Monday 16 April 2012

Final blog - Review of Module

In my opinion, I believe the People and Organisation module has been one of the most interesting and insightful modules I have taken this semester. Considering the aims and objectives which the module set out to achieve, I believe these were all met as for example, almost every topic treated was done with an explanation of theories behind that particular topic which I think made it a bit accommodating for me as a student to understand all topics treated effectively.

PERSONAL SKILLS DEVELOPED
A major plus for this module is the constant effort it made in ensuring that students were always interacting with each other by working in groups to produce reports, carry out short in-class exercises such as brainstorming and most importantly promoting teamwork.
Personally, I believe one interpersonal skill I have developed is the ability to resolve conflicts when working with others in a team. One of the major challenges to overcome in working as a group or in a team is to be tolerant of each group members’ view and find ways of merging the differences in order to meet the common goal set by the group. I have developed the skill of being tolerant of the diverging views of my colleagues at work whenever they seem not to agree with me. This skill has really helped me fit into my new job at Tesco where I work with people who have strong divergent views and always want to be heard.

MOST CHALLENGING BLOG
The Performance Management blog in my opinion, proved to be the most challenging in terms of me accessing The Times article on mentoring in order to provide the skills required to be an effective mentor. Initial attempts to access the article proved futile making it difficult for me to complete the blog on time. However, I finally managed to get access to the article through the help of a colleague and eventually I completed the blog.
To me, I saw the blogs as very useful as I took them as a means for me to build upon topics discussed in class.

CHANGES TO THE MODULE
On a whole, I think the module is well structured and all topics covered are very practical in today’s working environment. One thing I would have added if I were the module leader would be the provision of the full reference list for sources cited in power point presentations especially for definitions which are usually direct from different sources. An example is the definition of “Performance Management” by Armstrong and Baron (2004) which was provided in the power point slides without the full reference list at the end of the session. This in my opinion would make it easy for students to access such documents after the lesson for their personal use or for future reference use by students in writing their reports or personal reading.



Thursday 12 April 2012

Reward

For today’s organisations, the problem of how to effectively motivate staff is becoming an increasingly important issue. As a result, businesses are now making frantic efforts to put in place effective rewards system in order to motivate their employees to get the best out of them. Dictionary definitions of reward typically centre on the idea of something given in return for good done; recompense, remuneration, or compensation for services. In line with this, performing certain behaviours becomes a means by which to obtain the reward, so the reward acts as an incentive. In this way, an employee does something in order to the obtain reward (Silverman, 2004). 

A reward is defined as something which is given following the occurrence of certain behaviour, with the intention of acknowledging the positive nature of that behaviour, and often with the additional intent of encouraging it to happen again.

According to the Chartered Institute of Personnel and Development (2007), there are certain principles all rewards should follow. These are outlined below.
1. Motivate and reward a high performance culture
2. Promote a close link between performance, reward and recognition
3. Provide timely recognition for individual and team achievement
4. Provide rewards that are valued and meaningful to staff
5. Be fair, applied consistently and transparent
6. Be simple to understand and apply
7. Be clearly communicated to staff

There are basically two forms of reward namely financial (extrinsic) and non-financial (intrinsic) rewards (Axelsson and Bokedal, 2009)

Extrinsic (financial) rewards are rewards which cover the basic needs of income to survive (to pay bills), a feeling of stability and consistency (the job is secure), and recognition (my workplace values my skills).

Bratton and Gold (2007) defines non-financial reward as a non cash award given in recognition of a high level of accomplishment or performance such as customer care or support to colleagues, which is not dependent on achievement of a pre-determined target. 

The most significant part of this definition concerns the term ‘non-cash’. It is important to be aware that the concept of non-financial reward does not necessarily mean that the reward provided should have no financial value; it simply means that whatever is given, it should not just be money. There is a wide variety of ways in which non-financial rewards can work in practice. 

