The purpose of this exercise is to introduce the relationship of selecting, evaluating, building and hiring the right employees and leaders as one of the factors to establish to pull through a team strategy, increase company performance and develop organi

University Degree Business and Administrative studies

Unit 14 – Working With & Leading Peoples Assignment 14 – 02

Table of Contents

Executive Summary

The purpose of this exercise is to introduce the relationship of selecting, evaluating, building and hiring the right employees and leaders as one of the factors to establish to pull through a team strategy, increase company performance and develop organizational effectiveness.

I will try to explain each of the key roles that will affect a business success in its industry. One of which is selecting the right leader and what is the best fit ‘type’ of leader. It will also include how some companies empower their employees better in their tasks. The document will also help how strategic performance management can take place at top management, middle management, or strategic operations levels, and their impact on business profitability, company competitiveness and organizational stability and growth.

Leaders in the Organization

Theories and Styles of Leadership

Leadership theories

Many theories about leadership tend to focus on the question ‘What is it that makes one leader more effective than another?’ The hope is that by observing carefully enough how successful leaders operate, it will be possible to arrive at a theory which will either enable others to be more effective leaders, or at least enable organizations’ to select better leaders. These theories of leadership fall into three broad categories: trait theories, style theories and contingency theories. I'll examine each of these in turn.

Trait theories

Trait theories are based on the assumption that the determining factor in an effective leader is a set of personal characteristics. It is also assumed that the way to discover these characteristics is to study successful leaders and determine which characteristics they have in common. However, despite innumerable studies, only about 5 per cent of the characteristics identified in successful leaders have been found to be widely shared. Of these, three stand out as significant:

above average intelligence, but not at the level of a genius;
initiative – a combination of independence, inventiveness and an urge to get things done;
self-assurance – a blend of self-confidence, self-esteem and high personal expectations.

Clearly, while these are important characteristics, they do not provide the clear-cut distinction between good and bad leaders sought by the theory. (Such a distinction may, in fact, be unattainable.) There are also significant exceptions: some individuals with all three characteristics are ineffective leaders, and some who lack these characteristics are very effective leaders. Despite these criticisms, trait theories continue to influence, albeit implicitly, many organizational procedures for selecting leaders.

Style theories

Style theories are based on the assumption that it is the style of leadership that matters. The alternative styles are generally phrased in terms of ‘task centered’ or ‘person centered’; these have also been called ‘structuring’ and ‘supporting’ styles, corresponding roughly to the ‘scientific’ and ‘social relations’ styles of management.

The leadership styles are not mutually exclusive and can be represented in the form of a grid, as in 1.0. Thus it is possible for an individual to be strongly person centered or strongly task centered or both, or neither of these. Although leaders may change from one style to another, they tend to adopt a preferred style.

Figure 1.0: The dimensions of leadership style (from Blake and Mouton, 1964)

Leaders high on task orientation are generally perceived as more efficient, while those high on person orientation are seen as providing a more pleasant and satisfying work environment. It has been argued that the person-centered style is more effective because it enables people to meet their self-actualizing and esteem needs. However, it has been found that whilst the supportive style of leadership leads to greater subordinate satisfaction, lower grievance rates and less conflict, the gain in productivity is not substantial.

This finding begs the question of what the criteria for assessing effective leadership should be. This is a question that is rarely discussed. The most widely used criterion, although it is usually implied rather than explicitly stated, is whether or not there is a significant increase in productive output, or efficiency, of the group that the leader is responsible for. Naturally this is a very important outcome, but it is certainly not the only one.

Indeed, to place great emphasis on productive efficiency as the criterion for success means that the evaluation of the theories is being done from a task-oriented perspective. This clearly undervalues the person-oriented approach, which by its own criteria values the satisfaction of the workers as much as, or more than, the productive output.

Contingency theories

Contingency theories are based on the idea that there is no single best style of leadership but that the most effective style depends upon the circumstances. The aspects of the circumstances identified as significant are:

the leader's characteristics and style (thus absorbing the two earlier theories).
the subordinates' expectations and experience.
the nature of the task and the organizational environment.

For example, Fiedler's contingency theory (Fiedler, 1967) focuses on the degree of structuring in the task and the leader's organizational power (i.e. the power to reward and punish). He finds that where the task is highly structured, and the leader liked, trusted and powerful, then the most effective leadership style is a directive, task-oriented style. Similarly, where the task is ambiguous and the leader is in a weak position, then the same directive, task-oriented style is most effective. In intermediate situations where the task is ambiguous and the leader liked and respected, then a participative, person-centered style is found to be most effective. These findings are summarized in Figure 2.0.

Figure 2.0: A summary of Fiedler's results on which leadership style is most effective

Other theories in this category focus on other aspects of the context; however, they have the same sort of structure, namely recommending different styles of leadership in different contexts.

Analysis

There are no simple answers to what it is that makes some leaders more effective than others, and I think there is no single best leadership style or approach. What matters is that the style adopted should fit with the expectations of those being led and be consistent with the task at hand (that is, it should not ignore the specific characteristics of the task itself).

I realized that leadership has different roles to partake. They can be viewed scientifically like the central ‘controller’; which does the planning, monitoring and regulating. And the ‘democratic’ leader sees himself or herself as facilitator, or coordinator. And the more ‘educational’ view sees it as that of adviser, teacher, coach, mentor, source of expertise, etc. But a leader can be a little bit of everything from these types of roles where they can lead to achieving the task, building and maintaining the team, and developing individuals.

History proclaims that leaders become leaders because of expectations created in childhood (our ‘inner child of the past’), and many have unconscious expectations to be a leader, and may well harbour resentments, anxieties, suspicions, subservience, passive resistances and attitudes to leadership that have little relationship to current adult realities. But I think a good leader needs to be able to manage these feelings, especially responses to them. I think that leaders should be able to know oneself and be able to do self-reflection. And when dealing with other people he should know to provide objective or constructive feedback. Because it is in how you tactfully provide evaluative feedback that is becomes a valuable experienced because it will be received positively and thus will become helpful rather than destructive. In addition, leaders should be able to take ownership of his actions. The importance of accepting responsibility for our own problems, rather than blaming others is clear distinction of being a leader.

Communicating Company Vision and Mission

Until the early 1990s, it was not uncommon for organizations to think and plan in terms

of a five–, seven–, or even ten–year strategy. In some industries an even longer time horizon (measured in decades) was considered appropriate. During the 1990s, those same organizations started to reduce their time horizons for strategic planning activities. With the advent of dot–com thinking, a strategy and plan that covered only one year might have been considered too long a time frame. So in the fast–paced business world of today, what use is strategy now?

I think that strategy is not about how to define a single, unchanging vision for the future, but rather is a way of thinking about how to deal with the future—it is more about a process to guide decision–making than about a specific document to which people can (though they often don’t) refer.

In “the good old days;” when business life proceeded at a much more sedate pace (or so it

seems that it did, when we look back on it), an organization defined its vision and strategy and created the corresponding plan to achieve that vision. Once these had been approved and funded, the organization proceeded down the implementation path to achieve the vision. Occasionally, something might have happened external to the organization or even inside the organization that would require a minor tweak to the plan or, less often, to the strategy. But there was always a reasonable amount of time in which to react to these occurrences, and certainly few enough of them that the management team had time to consider each.

