Analyzing Key Performance Management Systems - Assignment Example

A REPORT ON PERFORMANCE MANAGEMENT Name Course Tutor Date Table of Contents Topic Background 2 Conclusion 9 References 10 Topic Background This report makes use of case studies to analyze key performance management systems. These systems are the main tools in transformation of people’s talents and also translate to motivation that can produce strategic and sustainable competitive advantage. The cases are four and cover management topics such as diagnosis of the root cause of poor performances, the difference between task performance and contextual performance, choosing the right approaches for measuring performance and the application of “deliberate practice makes perfect “ model in improving one’s performance. Case Studies Analysis on Performance Management As far as performance management is concerned, the following cases shall form a crucial epicenter for the argument and analysis. Case Study for Diagnosing Root Causes of Poor Performance This case considers Heather, a worker in a training department for one of the large IT organizations. Her role is to design and deliver the training on interpersonal skills, networking, communication skills and offer classes for new manager training. She has excellent knowledge when it comes to the design of training for a class. Although she has even gone further in conducting researches on what makes up good communication, network skills and what managers need to be successful, she is lowly rated by individuals who attend her classes, citing evidence of hard time when responding to specific questions and unapproacheable character in and after class engagement for questions (AGUINIS, 2013). Thinking from the perspective of Heather’s manager, her problem of poor performance is attributed to deficiency in procedural knowledge. In other words, she already understands what to do but cannot put things in the right way. In order to remedy this problem, it is wise to understand why she is not doing to expectations. Perharps it would be lack of temperament, or she disagrees with some requirements. Therefore, she should be properly engaged in order to identity her problems. In addition, it is appropriate to investigate if she has sufficient confidence in executing her competence (BAYDOUN, 2014). She should also be uninformed about what is exactly expected out of her in terms of goals and the outcomes. In some cases, deficiency of procedural knowledge would be attributed to lack of training before hire. As much as she is a trainer, she would also be trained on how to meet the organizations expectations as opposed to merely delivering the knowledge in class. The training she needs would be how to address her learner’s issues in an approachable manner (FARNDALE & KELLIHER, 2013). Motivations can also boost her performance. If diagnosis reveals she is not motivated, then some motivation would get her started in terms of effective work management (PONIS, VAGENAS & TATSIOPOULOS, 2008). Besides knowing the content, skills of delivering that content are necessary. Some additional training programs can be introduced so as to draw closer to her the idea of treating her students friendlier (SCHERBAUM & MEADE, 2013). Other strategies that can be employed include offering here support to grow, showing her how feedback can be used, giving her continous feedback on positives, encouraging her and building some engagement with her. Case Study on Differentiating Task Performance from Contextual Performance The case considers a job description for district business manager for BMS (Bristol-Myers Squibb), a sales organization that produces infant formulas, nutritional products, pharmaceuticals, would care products, and over-the-counter products with brands such as Cardiolite, Enfamil, and Plavix. This case is aimed at understanding the difference between task and contextual performance. While task is more inclined towards just performance of the job, contextual performance is more related to those activities that lead to psychological and social aspects of the organization, which are equally significant to performance of the task. For example, contextual performances include offering oneself to do some additional work, following the rules of the organization, assisting the coworkers, cooperating with the coworkers, or even other discretionary behaviors (MOHAMMED, MATHIEU & ‘BART’ BARTLETT, 2002). In general, contextual performance, unlike task performance, is aimed at strengthening the social networks thus enhancing the psychological climate upon which the core task has been nested (BASI, 2001). From the job description for the position of district manager for BMS, the following is a list of tasks and contextual performance (GOODMAN, 2003). Task Performance Contextual Performance Developing and communicating the business plan Translating the national plan into business plans for territories Setting goals expectations with regard to performance Executing and implementing the business plan Taking accountability Creating and articulating the organizations’ vision Creating an innovative environment and culture Developing relations or networks Influencing others, both internal and external Developing oneself and others The following guidelines can be used to define contextual performance behaviors. This includes having continous enthusiasm, having extra energy to accomplish tasks successfully, volunteering to accomplish tasks that are not officially part of the job and helping others. Further, it includes general cooperation, adhering to the rules of the organization and procedures, supporting the objectives of the organization, endorsing objectives, defending the organization, and being dedicated to the job. According to research, contextual performance adds to the overall performance of the employee. Most high ratings for supervisors are related to their contextual performance and even the overall results of an organization are directly attributed to contextual performance. In other words, this performance helps in increasing the overall turnover in terms of finance, quality, quantity and even the number of customers. Case Study on Choosing Performance Measurement Approach at Paychex, Inc Meyer (2002) and Kopp et. al. (2006) outlines several performance measurement approaches such as results approach and behavior approach. Therefore, this case evaluates a job description in relation to this approaches, with intent of finding the best approach in purview of the given job description. From the case, the job description entails the position of an account executive for Paychex, Inc. The company is leading in proving of payroll, some human resources and outsourcing of solutions to businesses. The companies headquarter is based in New York, but it has more than 100 offices spread nationwide. The account executives are supposed to make direct calls with regard to sales without being directly supervised by their managers. However, with regard to being up to date in terms of payroll laws and sales, managers are held responsible. Further, the account executives train new account executives and network within the industry so as to sell products. They are supposed to attend some retail trade shows, and attend professional meetings with the company’s potential clients. They should stay updated alongside performing their responsibilities such as