Schemes range from those that are informal and impromptu to more formal structured schemes. For example, in its most basic form, non-financial rewards may be concerned with acknowledging the efforts of employees by:
  • The manager saying thank you
  • Declaring the individual employee of the month or year
  • Public appreciation of the effort in a team meeting, an organisational newsletter or at a special dinner
Alternatively, the employee may be given the chance to enjoy a present of some kind away from the office. This can be achieved by providing:
  • Retail or travel vouchers
  • Reserved car space
  • Use of recreational facilities
Many non-financial rewards can and do motivate employees to improve their output. One such factor may be the desire to serve people; others may be to improve personal skills or achieve promotion.

REWARD OF EMPLOYEES AT TESCO

In a report by Berry (2007), Tesco chief executive Sir Terry Leahy commented that, the staffs are the main reason so many people choose to shop with Tesco. Therefore it comes as no so price as to the various packages that are available to reward employees for their hard work. Explored below are some of the ways Tesco rewards its employees.  

At Tesco, there is the recognition of rewarding employees financially to ensure that their staffs are cared for financially and therefore the company has three successful share schemes to cater for every member of staff regardless of whether the person has been with the company for  3 months or 3 years. The three schemes are explained below. 

Shares in Success scheme

To thank members of staff for the success they have brought to the business, Tesco gives free shares to everyone who has worked in the organisation for one year at the end of the financial year (February). The company shares a proportion of its profit amongst the staff, based on salaries. These Tesco shares are held in trust for 5 years, and after that, staffs can take them, tax-free (Tesco, 2009a).

Save As You Earn (SAYE) scheme

Every October, members of staff who have been at Tesco a year get the option to save up to £50 every 4 weeks for either 3 or 5 years and receive a tax-free bonus at the end. Staffs can use the savings and bonus to buy Tesco shares at up to 20% less than the market price, or take the cash.

Buy As You Earn (BAYE) scheme

After three months of working with Tesco, members of staff have the chance to join the BAYE scheme. Employees buy shares at the market price every 4 weeks, saving tax and National Insurance on the salary they use to do this. Employees have the option to start, stop or change the amount they invest at any time. However, should they keep the shares in trust for 5 years, they then get even more tax advantages.

As many organisations are beginning to realise, competitive difference may ultimately be made by non-financial factors. As Gratton notes:
…while motivation is determined by both monetary and non-monetary factors, money has come to play an overly important role in our thinking about the causes of behaviour. In most companies, very limited time and effort are spent on considering non-monetary sources of motivation (Gratton, 2004, p.23).

In agreement to this assertion, Pfeffer (1998) also cautioned that:
People do work for money – but they work even more for meaning in their lives…Companies that ignore this fact are essentially bribing their employees and will pay the price in a lack of loyalty and commitment.
Tesco has therefore in addition to the financial rewards; instituted non-financial rewards for its employees. Two of such rewards are the Staff Privilege card and Leisure time rewards.

Staff Privilege card

To reward employees for their loyalty, after a year working at Tesco, they are given a Privilege card - the staff loyalty card that gives staffs a 10% discount and Club card points on most Tesco products (Tesco, 2009b).

Additionally, eligible staff also has access to exclusive staff discounts with Tesco Personal Finance and Tesco Telecoms.

Leisure time reward

Tesco believes that their staffs work hard so they should be able to make the most of their leisure time. To help with this, the company have negotiated discounts and special offers that are available exclusively to Tesco staff.
There are discounts on theme parks, holidays and gym membership that are available all year round. 

From the above, it can be seen that the reward scheme of Tesco is tailored to suit each category of employees based on the duration they have worked at the company. Thus, there are rewards for employees who have worked at Tesco for three months and also rewards for those who have been there for three years. Despite the varying degree of rewards, it ensures fairness; for example, all three month employees are entitled to join the BAYE scheme.

It is also worth mentioning that, the way non-financial reward schemes are set up has a significant effect on its future success. In particular, this relates to its scope. As the Incomes Data Services (2002) report contends, the more inclusive the scheme the greater the likelihood is that it will be perceived by employees as being far.