Today, reacting to external events requires more and more attention from the management team. With more frequent disruptive changes in different industries (the Internet, widespread high–speed network access), the need to address a completely different set of unanticipated problems (the terrorist attacks of 9/11, the explosion of viruses and spam, and the recent growth in phishing attacks), and the ever–present changes in the competitive landscape, modifying the strategy and amending the plan becomes a primary focus of management.

There’s the “head in the sand” approach—in which the organization continues to work to the original plan, which usually produces an outcome that those inside the organization think is successful and those outside the organization think is completely. And there’s the “wait until it’s obvious and re-plan” reactive approach—in which the organization, finally noticing something that will impact their strategy, decides to stop all work, put every effort into re-planning, and then restart along the path to implement against the new plan.

Instead, I think that a management team should review their mission and vision. And check if their day-to-day operations driven by strategy is still aligned to the company’s mission and vision. And when we hone skills around the process of strategy, do we consider company’s culture and core values implementation. So by learning to recognize the “signs on the road” and learning “how to drive” to achieve a result that is a success for both the organization and its customers we recognize all details. And we understand the signposts (which represent internal and external events) and their impact on the company.

This responsibility cannot be implemented by management alone, it should be practiced across all exmployees. So by becoming more adept at applying these principles to the decisions that have a significant impact we take responsibility of our contribution to the company’s growth and profitability.

Strategy is no longer about “the document” or “that vision thing”—it’s about how the

organization approaches its decision–making day to day. Organizations can do better—and with clear communication of company’s mission and vision, core values and strategy; from top to bottom, they can do much better.

The management should start developing alternatives, because an organization that has already established a business model with technologies, and capitalize on emerging opportunities that others may not recognize as quickly - - is an advantage. And companies need to be updated and be aware of what has to happen for a business to succeed and what is happening around that will impact ability to succeed.

It is everyone’s responsibility to be familiar with the events that will have the most impact on current chosen direction—be ready to understand the consequences of disruptive changes, or events that are not turning out the way expected. And try to drive to decision or solution rather than engaging in endless dabate.

Success in business today is much like running a whitewater river. New challenges come up quickly, and must be dealt with quickly. Failure to make a decision can lead to disaster—but so can making a wrong one. Pre-thinking and rehearsing potential challenges (as well as opportunities) can ensure a more rapid, effective response when things begin to change suddenly. And most specially learn to contribute to the strategy regularly so that everyone in the company or team becomes more practiced at the process of strategy. Thus we lessen its impact on day-to-day operations. The company becomes better prepared to deal with any event that arises, whether the result of something outside your control or as you learn more about what you can influence to the company’s mission, vision and strategy.

Enforcing Team Motivation

Definition of MBO

Management by objectives (MBO) is a systematic and organized approach that allows management to focus on achievable goals and to attain the best possible results from available resources.

The Four Pillars of MBO

is company strategy to increase organizational performance by alignment of the company goals and the employees’ objectives.
It is a process of agreeing upon within an organization so that and agree to the objectives and understand what they are in the organization.
It is achieved using set targets. Ideally, employees get strong input to identify their objectives, time lines for completion, etc. It is MBO that introduced the SMART criteria: Objectives for MBO must be (Specific, Measurable, Achievable, Relevant, and Time-Specific). In some sectors (Healthcare, Finance etc.) many add ER to make SMARTER, where the E=Extendable R=Recorded.
MBO includes ongoing tracking and in the process to reach objectives. Reliable are needed to establish relevant objectives and monitor their "reach ratio" in an objective way. Pay (bonuses) are often linked to results in reaching the objectives Test

There are several limitations to the assumptive base underlying the impact of managing by objectives, including:

1. It over-emphasizes the setting of goals over the working of a plan as a driver of outcomes.

2. It underemphasizes the importance of the environment or context in which the goals are set. That context includes everything from the availability and quality of resources, to relative buy-in by leadership and stake-holders. As an example of the influence of management buy-in as a contextual influencer, in a 1991 comprehensive review of thirty years of research on the impact of Management by Objectives, Robert Rodgers and John Hunter concluded that companies whose CEOs demonstrated high commitment to MBO showed, on average, a 56% gain in productivity. Companies with CEOs who showed low commitment only saw a 6% gain in productivity.

3. It did not address the importance of successfully responding to obstacles and constraints as essential to reaching a goal. The model didn’t adequately cope with the obstacles of:

Defects in resources, planning and methodology,
The increasing burden of managing the information organization challenge,
The impact of a rapidly changing environment, which could alter the landscape enough to make yesterday’s goals and action plans irrelevant to the present

When this approach is not properly set, agreed and managed by organizations, in self-centered thinking employees, it may trigger an unethical behavior of distorting the system of results and financial figures to falsely achieve targets that were set in a short-term, narrow, bottom-line fashion.

A more fundamental and authoritative critique comes from Walter A. Shewhart / W. Edwards Deming, the fathers of Modern Quality Management, for whom MBO is the opposite of their founding Philosophy of .

The use of MBO needs to be carefully aligned with the culture of the organization. While MBO is not as fashionable as it was before the 'empowerment' fad, it still has its place in management today. The key difference is that rather than 'set' objectives from a cascade process, objectives are discussed and agreed, based upon a more strategic picture being available to employees. Engagement of employees in the objective setting process is seen as a strategic advantage by many .

A saying around MBO and CSF's -- "What gets measured gets done"is perhaps the most famous aphorism of performance measurement; therefore, to avoid potential problems SMART and SMARTER objectives need to be agreed upon in the true sense rather than set.

The original version of S.M.A.R.T. objective-setting that was used by Meyer was

Specific
Measurable
Attainable
Realistic and
Tangible

Meyer users the term Tangible, however the most common version uses time bound - the Blanchard/ Hersey version. Some claim that George T. Doran, developed the concept of S.M.A.R.T. goals in the discipline of project and program management and cite - George T. Doran, "There's a S. M. A. R. T. Way to Write Management Goals and Objectives", Management Review (AMA Forum), November 1981, pps. 35-36. Doran, George T. "There's a S.M.A.R.T. way to write managements's goals and objectives." Management Review 70.11 (Nov. 1981): 35. Business Source Corporate. . 15 Oct. 2008. Ironically in the same journal, in the same month. Miller, Arthur F. & Cunningham, James A "How to avoid costly job mismatches" Management Review, Nov 1981, Vol. 70 Issue 11, p29, 3p: 35. Business Source Corporate. . 28 Oct. 2008. These certainly appear to be the first published articles documenting the SMART Objective as we know it today, however all this appears to prove is that there is an earlier source. One of the earliest publications applying goal setting directly to individuals performance is in GOAL SETTING AND SELF-CONTROL. By: RAIA, ANTHONY P.. Journal of Management Studies, Feb65, Vol. 2 Issue 1, p34-53, 20p; . 31 Oct. 2008

And while this does not list the full SMART format it does talk about specific and measurable as well as requiring goals to be:

Authorised to complete the goal
Realistic and challenging
Tied to a completion date

So the elements are there - but not tied into the SMART formula.

Group Report

Group Report Duration: 30 to 45 minutes, 03 March 2009

Personal Teambuilding Seminar Proposal

Importance of a Team Building

Team building is essentially a process involving participation, collaboration and nurturing of team spirit amongst the team members. This sense of team spirit is inculcated amongst participants in the team through interactive team exercises and group discussions. Team building is required in most of the organized group activity, even as the modern work sphere is increasingly getting specialized with division of labor and the global market is powered by communication revolution.