analyzing client needs in order to meet requirements and expectations out of them. They should also establish clients within the host processing system, support them during the very first few payrolls, complete the expected documentation so as to turn over the client to customer service for continued support, schedule and make client calls, and even support the sales representatives in their presales efforts. On the other hand, the account executive should keep abreast with software changes; market services system changes, trends in the PC world and also changes with regard to taxation law and wages. Therefore, from the job description for this case, Paychex should use both results approach and behaviors approach towards measuring the company’s performance. Behavior approach applies because it is the most appropriate in situations where poor results are due to some cause beyond the account executives’ control. This is a big organization with several factors contributing to general performance, and which, in some cases, cannot directly be something to do with the sales executives. Further, some results are bound to occur at some distant future especially for long-term company projects, and the link between the results and behaviors is not obvious in some instances where external forces have a hand (TULKENS, 1986). On the other hand, the results approach may apply in measuring performance because in some behaviors such as taxation and software fields, the account executive is supposed to be skilled. Some behaviors and results exhibit a partial relationship. At some point and in some areas of job performance, the results are supposed to be consistent over time. Results approach can also be suitable because the position of an account executive presents several options that can be applied in order to do the job in the right way. Case Study on Deliberate Practice Makes Perfect Ricardo works with a financial consulting firm as an analyst and was chosen for this post due to his several skills, experience and analytic capacities. He works in the division for emerging markets to develop low-cost products for the market of Southeast Asia region. After working on some projects, he has gained respect among peers. Although satisfied with the job, he still strives to work in projects that are more challenging so as to make greater impacts, and have a role that is leadership-centered. During the recent company’s economic downturn, the company wants to change its financial landscape that needs new innovative solutions to issues on calculating and reducing risk. Therefore, the company decides to carry out a company-wide competition aimed at defining the best risk assessment models and after several interviews and assessments, Ricardo emerges leader of the group due to his comprehensive knowledge and good understanding of the proposed model. If fact, Ricardo is good at guiding his small team and motivating them but his major weakness being that of nervousness when it comes to speaking in pubic and formal situations. Given that part of the reasons he was selected was to present the idea of his team to various departments and crucial stakeholders by being the lead in a number of presentation, he serious must address his current situation of nervousness. As Ricardo’s manager, I would advocate for the concept of deliberate practice so that he can get the best results out of his dedication to improve his performance. According to this concept, one needs to train frequently, hard and focused in order to be the best-of-the-best (MELSKI, BORCHERT & HAGENHOFF, 2008). Obviously, this seems the best option that Ricardo can employ in order to overcome the challenge of public speaking. Based on this concept, ODEH & ABU-ASSAB (2014) propose the following as a list of some of the best practices that can lead Ricardo to excellence. I. Identifying his weakest aspects and planning on how to hone them. II. Breaking the deliberate practice skills into small portions. III. Practicing in short but intense intervals. IV. Listening to feedbacks from his managers. V. Initiating attack on the weakness. Specific Recommendations on how Ricardo can “deliberate practice” and perfect his presentation skills (CHEW & GOTTSCHALK, 2009) I. Practice It is a good idea for Ricardo to practice with friends and colleagues while focusing on content and style and getting someone else who can evaluate performance. II. Reconnoitre This involves going to presentation room before an event in order to practice any moves, especially on how to walk from the chair to the rectum III. Technical support The presentation equipments should be checked prior to presentation for familiarity purposes and to avoid embarrassments due to equipment failure. IV. Visual aids This technique helps in giving the broader picture of the presentation quickly through the use of cartoons, graphics, charts, and pictures. V. Don’t over prepare It is wise not to over-rehearse the whole presentation over and over. Quality time can be spent in doing other things. Therefore, the crucial things to rehearse are the introduction, conclusion and the rest should be memorized by heart. Conclusion Thus, determination of the root causes of poor management and addressing them, measuring performance results, understanding and applying the concepts of contextual performance and task performance, and improving one’s skills through deliberate practice perfect are some of the rich skills in performance management. References AGUINIS, H. (2013). Performance management. Boston, Pearson. BAYDOUN, M. (2014). Risk Management Decisions and Organizational Structure in the Case of a Development Management Firm. BASI, R. S. (2001). Contextual management: a global perspective. New York, International Business Press. CHEW, E. K., & GOTTSCHALK, P. K. (2009). Strategic Management Principles. FARNDALE, E., & KELLIHER, C. (2013). Implementing Performance Appraisal: Exploring the Employee Experience. Human Resource Management. 52, 879-897. GOODMAN, S. A. (2003). Linking contextual performance to job performance and attitudinal variables. Thesis (Ph. D.)--University of Akron, Dept. of Psychology, 1995. KOPP, J. C., MORIARTY, J. A., & PITSTICK, M. E. (2006). Transit attractiveness: systematic approach to transit performance measurement. Transportation Research Record. 11-20. ODEH, R., & ABU-ASSAB, S. (2014). Downsizing and the Organizational Performance. PONIS, S. T., VAGENAS, G. T., & TATSIOPOULOS, I. P. (2008). Knowledge Management in Virtual Enterprises. SCHERBAUM, C. A., & MEADE, A. W. (2013). New Directions for Measurement in Management Research. International Journal of Management Reviews. 15, 132-148. MELSKI, A., BORCHERT, J., & HAGENHOFF, S. (2008). Project Management in Innovation Networks. MEYER, M. W. (2002). Rethinking performance measurement beyond the balanced scorecard. Cambridge, UK, Cambridge University Press. http://www.books24x7.com/marc.asp?bookid=8990. MOHAMMED, S., MATHIEU, J. E., & ‘BART’ BARTLETT, A. L. (2002). Technical-administrative task performance, leadership task performance, and contextual performance: considering the influence of team- and task-related composition variables. Journal of Organizational Behavior. 23, 795-814. TULKENS, H. (1986). The performance approach in public enterprise economics: an introduction and an example. Les Annales De L'économie Publique, Sociale et Coopérative. 429-443. Read More