ARGUMENTS “FOR” AND “AGAINST” CHIEF EXECUTIVES RECEIVING LARGE BONUSES EVEN IF THE ORGANISATION THAT THEY HAVE LED HAS UNDERPERFORMED

The chief executive is the most important role in the management of an organisation (McNamara, 2012). The definition of "chief executive" depends on whether a business is a corporation or not, that is, whether it has a board of directors or not. In an organisation that has a board of directors, the "chief executive" is the singular organisational position that is primarily responsible to carry out the strategic plans and policies as established by the board of directors. In this case, the chief executive reports to the board of directors. In a form of business that is usually without a board of directors (sole proprietorship and partnership), the "chief executive" is the singular organisational position (other than partnerships) that sets the direction and oversees the operations of an organisation.

There is no standardised list of the major functions and responsibilities carried out by position of chief executive officer (McNamara, 2012). The following list is one perspective and includes the major functions typically addressed by job descriptions of chief executive officers.

1. Board Administration and Support
Supports operations and administration of Board by advising and informing Board members, interfacing between Board and staff, and supporting Board's evaluation of chief executive
2. Program, Product and Service Delivery
Oversees design, marketing, promotion, delivery and quality of programs, products and services
3. Financial, Tax, Risk and Facilities Management
Recommends yearly budget for Board approval and prudently manages organisation's resources within those budget guidelines according to current laws and regulations
4. Human Resource Management
Effectively manages the human resources of the organisation according to authorised personnel policies and procedures that fully conform to current laws and regulations
5. Community and Public Relations
Assures the organisation and its mission, programs, products and services are consistently presented in strong, positive image to relevant stakeholders
6. Fundraising (non-profit-specific)
Oversees fundraising planning and implementation, including identifying resource requirements, researching funding sources, establishing strategies to approach funders, submitting proposals and administrating fundraising records and documentation.

In my opinion, chief executives of should still receive large bonuses even in situations where the organisation they are oversee has underperformed. This is because, chief executives are at the top of the organisation and in most cases it is through their hard work that an organisation was able to begin operations. Such efforts should be rewarded despite the performance of the company. By giving them the bonuses, I believe the chief executive will be motivated to overcome the challenges and bring success back to the organisation. Additionally, considering the skills and qualifications required to occupy such a position coupled with the responsibilities associated with the position such as those outlined above, chief executives deserve to receive bonuses due them at all times. Even though the business has underperformed, they still carry huge pressure in terms of the decision making process of the company compared to employees lower down the hierarchy of the organisation.

On the other hand, there are some reasons that may be considered as to why chief executives should not receive their bonuses once a company has underperformed.
Chief executives should not be paid the bonuses owing to the fact that, the employees are those who would later be left with the responsibility of carrying out the activities to revive the company once again. Secondly, chief executives usually earn huge salaries in comparison to their employees for years, and it will therefore not make a big difference to them if they were not paid the bonuses in an underperforming year. Lastly, the organisation may have underperformed as a result of poor decisions made by the chief executive, inefficient leadership style or inability to fulfil their responsibilities. In such situations, the chief executive is not worth gaining any bonuses.

CONCLUSION
I believe competitive, simple and sustainable staff rewards help to build trust and loyalty amongst employees and assist with hiring and retention. There is the need therefore for employers to ensure that their reward systems are effective in order to get the best out of their staff at the workplace.

In line with the ethos of total reward, organisations increasingly need to consider reward more broadly. Those whose reward strategies are able to strike a balance between extrinsic (non-financial) and intrinsic (financial) reward will be in a much better position to reinforce the psychological contract they have with their employees, and make the whole experience more positive for all those involved (Silverman, 2004). Where organisations are able to gain a thorough understanding of their employees’ expectations in return for their hard work, organisations are able to determine how their reward strategies can help to deliver what is really needed. In other words, the right total rewards system comprising a blend of monetary and nonmonetary rewards offered to employees can generate valuable business results (Heneman, 2007).

Employee rewards programs are motivational for employees, and it provides employers with the opportunity to say ‘Thank you…job well done’ to their employees and the entire organisation. It not only feels good, it is the right thing to do.