A successful team building requires a number of steps, which include the following:

The first and foremost requirement for team building is the recruitment or selection of the participants. Since participants ensure the success of a project, a team leader looks for certain specific traits in them. They must have confidence and the ability to generate trust amongst the fellow members. A participant must possess leadership qualities and must be positively oriented at all times.

Next to selection of participants, it is imperative in team building to have well defined team goals and the same must ...

This is a preview of the whole essay

A successful team building requires a number of steps, which include the following:

Next to selection of participants, it is imperative in team building to have well defined team goals and the same must be communicated to the participating members. The participants in a team must be aware of the reason for their participation so as to remain motivated and to develop inter-group trust. Defining the goal in advance makes the participants feel worthy and competent, while at the same time giving the team a direction to work. Otherwise, the team members become disoriented, directionless and demotivated.

Team building must be considered in context of the team goal. It requires multiple and balanced skill sets to achieve the goal. A right combination of theoretical and practical skill sets ensures the successful goal achievement. Individuals with technical and theoretical expertise as team members go a long way in coming up with a solution that benefit every one. Each member must be allocated a role appropriate to his or her skill or personality. The task assigned to each of them must be flexible enough to take on new assignments or relinquish the previous one, if required. The members must be willing enough to help team -mates and cooperate with them in ensuring success of the project.

A team leader has a great role to play in team's overall performance. The leader must have leadership skills to command respect from his or her team. Team building is likely to suffer in absence of positive and effective personality of the team leader, who must be able to positively influence the working environment.

Apart from what has been discussed above, successful team building requires training the team in group dynamics, communication skills, conflict and resolution, goal setting, listening skills and other skills to turn the members into effective participants in a team.

A Team Building Proposal

There are many reasons that members of team doesn’t perform well in their team. This is an occurrence in almost all organizations. Unfortunately, most of the reasons given for not low performance and not meeting team objectives are the exact reasons that teams should know their value-add to the company when they understand the company’s strategy and direction and how their contribution affects the success of the organization’s growth.

This teambuilding proposal would be to help them realize that their understanding of their roles and responsibilities and by meeting their daily tasks with the best of their abilities is mutually beneficial for themselves and the organization growth. It should give them a realization that top management’s company strategic planning is invaluable if they do not take part in executing and implementing them properly.

Recruitment or selection of the Participants

It is a necessity that we identify the individuals that are key people in the organization.

Participant’s Requirements

Therefore the participant should be able to lead by example and can be of great influence in the working environment because of his working and relating traits with his or her co-employee.:

A consistent performer who meets individual objectives and contributes to team objectives,
Dscuss his work scope and expectations with his or her direct manager or supervisor
Communicates his concerns and progress with his or her tasks
Provides suggestions and challenges organizational changes when he doesn’t understand or doesn’t agree
Attends to work and company events regularly and promptly
Aligns his personal working style and methodology as required by his role and function to the company
Creates activities to continuous learn to exceed expectations in his or her work’s role and function to the company
Models the core values of his company throughout his tasks and working style
Reliable and trustworthy to deadlines and commitments tasks ot given

Reason for the Traits

The participants should be able to show his or her leanings through how he or she works in the company. In this manner, his or her actions speak louder than words. He or she ideally is the marketing tool of the teambuilding results to his or her co-employees

Goal Setting

Teambuilding Slogan

“Coming together is a beginning.

Keeping together is progress.

Working together is success.”

- Henry Ford, Founder, Ford Motor Company

General Objective

To enforce that meeting personal and team objectives will provide substantial growth in

the company

Specific Objectives

To provide knowledge of the company’s vision, mission, core values, cultures and relationship to their team’s function
To provide understanding that by doing their roles and responsibilities and by meeting daily tasks and team objectives affect the growth and progress of the organization.
To request help key people to echo to their co-employees their learnings by influencing others to also contribute to the organization growth by executing, implementing and most of all by, performing well in their specific roles and responsibilities to their team

Teambuilding

Title

Success: One Mind. One Work. One Team.

Activities

Purpose#1

Review of the company’s company’s vision, mission, core values and culture. And make sure that the participants know and understand their meeting and their relationship.

Activity#1

Title: Human Photogrpahy

Mechanics:

Group the participants evenly. For example, if there are 40 participants, ask them to count from 1 to 8, you now have 8 groups. Ask them to join their groupmates.

A tableau is a human collage which allows participants to create a picture of an idea to their audience.

Explain to them that each group will present a tableau for every topic you will provide.

Provide 3-5 minutes discussion for the topic once the topic is discussed. And ask a presenter to creatively explain their concept of the topic in 2-3 minutes one after each group.

State the company mission and vision ask them to create a tableau. Ask them to do step #3
State the company core values and culture ask them to create a tableau. Ask them to do step #3
Ask them their general idea of the current situation, including concerns, company strategy, and personal though of its issues and challenges of the company and ask them to create a tableau. Ask them to do step #3
Ask them to share to come up with a resolution to the current concerns in #8 and ask them again to create a tableau. Ask them to do step #3
Consolidate all ideas tacked in the activity; the facilitator should share his or her learning. He or she should request participants on their learning and feedback as well on the activity. Finally, summarize the activity by asking them if their awareness or review of company mission, vision, core values and culture was helpful on their understanding of the company’ strategy or management’s direction.

Purpose#2

Help participants to identify their roles and responsibilities in their own teams. And allow participants to realize to meet daily tasks to meet objectives. Facilitate the activity so participants realize that their personal and team performance will affect the growth and progress of the organization.

Activity#2

Title: People Puzzle

Mechanics:

Provide everyone a 8 x 11 short bond paper and drawing materials.
Ask each individual to present a symbolic drawing of their understanding of the current tasks at their job or work on their respective teams. Provide 10-15 minutes for preparation time of their drawing
Then group the participants evenly. For example, if there are 40 participants, ask them to count to 1 to 4 so they’ll be grouped into 10’s, you now have 4 large groups. Ask them to join their groupmates.
Then once they are in the group, they should individually present their drawing to their groupmates and explain its meaning. Give each presenter 2-3 minutes
Then request them to come up with a collage and build a structure of their team that will connect the 10 different symbolic drawings from 5 different people. they’ve created in order to build a team to work properly.
Ask each group to have a representative but the twist is that person will provide their understanding of the other 3 team’s drawings.
Summarize the step #6 inputs and feedback
Ask them to get another group representative from the 4 groups and now request them to present only their team’s symbolical meaning, objectives why they come up with the structure and provide the steps in creating the collage and its structure.
Summarize the activity by providing your own, understanding of your current scope and limitation of their collages. Verify their learning to the small picture and then how they expanded to the bigger picture. Ask everyone and point out volunteers who would like to share if they are aware that their individual work and individual performance contribution influence and affect others to cope up and move forward with each individual’s personal and work-related challenges in connection to the drawings presented.

Purpose#3

Organize the activity to help participants take intiative to echo their learnings to their co- employees by influencing them to contribute to the organization’s growth.

