Diagnosing the Causes of Poor Performance - Assignment Example

Performance management system is one of the most crucial components of the organisational human resource management map. A competitive advantage for a winning organisation is based on a robust system of performance management and its alignment to the vision and strategic objectives of the organisation. This report focuses on performance management of various organisations based on four case studies: Diagnosing the Causes of Poor Performance; Diagnosing the Causes of Poor Performance; Choosing a Performance Measurement Approach at Paychex, Inc; and Deliberate Practice Makes Perfect. Diagnosing the Causes of Poor Performance Heather’s poor performance is related to a deficiency in declarative knowledge. As a firm, one of the most valuable assets is knowledge where it is possessed and developed internally by individuals within the firm. According to McCall, Arnold, and Sutton (2008), the main challenge is how to capture, store, retain as well as share knowledge which the professionals in the firm possess. They note that knowledge is power, but if that knowledge is not managed adequately, there could be devastating consequences for the firm. The main ideas are to capture knowledge, convert personal knowledge to the knowledge available to the group, connect people to knowledge and vice versa and measure the knowledge and understand its evolution (McCall, Arnold, and Sutton, 2008, 78). Procedural knowledge involves the ability of an individual to apply as well as extend declarative knowledge and this knowledge is acquired through experience (Anderson 1993). With procedural knowledge, an individual knows how to do something, for example, in the case study Heather knows well how to design a training class, how to incorporate behavioural modelling as well as practice in the class and what learners needs to know in order to be successful. However, Heather is not able to explain to the learners how this is done. Thus, she had procedural knowledge which is seen as an explicit learning where the learners may not be aware of and in turn, they may be able to use what she is teaching without being able to explain what they are doing. On the other hand, Smither, & London (2009) refers to the factual knowledge and information in which an individual knows. The learners in the case study seems to have been trained how to do things within the firm, but in real sense, the way they are asking Heather questions shows that they don’t have attention to what they are doing or why they are doing it. It means that the learners are not able to store information such as examples of previous issues in the firm then try to use strategy for solving problems from such examples. From the case study, lack of such examples has resulted to lack of acquisition of declarative knowledge. After lack of adequate acquiring of declarative knowledge, the individual may not move well into procedural stage because of lack of putting the factual information into practice, a factor that hinders an individual to gains skills for transforming declarative knowledge into procedural. Based on the case study, the learners have been trained how to do things within the firms (procedural knowledge), but in real sense, they cannot be able to actually the processes required in order to do it (declarative knowledge). The solution to this is to ensure that the training session is more interactive. Heather is more into theoretical model, but she needs to change and make the models more applicable practically. The learner cannot not only learn by simply being told, but they need to gain skills by being actively out into practice with constant provision of feedback. Collection of feedback from learners will also be important in order to recover the real cause (Arling, & Chun, 2011, 233). Differentiating Task from Contextual Performance According to Edwards et al (2008), task performance behaviours contribute to core maintenance as well as transformation activities in an organisation while contextual performance refers to those behaviours that contribute to organisational culture and climate, that is, the context in which the maintenance and transformation activities are carried out. From the case study contextual performance behaviours related to the job responsibilities of the District Business Manager (DBM) include: Endorsing the policies and procedures of the organisation Displaying good communication Ensuring that there is following the rules and procedures of the organisation Adhering to values of the organisation Helping and Cooperating with others Defending or supporting the organisation Volunteering for extra work Completion of the duties in regard to the job with extra enthusiasm The task performance behaviours include: Managing employees Delivering services Acquiring inventory Production of high quality work Completion duties that are central to the job Ensuring all resources required for job performance are present Prioritizing work schedule in regard to the deadlines Bergman et al (2008) notes that job performance is dependent on the job demands and organisational goals and mission as well as organisational beliefs