REFERENCES
Axelsson, A. and Bokedal, S. (2009) Reward Systems – Motivating different generations: A case study of Volvo Car Corporations [online]. Available from: http://gupea.ub.gu.se/bitstream/2077/21241/1/gupea_2077_21241_1.pdf [Accessed 6 April 2012].

Berry, M. (2007) 50,000 Tesco staff in share-save scheme bonanza [online]. Available from: http://www.personneltoday.com/articles/2007/02/09/39200/50000-tesco-staff-in-share-save-scheme-bonanza.html [Accessed 6 April 2012].

Bratton, J., and Gold, J. (2007). Human resource management: Theory and practice. 4th  ed. Basingstoke, Hampshire, UK: Palgrave Macmillan.

Chartered Institute of Personnel and Development (2007) Reward Management Annual survey report 2007 [online]. Available from: http://www.cipd.co.uk/NR/rdonlyres/08FE4AE7-7DD5-4185-9070-F34225A6EB0C/0/rewmansr0107.pdf [Accessed 6 April 2012].

Gratton, L. (2004) More than money. People Management. January, p.23.

Heneman, R.L. (2007) A guide to successfully planning and implementing a total rewards system [online]. Available from: http://www.shrm.org/hrdisciplines/benefits/Documents/07RewardsStratReport.pdf [Accessed 6 April 2012].

Incomes Data Services (2002) Employee Recognition Schemes. IDS Studies Plus.

McNamara, C. (2012) Overview of Role of Chief Executive [online]. Available from: http://managementhelp.org/chiefexecutives/index.htm [Accessed 6 April 2012].

Pfeffer, J. (1998) Six dangerous myths about pay. Harvard Business Review. May-June.

Silverman, M. (2004) Non-financial recognition- The most effective of rewards?. Brighton, UK: International Employment Studies [online]. Available from:  http://www.employment-studies.co.uk/pdflibrary/mp4.pdf [Accessed 6 April 2012].

Tesco (2009a) Share our Success [online]. Available from: http://www.tesco-careers.com/home/working/rewards-and-benefits/we-all-share-in-our-success [Accessed 6 April 2012].

Tesco (2009b) Staff Privilegecard [online]. Available from: http://www.tesco-careers.com/home/working/rewards-and-benefits/staff-priviledgecard [Accessed 6 April 2012].


Performance Management

Performance management is the systematic process by which an organisation involves its employees, as individuals and members of a group, in improving organisational effectiveness in the accomplishment of the mission and goals of that organisation (Office of Personnel Management, 2012). It includes activities that ensure that goals are consistently being met in an effective and efficient manner. Performance management can focus on the performance of an organisation, a department, employee, or even the processes to build a product or service, as well as many other areas (CIPD, 2011). Performance management simply put is a way to get all employees to reconcile personal goals with organisational goals and increase productivity and profitability of an organisation.
 
Typically, the performance management process as illustrated in Figure 1 below includes:
    * Planning work and setting expectations,
    * Continually monitoring performance,
    * Developing the capacity to perform,
    * Periodically rating performance in a summary fashion, and
    * Rewarding good performance


                      Figure 1: Components of a Performance Management process
                      Source: Office of Personnel Management (2012)

It is also worth noting that the nature of the performance management process depends on the organisational context and can vary from organisation to organisation.
The benefits associated with effective performance management can be in categorised under three folds namely: direct financial gain, motivated workforce and improved management control (Schiff, 2011; Cokins 2009; Daniels, 2006). These are briefly looked at below.