Activity#3

Title: Waterfalls Paradigm

Mechanics:

Provide everyone 2 pieces of 2 feet water tubes and 2 elbow water tube connectors. Ask them to chose a partner
Ask each group to come up with a strategy to bring 3 gallons of water to another water container in the fastest time possible using their all their available materials (They will now have 4 pieces of 2 feet water tubes and 4 elbow water tube connectors). Provide 10-15 minutes for preparation time of their strategy.
Ask everyone to execute their strategies all at the same time. Each group will have a facilitator will have a timer and will record their time when they finish the task.
Summarize the activity and request for their reaction and feedback
Then group five partners, you will now have 10 participants in each group. Then once they are in the group, ask them to create a strategy to bring 3 gallons of water to another water container in the fastest time possible using their all their available materials (They will now have 20 pieces of 2 feet water tubes and 20 elbow water tube connectors). Provide 3-5 minutes for preparation time of their strategy.
Ask everyone to execute their strategies all at the same time. Each group will have a facilitator will have a timer and will record their time when they finish the task.
Summarize the activity, request their team’s difficulties and their understanding of the activity’s objectives. Request how they come up with the strategy. Ask them to execute their strategy again and provide a longer period of 10-15 minutes for preparation time of their strategy.
Ask everyone to execute their strategies all at the same time. Each group will have a facilitator will have a timer and will record their time when they finish the task.
Record the results compare the partner record and the two records of each of the four groups. Then ask everyone to join together and plan on how to execute the same task and beat the shortest time recorded. Provide a longer period of 10-15 minutes for preparation time of their strategy.
Ask all the participants to execute their agreed strategy. The head facilitator will record their time in doing the task.
Summarize the activity; request their team’s difficulties and their understanding of the activity’s objectives. Request how they come up with the strategy. Check their views in comparison with doing the task with a partner, then with 10 people and then with everyone.

Facilitators

Roles and Responsibilities

The facilitators should check the objective or purpose of each activity will be addressed. They should communicate well the views, opinions, comments, suggestions and feedback and align them to verify if the objectives have been met. Verify through clear and spontaneous communication if the purpose of the activity is understood by each individual participant. They should be able to relate the realizations and learning to the company, their work and how their company and themselves can mutually benefit if they are aligned towards one goal and one common purpose.

Traits

The facilitator should be open-minded, he or she should not try or suggest his or her own opinions or put any ideas when a participant is explaining or sharing in the team. He or she should not promoted competition among the teams by clearly stating the mechanics and the objectives to be met. The facilitator should be able to communicate and consolidate all views, opinions, comments, suggestions and feedback and align them to verify if the teambuilding objectives have been met.

Venue

Cavite (suggestion: Island Cove) or Laguna (suggestion: Punta Fuego) or Batangas (suggestion: Anaya Cove), in any beach in that area if there is budget for an out of town teambuilding. or for limited budget maybe a private pool or in a school gym or in an exclusive clubhouse of a village or subdivision.

Schedule

Day 1: Friday

11:00 AM – Assembly Time and Attendance Check for Departure

Venue: Office Lobby

12:00 PM – Bus Break at Gasoline Station for Lunch

03:00 PM – Arrival in Venue, Group Check-In and

Distribution of Room Assignments

04:00 PM – Opening Remarks by the HR Officer

Presentation of the Teambuilding Facilitators

05:00 PM – Activity #1

07:00 PM – Review of Activity #1

07:30 PM – Free Time and Preparation for Casual Dinner

08:00 PM – Presentation of the Teambuilding Objectives

08:15 PM – Casual Dinner

09:00 PM – Philippine Folklore Dance Presentation

(simultaneous while everyone is having Dinner)

11:00 PM – Lights off

Day 2: Saturday

07:00 AM – Breakfast

08:00 AM – Assembly Time for Day #1 Review Learnings

09:00 AM – Activity # 2

11:30 AM – Review of Activity # 2

12:00 AM – Lunch

01:00 AM – Activity # 3

03:30 AM – Review of Activity # 3

05:00 PM – Free Time for other Activities and Preparation for Formal Dinner

07:00 PM – Formal Dinner

07:40 PM – American Modern Dance Presentation

08:00 PM – Cocktails

09:00 PM – Presentation of Team Performers that support Company Core Values

11:00 PM – Lights off

Day 3: Sunday

07:00 – Breakfast

08:00 – Assembly Time for Group Check-out

09:00 – Presentation of the Facilitators Summary of the Activities

09:30 – Awarding of the best group or individual per each activity.

10:30 – Teambuilding Review by the Facilitators

11:00 – Closing Remarks by the highest officer of the management or manager of the team

12:00 – Lunch

01:30 – Bus Break at Gasoline Station

03:00 – Arrival in Office Lobby

Employees should realize that teamwork is far more important in today’s world than that of the past. Cultural and economic realities as well as the globalization of the marketplace are increasing the pressure to perform. When individuals are forced to adapt to these changes by themselves, they get frustrated and become less productive. When they realize that they’re doing it as part of a team, they achieve a synergy and increase their productivity. As other philosopher said “it’s the skills of your work force that will be the greatest competitive weapon. Make sure your team understand that their skill should be used to meet objectives in order to succeed. If they only work for a team then work is just half-way done, in order for a team to succeed they must also work together as a team.”

Consolidated Teambuilding Seminar Proposals

Empower colleagues to present their own ideas, develop their own ways of working within agreed boundaries and to provide a lead in their own areas of expertise. A group of students must undergo brainstorming to state their ideas, no matter how wild they may seem, while an appointed group member records all ideas for discussion (3.5)

Women in the Construction Industry

Situation and Problem Definition

As we wind our way along city streets and avenues, carefully navigating the most direct route to our final destination, most of us are somehow able to tune out the ambient roar that surrounds us. The traffic, the jackhammers, the bulldozers, and the backhoes - the list goes on and on. We're usually too busy to be bothered with the question of just who is operating these machines, and who is behind the business end of these massive projects. Would it ever enter our minds that it might well be a woman climbing aboard a backhoe in a pair of dusty work boots or supervising a job site? Upon taking a closer look, you might find someone you didn't expect performing a job not often equated with them.

The "them" in this case are women and minorities.

Women in construction, by themselves, are a relatively new addition to the male-dominated field industry. Even as recently as 1996, the construction industry was still male-dominated, and the few women who worked here became a source of strength for each other.

Proposed Solution and Objectives

A group of a very distinguished members of an organization: Professional Women in Construction or PWC aims not only change the general public's perception about women in construction but also to promote the abilities of women and minorities in the construction industry.

As a nonprofit organization, PWC has been in existence for over two decades and its impressive member base has grown to include real estate owners, developers, facility and property managers, and public agencies. The organization also includes general construction and specialty contractors; architectural and engineering firms; environmental services' firms, and suppliers of all kinds of goods and services. Supporters of PWC range from construction companies to the Port Authority of New York and New Jersey (PANYNJ). Various groups affiliated with PWC include the American Institute of Architects (AIA), the American Society of Plumbing Engineers (ASPE), and the National Association of Women Business Owners (NAWBO). These groups receive some of the benefits of membership, along with PWC's primary members. Starting with only a dozen women in its membership, PWC now counts over 6,000 active members and reaches close to 8,000 constituents. PWC keeps current by providing updated professional, legal, and legislative information to its members through networking events, educational conferences, and seminars.

PWC offers a wide range of informational and networking events for its members. From award presentations to educational seminars, PWC actively seeks to give its membership the tools they need to reach their highest professional potential. A calendar of upcoming events may be accessed through their Web site at www.pwcusa.org, and recaps of the events are often featured in PWC's newsletter.

Recent events include The Annual Grand Networking Trade Show, which provides participants an opportunity to mingle with exhibitors and seek out new contacts within the industry. Golf outings, holiday galas, and breakfast events often feature prominent guest speakers in the construction trade. Upcoming events include a developer's forum and the annual Salute to Women of Achievement luncheon, where five women representing various disciplines in the industry will be honored with achievement awards.