in regard to the most valued behaviours. As a manager in the organisation, the DBM develop through experience which shows an appreciation of behaviours that are related to performance. This shows that in such a highly ranked position in management, there is great importance of contextual behaviours. The DBM plays a critical in this organisation which includes development of strategies, business plan, formulation of policy, and monitoring, facilitating and directing the performance of other workers. Thus based on the leadership required, the behaviours exhibited by the DBM vary given the different areas of responsibility. That is, addressing different issues in regard to customers and patients, partners, employees, shareholders and neighbours. As the DBM is assigned broader areas of responsibility as well as more complex problems, his or her behaviour is more focused on negotiation and coordination with others constituencies, development and planning of the strategy of the organisation. Since these types of behaviours call for more attention in regard to the context in which tasks are performed, the DBM who is related to higher level functions of leadership values contextual performance more than lower level leadership. Thus, task performance relates positively to the way lower level managers will report their activities to the DBM while the importance of contextual performance more related to the reporting of the performance of higher level activities of leadership (Befort, & Hattrup, 2003). However, according to Griffin, Neal, & Neale, (2000), as contextual behaviour reflect the ways by which an employee will give back to the firm, the DBM’s responsibilities needs to be more satisfying in order to ensure that other employees reciprocate. This is the reason why the behaviours of DBM are directed to performing extra duties, supporting, endorsing and engaging in the objectives of the organisation and other contextual behaviours. On the other hand, the job’s task facets are usually prescribed. This explains why the job responsibility of DBM is strongly related to contextual performance than to the task performance. Choosing a Performance Measurement Approach at Paychex, Inc Satisfying and engaging employees are an important attitude for an organisation since they have a direct influence in market outcomes and an indirect influence in the financial performance of an organisation. With engaged employees, the customers will use the organisational products or services more where increase usage in customers results to higher levels of customer satisfaction (Ferreira et al, 2012). In addition, the positive attitudes of employees are transferred directly to customer satisfaction. When employees influence the attitudes and behaviours of customers, these customers will in turn drive the organisation through the use of its products and services (Fletcher, & Williams, 2005). In our case study, the account executives deal directly and indirectly with the customers and the proper target in which these executives should focus are the customer. This is because they have both direct and indirect effect on the attitudes and behaviours of the customers and hence, this is one of the crucial parts where the executives should direct (Pritchard et al, 2008). In Paychex, the details provided in regard to the job responsibility of the account executive seem that the organisation follows a combination of both result and behavioural based approach to performance management as well as measurement. The reason behind this is for instance, the account executives at the organisation have the responsibility of delivering in the field such as making and scheduling clients’ calls and supporting the sales representative presale efforts when necessary, training new sales executives as well as trade shows. In regard to the behavioural feature, the link between the results and the manner in which the actions are performed is not necessarily obvious, but in the process of running trade shows and training of new candidates, it is essential to link the behaviours with results. It is also worth noting that Paychex is one of the leading providers of human resource administrative tools and benefits in regard to outsourcing solutions. This organisation will only be a quality provider when the organisational ways of doing business as well as the results will bear the good name to the organisation (Arup, Budhwar, & DeNisi, 2008). This means that it is essential for the organisation to practice or employ both the measuring technique properties. Behaviour approach to measuring performance is most appropriate when Link between behaviours and results is not obvious Check Outcomes occur in distant future Poor results are as a result of causes beyond the control of performers Results approach to measuring performance is most appropriate when Workers are skilled with necessary behaviours Results and behaviours are related obviously Check Results show consistent improvement over time There are many ways to do the right job The connection between the results and behaviours is not necessarily obvious. This is because when the accounts executives are involved in activities such as training