Direct financial gain
    * Growth in sales
    * Reduce costs in the organisation
    * Aligns the organisation directly behind the employers’ goals
    * Decreases the time it takes to create strategic or operational changes by communicating the changes through a new set of goals

Motivated workforce
      * Optimises incentive plans to specific goals for over achievement, not just business as usual
    * Improves employee engagement because everyone understands how they are directly contributing to the organisations high level goals
    * Create transparency in achievement of goals
    * High confidence in bonus payment process
    * Professional development programs are better aligned directly to achieving business level goals

Improved management control
    * Flexible, responsive to management needs
    * Displays data relationships
    * Helps audit / comply with legislative requirement
    * Simplifies communication of strategic goals scenario planning
    * Provides well documented and communicated process documentation


APPRAISAL AT WORK
At NEXT we do have appraisals every 6 months to review staff performance and develop measures to improve upon areas where there are shortfalls.
The appraisal gives employees the opportunity to discuss all their concerns. During such meetings, the manager will comment on the performance of each staff and rate it under three categories which were either "White, Green or Red". White indicated an excellent performance, green an average performance and red a poor performance. In my opinion, this appraisal system was not the best because, staff knew the period for the appraisal and therefore decided to work extra hard in order to score good points during the appraisal session because they knew they were been monitored by the manager. However, the level of commitment of staff during the off-appraisal period was very low which sometimes affected sales in general.


SKILLS OF A MENTOR
A mentor is an individual, usually older, always more experienced, who helps and guides another individual’s development. This guidance is not done for personal gain (Reh, 2012). In other words, a mentor is someone willing to spend his or her time and expertise to guide the development of another person. A mentor is sometimes referred to as a coach, guide, tutor, facilitator, counsellor and trusted advisor. A mentee on the other hand, is someone who wants to learn from someone who knows and seeks their valuable advice in order to grow personally and/or professionally. A mentorship is a relationship formed between a mentor and mentee with the goal of sharing knowledge and expertise between the mentor and the mentee. It can be a formal relationship with written goals and scheduled meeting times or it can be as informal as an occasional chat or email exchange (Management Mentors, 2012).

Whatever the circumstances, mentoring is an exclusive one-to-one relationship, is completely confidential and can be a useful complement to other staff development tools.
According to Barry (2008) a mentor’s primary role is to provide guidance and support to a mentee based on his or her unique developmental needs. At different points in the relationship, the mentor may take on some or all of the following roles:

Coach/Advisor
    * Give advice and guidance, share ideas, and provide feedback
    * Share information on "unwritten rules for success" within environment/organisation

Source of Encouragement/Support
    * Act as sounding board for ideas/concerns about school/career choices; provide insights into possible opportunities
    * Provide support on personal issues if appropriate

Resource Person
    * Identify resources to help mentee enhance personal development and career growth
    * Expand the mentee's network of contacts

Champion
    * Serve as advocate for mentee whenever opportunity presents itself
    * Seek opportunities for increased visibility for mentee

Considering the various roles of a mentor, it is just appropriate that, a mentor develops certain skills to make mentoring effective. These skills are explored below.
·         Listening Skills: The old adage that the God gave us two eyes, two ears but only one mouth so that we could look and listen four times as much as we speak, can certainly be applied to the Mentor. It is the ability to listen ‘actively’ that defines the good communicators. This involves really concentrating on the message being transmitted, by trying to understand not only what is being said, but also how and why it is being said. When in discussion, the mentor must listen for a note of confidence or hesitation in a mentee’s voice. This will indicate whether he really understands the topic or is still to grasp what is being discussed.
·         Credibility:  Mentoring is based upon trust which comes from believing in what the mentor says and does. Being honest about what the mentor knows or does not know and modelling what is said to the mentee is critical. Providing information that is timely and accurate is also an important part of credibility.
·         Vulnerability:  Mentoring requires a mentor to be willing to share his/her own failures and successes as a way of encouraging the mentee's sharing. It also means being willing to listen when a mentee provides feedback that one may not want to hear about how the mentor is relating to the mentee.
·         Independence:  Successful mentoring happens when a mentor focuses his/her attention on the mentee's needs and not vice versa. One of the benefits for mentors is the sense of satisfaction derived from mentoring. What is important to remember is that this is a by-product of the relationship and not its purpose. Effective mentors have a strong sense of who they are and do not become dependent on the mentee.
·         Be a positive role model: Good mentors are respected by their mentees. A mentee can learn a lot from their mentor simply by watching how their mentor behaves in any particular situation. Good mentors will also look out for experiences, or even create situations in which their mentees can become involved to learn new things, for example, providing a look behind the scenes or a glimpse at how other people live or do things.