By recognizing the accomplishments and abilities of their constituents both on the administrative side as well as on the job sites themselves, PWC ensures the talents of these groups do not go unnoticed. Furthermore, providing educational materials to the myriad of constituents is also a key aim of PWC - and to that end, the group offers industry-specific information through the "resources"� portion of their Web site.

Timely access to information is important to everyone in this day and age, and PWC attempts to put this pertinent information at its members' fingertips. Answers to questions about certifications, building codes, specific design, and even employment inquiries can be found on www.pwcusa.org. Much of this frontline information is available to the general public, with some password-protected areas of linked resources. Newsletters and financial information geared towards PWC's membership are also hyperlinked on-site. This, coupled with employment listings from various construction-based organizations, offers the membership both personal growth and professional benefit.

Membership in PWC is open to individuals, companies, and groups. Company size is the main determinant regarding dues, and larger corporate members are offered the opportunity to have more representatives within their company as members. Members benefit by receiving discounted admission and exhibit rates at many PWC events, a quarterly newsletter, the opportunity to submit editorial content, and access to the latest industry news and PWC reminders via e-mail. Each newsletter offers a section called "Spotlight on Members,"� where member accomplishments, awards and announcements are published, giving the readership an opportunity to become acquainted with one another as well as the services they offer.

Other Conditions

Analysis and Conclusion

The women who exclude themselves from construction lack political will inside and outside the industry that creates obstacles in addition to the more general gender stereotyping that underpins existing gender identities. More optimistically, they suggest that once more women are involved in the industry, the environment will become more female-friendly. Quite how this is to be realized remains less clear.

Behavioural Strategy

Delegation Techniques

Key Messages:

Make sure you are delegating rather than dumping
The most successful delegators have regular milestones meetings
Ensure people have the resources and authority they need to successfully accomplish the task

Successful Delegation is one of the most powerful leadership and coaching tools of the high performance leader. It is far more than a way of getting people to do the things you don't like or don't have the time to get to.

For Successful Delegation Follow these Six Steps:

Step One: Select The Task

When determining the tasks and activities that could be handed across to others, you can choose to delegate either one-off tasks/projects or recurring tasks/projects. Some ideas are, tasks that -

You used to do before you assumed your new role (comfort zone)
People in your team have more experience with
Aren't in your core competency
Provide valuable experience and will develop bench-strength in your team
Will engage and energize your team members
You dislike and that someone else in your team loves

Step Two: Select The Person

When delegating work it must be something that challenges the team member by providing added responsibility and higher proficiency. Resentment will be your outcome if the team member can perceive no real benefit to them and/or feel like they have been dumped on. Each of these motivations will illicit a differing response from the delegatee:

Dumping
Developing future leaders
Providing challenge and variety to team members
Making use of under-utilized talents
Freeing up time to work 'on-the-business'

Before you delegate assess each team member's:

Skills & Capabilities
Desires
Development needs
Previous track record
Potential

Step Three: Plan The Delegation

The results that are expected (How success will be measured)

The level of authority (Any particular stages at which you want involvement)

Any elements which will require training, coaching

How to minimize conflicting priorities or other risk factors/concerns

The likely number of work hours for each activity

The resources required/available

Timelines, Milestones and Deadlines (How progress will be monitored)

Many of the elements that you identify in the planning stage may be modified once you begin to hold the conversation with the delegatee. For example, you may decide to change timelines or decrease the number of hours required. Stay open. Your plan is simply that, a plan, do not wed yourself to it and become inflexible during the conversation you have with your team member.

Step Four: The Delegation Meeting

It is important to really ensure that the person is committed to the new responsibility. People are more committed and engaged when they are involved in the process of establishing the expectation (see above). Their emotional contract with you and the project is critical to a successful outcome. During the meeting you should cover:

Why you need help
Why you have chosen this particular person
the importance and relevance of the assignment
the benefits for the individual
how it fits in to the overall scheme of the organization
Seek first level of commitment
Describe the task
Set out the scope and expectations
Identify conflicting priorities
ask the critical question
Discuss training needs
Set up milestones meetings
Seek full commitment

Step Five: Milestones Meetings

During these meetings:

Review what has been accomplished to date and seek feedback from them on how well they feel they are progressing in achieving the expected result.
Identify anything you would like the person to do differently.
Check if they are encountering any problems and what plans they have in place to handle them.
Provide encouragement, coaching and feedback.
Set the next milestone meeting (if you don't already have a preset schedule).

Ensure that at each meeting the person is reassured that you are available to answer questions whenever they need support.

Step Six: Debrief

The final debriefing consists of a two-way discussion about how the delegated task went. It allows you to:

Acknowledge any personal development that has occurred<
Outline areas for additional growth
Applaud success and absorb the consequences of failure
Acknowledge performance problems and remedies for the future
Provide coaching
Find out how you went as a delegator and how you could improve the in the future

Motivation Techniques

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Given the economic climate and some horror stories I’m hearing, I’m refocusing on some patterns and practices for feeling good. I think motivation is one of the most crucial skills you need throughout your life. Even if already have motivation techniques that work for you, this is a set of expert techniques from the book , by Dr. David Burns.

Antiprocrastination Sheet is a technique helps improve your negative assumptions. To use it, you list the tasks you need to perform. You predict the difficulty and your satisfaction on a scale of 100. After you perform the tasks, you write down your actual difficulty and your actual satisfaction.

Butt-Rebuttal Method is a technique is a way to deal with excuses you make where you talk yourself out of things. For example, you could work out today “But.” To use it, you write down the tasks you want to do. You then write down your “but” excuses. Next, you write a rebuttal for each excuse. This works because you’re giving yourself a response to your excuses, rather than having to deal with them on the fly. It’s also a way to remind yourself of why you are doing what you’re doing.

Can’t Lose System is a technique is a way to combat your fear of failure. It works by listing your fears, exposing distorted thinking, and identifying ways to cope. To use it, first, list your worst case fears. Next, rationalize your list. Finally, identify coping strategies and fallback plans. By thinking on paper, you can be more objective about your fears as well as more creative in terms of finding potential solutions. See .

Count What Counts is a technique is a way to improve your self-confidence and remind yourself of the positive actions you take each day. To use it, you simply either use a wristwatch counter and click each time you take a positive action, or you use a notebook and write it down. As simple as this technique is, it’s produced profound results time and again. What it does it retrain your brain to pay attention to the positive actions you take each day, which are easy to miss if you’re not counting them. This gives you a more balanced view and helps build confidence in your ability to perform actions.

Daily Activity Schedule - This technique is for breaking out of a lethargy cycle and to get motivated again for basic activity. To use it, you list the activities you plan to get done for the day. Identify whether each activity is for mastery or for pleasure. After your activities, rate them as from 0 - 5, where 0 is low and 5 is high. This technique helps you find the joy in things you do, and refocuses you on simple pleasures and simple mastery.

Disarming Technique - This technique is for helping you respond to pushy, critics with advice. Although the critics may have good advice, when it’s pushy, it’s easy for you to push back and cut off your nose to spite your face. Instead, to use this technique, you disarm the critic by agreeing with them, but then you own the decision. If your critic cares about your well being, this ends up being a win win.

Little Steps for Little Feet - This technique is about dealing with overwhelming tasks or an overwhelming backlog. To use it, you breakdown your tasks. Think of them as little hurdles. You divide a task into manageable units using time limitations. For example, you might break it up into 20 minutes tasks or 30 minute tasks. By breaking your tasks down and using timeboxes, it helps you take little steps to get major things done incrementally, rather than get overwhelmed up front.