the new candidates and running trade shows, such responsibility calls for connection between the behaviours and results. Based on results approach, this organisation will be successful if how they perform business and their results will present a good name. In such a situation, it is obvious that the results and behaviours obviously related. Deliberate Practice Makes Perfect Deliberate practice calls for individualised effortful as well as self-regulated activities which lead to improvement of the current level of performance of an individual. The performance level of an individual and presented strengths as well as weaknesses is influenced by ones early experiences such as education, environment where one grows up and exposure to experiences. However, any barrier can be in early years can be overtaken by believing that we can overcome it and deliberate practice (Geoff, 2010). According to Daniel (2009), there are five steps that can lead to excellence in regard to the concept of deliberate practice. First, it involves activities which are specifically designed for performance improvement by strengthening it beyond the existing levels. In this step, an individual needs to stretch consistently and then stretch some more. Second, it involves repeating the activity as many times as possible. Though through repetition only cannot get an individual to the level of excellence, one cannot get to that level without repetition. Thus, one requires to practice, practice and practice! Third, the activity is both highly demanding and mentally challenging which calls for intense focus and concentration. Thus, be fully absorbed in practicing to ensure true effectiveness. Fourth, continuous feedback of results is required where results can also be measured. Sometimes an individual get identify where he or she is not getting it right and it is in such areas that a great mentor or teacher may make all the different. Finally, such an activity is not meant for fun or to be rewarded instantly but must continue for a period of time. Thus the benefits may not be short-term but mostly long-term. It is a reassuring thought that his concept can lead to high performance and it is important for leaders to encompass into exercises of centred improvement of performance. For Ricardo to deliberately practice his presentation skills, there are various specific recommendations based on before, during and after the work (Ericsson, 2012). First, it is suggested that he first prepare a pre-performance. This is the goal setting activity where he must be very sure of what he wants to achieve. This includes both the outcomes and the processes for attaining the predetermined goals. What he wants to achieve is overcome his fears in public speaking in order to come up with a winning presentation. Second, it is suggested that self-reflection and self-observation is important. Ricardo needs to be aware of what is currently happening in regard to his own performance and focus on correction and adaptation. Ricardo needs to understand that despite having great ideas he currently lacks the skills to present his ideas. Third, after completing the practice session, it is suggested that Ricardo involves a careful reflection in regard to performance. In addition to being aware, Ricardo requires looking back once he completes the practice in order to determine where he stands in regard to his overall goals. Then identify what he requires to change in the next practice in order to ensure that the process is ongoing. He may try new behaviours and getting back to the practice until he is satisfied with the performance as stated by Williams and Ericsson (2008). References Anderson 1993. Rules of the Mind. Hillsdale, NJ: Erlbaum. Arling, PA, & Chun, MWS 2011, “Facilitating new knowledge creation and obtaining KM maturity”, Journal of Knowledge Management, Vol. 15 No. 2, pp. 231-250 Arup, V, Budhwar, P, & DeNisi, AS 2008, Performance Management Systems: A Global Perspective, Global HRM Series. London: Routledge Befort, N, & Hattrup, K 2003, “Valuing Task and Contextual Performance: Experience, Job Roles, and Ratings of the Importance of Job Behaviours”, Applied H.R.M. 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Edwards, DB, & Bell, ST, Arthur Jr, W, & Decuir, AD 2008, “Relationships between Facets of Job Satisfaction and Task and Contextual Performance”, Applied Psychology: An International Review, vol. 57, no. 3, pp. 441–465 Ericsson, KA 2012, The Influence of Experience and Deliberate Practice on the Development of Superior Expert Performance: Cambridge University Press, pp. 683-704 Ferreira, PS, Shamsuzzoha, AHM, Toscano, C, & Cunha, P 2012, “Framework for performance measurement and management in a collaborative business environment”, International Journal of Productivity and Performance Management, Vol. 61, no. 6, pp. 672 – 690 Fletcher, C, & Williams, R 2005, “Performance Management, Job Satisfaction and Organizational Commitment”, British Journal of Management,Vol. 7, no. 2, pages 169–179 Geoff, C 2010, Talent is Overrated: What Really Separates World-Class Performers from Everybody Else, New York: Penguin Group. 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