A successful mentor who does possess the above techniques will soon discover they are very useful, as they will quickly enable him to gain a true picture of the mentee’s strengths and abilities.

MENTOR IN MY LIFE
The most effective mentor l have ever had in my life is my maths teacher in college. I did fail my GCSE maths at school so had to resit at college during my A levels. At college, Maggie was my Maths teacher and she took great interest in my academic life. After failing the Foundation Tier at school, l decided to meet with Maggie in order to seek assistance. Her reception was very affable as she listened to me patiently to identify the problem. She then encouraged me and motivated me to have belief in myself that I can pass my Maths exams.  Maggie gave me extra tutorials after the normal lesson period and also during holidays; we met in college where she assisted me in solving Maths questions. In order to monitor my progress, she made me take some tests and guided me in correcting my mistakes. She had a lot of confidence in me and therefore decided to put me down for Higher Tier in June 2010 and behold when the results came in August 2010, I had a C grade. From failing Foundation to C grade at higher tier. After the results were out, she made me talk to other students who felt they could not do Maths and were preparing to resit the next year. Even though I left college last summer, she still emails me and finds out how I am coping with my studies at the University.


Conclusion
Performance Management is a term used to improve team performance, based on the principles of measurement, appraisal, and action and monitoring. However, it can be manifested in very different forms depending on whether the aim is to further improve good performers, or deal with underperformance. Employee Performance Management is a process for establishing a shared workforce understanding about what is to be achieved at an organisation level. It is about aligning the organisational objectives with the employees' agreed measures, skills, competency requirements, development plans and the delivery of results. The emphasis is on improvement, learning and development in order to achieve the overall business strategy and to create a high performance workforce (Local Government Improvement and Development, 2011). 
In effective organizations, managers and employees have been practicing good performance management naturally all their lives, executing each key component process well. Goals are set and work is planned routinely. Progress toward those goals is measured and employees get feedback. High standards are set, but care is also taken to develop the skills needed to reach them. Formal and informal rewards are used to recognize the behaviour and results that accomplish the mission. All five component processes working together and supporting each other achieve natural, effective performance management.


REFERENCES
Barry, S. (2008) Examples of Mentor Roles and Tasks [online]. Available from: http://www.teachermentors.com/MRoleTask.php [Accessed 4 April 2012].

CIPD (2011) Performance management: an overview [online]. Available from: http://www.cipd.co.uk/hr-resources/factsheets/performance-management-overview.aspx [Accessed 4 April 2012].

Cokins, G. (2009) Performance Management - Integrating Strategy Execution, Methodologies, Risk, and Analytics. New Jersey: John Wiley & Sons, Inc. 

Daniels, A.C. (2006) Performance Management: Changing Behaviour that drives Organisational Effectiveness. 4th ed. Atlanta, GA: Performance Management Publications.

Local Government Improvement and Development (2011) Performance management: introduction and background [online]. Available from: http://www.idea.gov.uk/idk/core/page.do?pageId=4405770 [Accessed 4 April 2012].

Management Mentors (2012) Definition of Mentoring, Benefits of Mentoring, & Other FAQs [online]. Available from: http://www.management-mentors.com/resources/corporate-mentoring-programs-faqs/ [Accessed 4 April 2012].

Office of Personnel Management (2012) Performance Management: Overview [online]. Available from: http://www.opm.gov/perform/overview.asp [Accessed 4 April 2012].

Reh, F.J. (2012) Mentors and Mentoring: What is a mentor? [online]. Available from: http://management.about.com/cs/people/a/mentoring.htm [Accessed 4 April 2012].

Schiff, C. (2011) What Is Performance Management? [online]. Available from: http://www.b-eye-network.com/view/15359 [Accessed 4 April 2012].