Motivation Without Coercion - This technique is about eliminating your “musts”, “shoulds”, and “oughts”. Musts, shoulds, and oughts can drain you. Instead, reframe your tasks as “wants.” The idea is to create a reward system instead of using a whip against yourself.

Pleasure Predicting Sheet - This technique is for helping you find out what activities you really enjoy and how much you enjoy them. To use it, you write down your list of activities you will do for pleasure. You predict your satisfaction on a 100 point scale. After the activity, you record your actual satisfaction.

Self-Endorsement - Many people beat themselves up. This technique is about helping you endorse yourself. To use this technique, you list your self-downing statements. Next to each statement, you write your self-endorsing statements. Don’t dismiss your accomplishments. Focus on your accomplishments. This teaches you how to lift yourself up over time.

Test Your Cant’s - This technique is a about testing your negative assumptions. It’s easy to fall into a pattern of thinking you can’t do this or you can’t do that. This technique helps you prove it. to use it, break down your assumptions into small hurdles. Take action and test against each one, proving yourself right or wrong.

TIC-TOC Technique - This technique is for getting past negative thoughts that block you from taking action. To use it, you first write down the negative thoughts that get in the way of your tasks. Next rationalize each item objectively. Be sure to check for potential negative motivation patterns or distorted thinking patterns. Lastly, write your rebuttal next to each negative thought.

Visualize Success - This technique is about visualizing the prize. Rather than motivate yourself with a stick, the idea is to create a big, fat carrot. To use this, get a good picture of the end in mind. Next, list the benefits of taking actions towards this outcome. Lastly, repeat the benefits so that you can easily recall them.

Importance of Behavioural Strategy

Why do an HR need policies and practices strategy for a business like B.I. Tala? The simple answer is…because you have people working for you.

With human nature being what it is, employees will test limits and act “creatively” in workplace situations, so you need a strategy for developing, communicating and enforcing a set of policies and practices that reflect your standards of acceptable behavior.

But a successful policies and practices strategy does more than draw boundaries; it also recognizes and addresses people’s needs.

There are many different types of people and, not surprisingly, they react differently to the need for policies and practices based on those differences. For example, some people prefer that there be a written policy for everything, while others favor having no policies at all and would leave everything open to interpretation as situations arise. Neither of these extremes contributes to a work environment that is conducive to high productivity levels. The answer is found in between, with the right number and types of policies and practices that are focused on a primary goal – improving individual performance in the workplace.

When you get to the heart of the matter, performance improvement is really about the process of setting expectations and meeting them. The focus in business is not just about meeting specific goals, but also how you achieve them. And the “how” affects the liabilities you create in the process.

So, how will you make sure your employees have clear expectations and are treated fairly as they work to help build your company? We should set people’s roles in implementing the rules. And I’d like to define them as we impose consequences for employees through tools that will help managers or administrator evaluate behavior at work.

Innovation at B.I. Tala

People like to have a clear understanding of their role in an organization and the roles of others. Every successful team has well-defined positions for its members. Everyone knows what he or she is to do, how to do it and how their performance can impact those around them. In business, this means you need to have clear reporting structures that spell out who is in charge and how tasks are to be accomplished in the organization.

This approach applies not only to intradepartmental structures, but also to company-wide or interdepartmental projects. In addition, role definition is a foundational part of establishing clear performance expectations for each employee.

Setting clear and specific behavioral standards in the form of rules establishes a framework for spotting and addressing violations of those standards. If you rely on loosely defined general standards that are not properly documented, then violations become subjective and open to interpretation. The result of such ambiguousness is often litigation.

It is important that you clearly state consequences for violations of your behavioral standards, so that employees know what to expect and have fair warning of those expectations. In addition, clear consequences help to ensure that you are not limited in your options for dealing with improper behaviors. To establish these standards and violation consequences, sit down with your management team and think through the over-the-line behaviors that will not be permitted in your organization. It is essential that you know ahead of time what employee actions require an immediate dismissal. Similarly, you want to know what performance issues may qualify for a more progressive disciplinary approach, and then define the steps involved in that approach. As I said earlier, people are by nature complex beings who will confound you one minute and astound you the next. And, except for violations that warrant immediate firings, it is usually a wise, compassionate and financially prudent course to help people strengthen their character by overcoming their weaknesses. Also, this approach provides you with a way to retain experienced employees and recover your investment in their training

I have found that in many instances, managers are disappointed in an employee’s performance, although the manager never clearly communicated his or her expectations to the employee. If you do not take steps to set clear expectations, the consequences you administer for failure to meet those expectations can seem unfair. This is extremely important because an employee who feels that they have been treated unfairly can create a great deal of liability. In many cases, the key issue is not whether they were actually treated unfairly, but whether the employee feels or perceives that he or she was treated unfairly. And it doesn’t stop with the affected employee. If you or your managers have not clearly communicated your expectations to one employee, chances are you have not done so with other employees and they can be quick to empathize with any affected workers. It is natural for employees to wonder, “What if that happened to me?” To avoid the negative effect such a chain-reaction can have on your workplace, be clear about your expectations with all employees at all times. Most employees will appreciate and respect your forthright clarity.

Building a great company has a lot to do with how people work together. Policies and practices can improve the way your employees interact, while minimizing the personnel obstacles that often arise in today’s workplaces.

Tools address the question of how you support the supervisors in your company who manage employees. When faced with a specific personnel issue, what resources are available to them? Do they have an employee handbook or a policy guide? What about regular training in company policies and practices, coupled with simple, easy-to-use forms to guide them when dealing with particular issues? Are you giving them a clear directive on working with your human resources personnel or legal representatives? Are your resources available online?

Tools like these are vital not just to help avoid litigation, but also to minimize the time it takes for you to deal with productivity-draining people issues instead of core business matters. Because many small business owners lack these resources and are not sure where to turn for help, they call on professional employer organizations like Administaff to provide the support of a full-service human resources department. Other businesses may use attorneys and HR consultants on an a la carte basis to address such issues.

Whatever the approach, the key to success is to devote the time and resources to develop a policies and practices strategy for your organization before the need arises. It is an investment that can pay large dividends in increased productivity and minimized litigation. And it is an essential component of your comprehensive people strategy.

Performance Appraisal

Methodology

Yearly performance reviews are critical. Organization's are hard pressed to find good reasons why they can't dedicate an hour-long meeting once a year to ensure the mutual needs of the employee and organization are being met. Performance reviews help supervisors feel more honest in their relationships with their subordinates and feel better about themselves in their supervisoral roles. Subordinates are assured clear understanding of what's expected from them, their own personal strengths and areas for development and a solid sense of their relationship with their supervisor. Avoiding performance issues ultimately decreases morale, decreases credibility of management, decreases the organization's overall effectiveness and wastes more of management's time to do what isn't being done properly. Conduct the following activities.

1. Design a legally valid performance review process
Patricia King, in her book, Performance Planning and Appraisal, states that the law requires that performance appraisals be: job-related and valid; based on a thorough analysis of the job; standardized for all employees; not biased against any race, color, sex, religion, or nationality; and performed by people who have adequate knowledge of the person or job. Be sure to build in the process, a route for recourse if an employee feels he or she has been dealt with unfairly in an appraisal process, e.g., that the employee can go to his or her supervisor's supervisor. The process should be clearly described in a personnel policy.

