. Depending on the response, this might be the time to bring the two parties together to discuss the issue. Bringing things out into the open is a good start. The person accused of bullying may deny it and it will be your job to decide if any blame should be attached to them. This may be tough and at this stage it may be a good idea to get a neutral person (perhaps from HR) to mediate. If it emerges that there is some substance to the complaint (chapter and verse should be obtained as far as possible) the aim should be to get the person complained against to agree to what should be regarded as acceptable behaviour. They can then be asked to examine their own behaviour to establish the extent to which it conforms with that standard. If they can recognize that they need to do something, record that decision and follow up at a later date. If they refuse to accept responsibility and you are certain

212 Appendix that they are in denial, they should be warned that this behaviour is unacceptable and must stop. If it is decided that there is no case for taking action, the complainer should be informed and given the reason why.

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214 References Woodrow, C and Guest, D E (2014) When ‘good’ HR gets bad results: a case of failure to implement policies to prevent bullying and harassment, Human Resource Management Journal, 24 (1), 38–56

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