2. Design a standard form for performance appraisals
Include the name of the employee, date the performance form was completed, dates specifying the time interval over which the employee is being evaluated, performance dimensions (include responsibilities from the job description, any assigned goals from the strategic plan, along with needed skills, such as communications, administration, etc.), a rating system (e.g., poor, average, good, excellent), space for commentary for each dimension, a final section for overall commentary, a final section for action plans to address improvements, and lines for signatures of the supervisor and employee. Signatures may either specify that the employee accepts the appraisal or has seen it, depending on wording on the form.

3. Schedule the first performance review for six months after the employee starts employment
Schedule another six months later, and then every year on the employee's anniversary date.

4. Initiate the performance review process and upcoming meeting
Tell the employee that you're initiating a scheduled performance review. Remind them of what's involved in the process. Schedule a meeting about two weeks out.

5. Have the employee suggest any updates to the job description and provide written input to the appraisal
Have them record their input concurrent to the your recording theirs. Have them record their input on their own sheets (their feedback will be combined on the official form later on in the process). You and the employee can exchange each of your written feedback in the upcoming review meeting. (Note that by now, employees should have received the job descriptions and goals well in advance of the review, i.e., a year before. The employee should also be familiar with the performance appraisal procedure and form.)

6. Document your input -- reference the job description and performance goals
Be sure you are familiar with the job requirements and have sufficient contact with the employee to be making valid judgments. Don't comment on the employee's race, sex, religion, nationality, or a handicap or veteran status. Record major accomplishments, exhibited strengths and weaknesses according to the dimensions on the appraisal form, and suggest actions and training or development to improve performance. Use examples of behaviors wherever you can in the appraisal to help avoid counting on hearsay. Always address behaviors, not characteristics of personalities. The best way to follow this guideline is to consider what you saw with your eyes. Be sure to address only the behaviors of that employee, rather than behaviors of other employees.

7. Hold the performance appraisal meeting
State the meeting's goals of exchanging feedback and coming to action plans, where necessary. In the meeting, let the employee speak first and give their input. Respond with your own input. Then discuss areas where you disagree. Attempt to avoid defensiveness; admitting how you feel at the present time, helps a great deal. Discuss behaviors, not personalities. Avoid final terms such as "always," "never," etc. Encourage participation and be supportive. Come to terms on actions, where possible. Try to end the meeting on a positive note.

8. Update and finalize the performance appraisal form
Add agreed-to commentary on to the form. Note that if the employee wants to add attach written input to the final form, he or she should be able to do so. The supervisor signs the form and asks the employee to sign it. The form and its action plans are reviewed every few months, usually during one-on-one meetings with the employee.

9. Nothing should be surprising to the employee during the appraisal meeting
Any performance issues should have been addressed as soon as those issues occurred. So nothing should be a surprise to the employee later on in the actual performance appraisal meeting. Surprises will appear to the employee as if the supervisor has not been doing his/her job and/or that the supervisor is not being fair. It is OK to mention the issues in the meeting, but the employee should have heard about them before.

Criteria

In a demanding job like those in B.I. Tala; it is not only sufficient to actually evaluate if develiverables are met, employees relationship like trust and integrity are vital also to the company. There are two criteria I would like to impose in providing performance evaluation of employees in B.I. Tala; behavioural and technical evaluation are vital to sustain company’s credibility, integrity, growth and strategy.

Objectives

360 Degree Questionnaire

In order to sustain the credibility and image of B.I. Tala, a method should be able to address how an individual sees himself or herself. And most importantly how others like his or her colleagues and his or her manager also perceives his or her working style and behaviour.

Performance Development Plan (PDP), Performance Review Plan (PRP) and Salary Review Plan (SRP)

To make sure that Human Resource can benchmark the marketability of the employees technical expertise in law and programming, a method should be able to address how an individual sees himself or herself in his job operations, career growth and development in the company. And most importantly how others his or her manager also perceives his or her helps and guides his or her in his daily tasks and growth in B.I. Tala.

Interview on Performance Appraisal

==========================CONFIDENTIAL==========================

The Annual (Performance Review Plan) PRP process begins with an employee undergoing self-evaluation, where he or she will list down his or her accomplishments against pre-set objectives, and any other accomplishments. Also, he or she will identify his or her own strengths or weaknesses and any challenges or difficulties he or she has encountered within the past year. Then submit to his/her manager for review.

Line manager will receive an email notification to advise him/her that employee has submitted his/her performance self evaluation as part of the PRP process. Manager then will review employee’s performance against his / her observations and will provide overall comments and assign final rating. Manager is required to submit all his / her teams ratings to their manager for review and final approval.

Direct Manager will conduct initiate PRP review and propose the PRP rating and submitted to 2nd level manager for approval together with salary proposal.
2nd level manager will review PRP rating together with annual salary review proposal. The 2nd level manager may adjust the PRP rating proposed by 1st Manager.
Upon the final approval notification from 2nd level manager, the direct manager will call a one-on-one performance review, where the manager will discuss the performance achievement with him or her.

Workflow Status for Performance Review Process

Employee Updating PRP’

When annual PRP is kicked off, employee starts the annual performance self evaluation, the flow owner is employee and the flow status is ‘Employee Updating PRP’
If 1st manager returns performance form to employee for editing, the flow status is ‘Employee Updating PRP’ as well.

‘1st Manager Reviewing PRP’

When employee submitted annual performance form to manager, notification will be sent to manager, manager is the flow owner to edit performance review feedback, the flow status is ‘1st Manager Reviewing PRP’.

‘2nd Manager Reviewing PRP’

1st manager needs to submit PRP rating proposal to 2nd level manager for review and approval, the flow status will turn to ‘2nd Manager Reviewing PRP’

1st manager is submitting PRP rating proposal together with salary review proposal.

‘Share PRP & SRP Results to Employee’

If 2nd manager has approved the PRP rating and salary review proposal, then the flow status will turn to ‘Share PRP & SRP Results to Employee

==========================CONFIDENTIAL==========================

Recommendation for Performance Appraisal for B.I. Tala

I recommend the 360 Degree Questionnaire and PDP-PRP-SRP combinations with a daily feedback system among the members of the virtual teams of B.I. Tala. They can use these to provide clear and constructive feedback on performance to their colleagues.

Also the manager should provide regular feedback to his subordinates regarding his or her work can be a powerful leading and mentoring tool. It is also the area most commonly cited as lacking when employees and managers evaluate their deliverables.

Quite simply, feedback is the sharing of information about the employee’s performance. Positive feedback serves to sustain behavior that is appropriate and effective. Negative or corrective feedback serves to change behavior that is inappropriate or ineffective. Thus, the employee should receive a mixture of positive and corrective feedback. The feedback should be specific enough that the employee understands which behaviors are appropriate and which ones need to be changed. General comments such as "you're doing a really super job!" may be pleasant to give, but do little in the way of leading. Feedback is most meaningful when it is based on solid data obtained while observing or interacting with a subordinate.

This leadership skill quickly becomes easier with deliberate practice. An experienced preceptor who has worked on developing this skill can incorporate feedback comfortably and quickly into regular interactions with a student.

Feedback is giving specific information about a person's current behavior in order to help him/her either continue the behavior or modify the behavior. It provides a basis for maintaining or improving performance and provides a forum for assessing need and planning additional experiences. The perfect timing when providing feedback can be immediately following the experience or when a new process is established during orientation or to brief, in-route encounters.

The characteristics of effective feedback using tools includes that information of a specific and a specific performance measurement have data as a basis or proof of evaluation. If its bevioral evaluation it should be descriptive, not labelling and it focuses on the behavior, not the employee. And it is based on observations, repeated behaviour if possible. And the feedback should always begins with "I" statements. And it should be a balance of negative and positive comments. It is anchored to common goals (for example, the learner’s learning or quality patient care). It provides for two-way communication, soliciting, and considering the receiver’s input. It is brief. (Be alert to signs of resistance). It is based on trust, honesty, and concern. It is private, particularly if it is negative. It is part of your regular teaching process, not an exception to the norm. It provides for follow-up.

All comments should be based upon observable behavior and not assumed motives or intents. Positive comments should be made first in order to give the student confidence and gain his/her attention. Language should be descriptive of specific behaviors rather than general comments indicating value judgments. Feedback should emphasize the sharing of information. There should be opportunities for both parties to contribute. Feedback should not be so detailed and broad so as to "overload" the employee. Feedback should deal with the behaviors the employee can control and change. Feedback requires the ability to tolerate a feeling of discomfort.

Communication Skills is very important when providing Feedback. Maintaining dialogue and focusing on positive, constructive outcomes requires feedback skills and techniques. This section overviews different types of feedback and outlines a "feedback formula."

We should sonsider the following steps when giving feedback in a meeting.

1. Invite - You will increase the person's ability to hear and learn from feedback, whether it is positive or negative, by asking if he or she wants it. And if yes, when would a good time be to discuss it. This puts the other person in control of the discussion and reduces defensiveness.

2. Clear on motives - Be clear about why you are giving feedback. Do not push your own agenda, but rather, you are giving feedback based on what you heard and areas that you and the team think are areas for improvement.

3. Be objective - Describe the person's behavior, actions and words precisely and accurately. For example, "Maurice, you drum your fingers on the table, offer few comments, and regularly gaze out the window during meetings," is an accurate statement of someone's behavior. The statement in no way judges Maurice, but simply describes his behavior. Compare that comment with this, "Maurice, you act like a child in meetings. It looks like you don't have any suggestions at all." It's easy to see how this subjective statement (while possibly true), would make Maurice defensive and angry.

4. Timely - When giving feedback, be timely. The closer the feedback occurs to the actual event, the easier it will be for people to remember what they did.

Performance Quality

Career Growth and Development

Employees are motivated by two things (1) a clear understanding of their tasks and contribution to their organization and the of others and (2) a clear direction of their career growth and personal development. A successful team has well-defined tasks for its members as well as a clear career plan and developmental activities for his or her growth in an organization.

Attendance and Health

Employees are motivated to work when he or she understands and know what he or she is expected to do. They understand how to do their job and how to do it well. And how their job can influence the tasks he or she works with. In addition a well-balanced workload explains a healthy employee and manager relationship. Because no one is overworked or under-loaded, therefore attendance and ma-power is maximized.

Management and leadership style

Their should be a clear reporting line, the organization should include information who is in charge and how tasks are to be accomplished in the organization.

Managers and employees need to share a clear understanding of what is and what is not acceptable behavior within the organization. Unfortunately, in today’s workplace, an employer can be held liable for the bad behavior of an employee, especially when that bad behavior affects other employees, clients or individuals. Having a clear set of behavioral expectations is critical to establishing that you are not contributing to that bad behavior as an employer.

There are a lot of management styles and leadership styles that may not be fit for all, because people are motivated differently. A manager should be flexible enough in order to provide understanding of the different personality, characteristics and behavior of his or her employee. It is not a one management or leadership style fits all rule because people are dynamic and changes a lot, the fact that people views and opinions differ means managers should approach subordinates also differently to address concerns of motivation to perform at work.

Performance Appraisal Report to B.I. Tala

Personal Development Plans and Assessment Process

Review

Personality tests were developed by psychologists and psychiatrists for use in counseling and therapy. One commonly used personality test in educational settings is the Myers-Briggs test.

Personality assessments can streamline your hiring process by weeding out incompatible applicants. Learn to screen job applicants without going overboard.

Learn about the benefits of using personality assessment tools in the recruiting and hiring process. Personality tests are standard in many hiring environments, including Fortune companies and the military.

Make sure to the Tests

Pre-employment testing is an easy way to ratchet your hiring process up to its most effective level. You can offer jobs only to candidates who promise to synergize with your team, and place new hires in the department perfectly suited for their personality.

Explain and Discuss

Most pre-employment tests are designed to quantitatively measure specific attributes such as an applicant’s knowledge, skills, aptitudes or attitudes that are necessary to do a particular job. In theory, with the right test an employer can use a test’s scores to predict which of the many applicants will perform the best.

Organizational Procedures in Dealing with Performance Issues

Sample 360 Degree Questionnaire:

The completed 360-degree survey form is anonymous and confidential information belonging to Trend Micro, and is intended for the review and use of an employee's direct supervisor(s) and HR department only. Do not forward this information to anyone. The Regional or Corporate Human Resources department will maintain an electronic record of this information and may be required to disclose its contents to the employee, when needed.

Please provide your feedback to help enhance the individual's self awareness as well as plan for future development. Choose the level to which you agree/disagree from the drop-down menu or select "Insufficient Information" if you don't have a basis for the assessment.

Employee Name :

Department :

Job Title :

Employee Supervisor :

Review Type : 2008 Annual Review

Evaluation of Behavior Observation

8: Totally Agree

7: Mostly Agree

6: Moderately Agree

5: Slightly Agree

4: Slightly Disagree

3: Moderately Disagree

2: Mostly Disagree

1: Fully Disagree

Insufficient Information

Survey Questionnaire

1. Open-minded to other suggestions or ideas.

2. Places the organization's interests ahead of own interests when making a decision.

3. Proactively and aggressively accomplishes what has been committed.

4. Willing to challenge the status quo to achieve more effective solutions.

5. Tries to perform to the highest level.

6. Does what one says and says what one means.

7. Seeks out developmental opportunities to keep up to date in his or her field.

8. Able to propose solutions to address changes.

9. Keeps customers updated with the progress of plans on a timely basis.

10. Acknowledges own capability and resources, and does not over commit.

11. Accepts own limits, and when does not know something, does not pretend to know.

12. Gains maximum cooperation to achieve team objectives.

13. Reviews one's behaviour and actions first, rather than automatically blaming others.

14. Able to adjust to changes.

15. Learns from mistakes and does not make the same mistake more than once.

16. Willing to share own skills and experiences.

17. Able to follow things through to achieve the best results when facing difficulties or high pressure.

18. Honestly communicates reasons for delays or problems to customers and takes responsibility for them.

19. Shows interests in new things or knowledge.

20. Willing to put oneself in another's position.

21. Able to understand customers' real needs.

22. Solves customers' problems promptly.

In addition to the 22 value related questions there are also 7 leadership competencies on which you can provide feedback to your manager. To help with understanding there are definitions provided after each competency.

Leadership Competency

1. Team Building: Creates a supportive environment to encourage the generation of ideas; Works to improve team spirit and morale and develop teamwork and cooperation.

2. Result-Oriented: Drives projects along; Ensures objectives are met effectively; Overcomes problems; Refuses to give up.

3. System Thinking: Sees wholes and recognizes patterns, understands the cause & effect relationships from a holistic approach; Sees the forest, not just the trees; Notes the details but also the overall picture.

4. People Development: Develops direct reports' skills and competencies by planning effective developmental activities related to current and future jobs; Facilitates the development of subordinates' knowledge and skills; Provides timely feedback and guidance to help subordinates reach goals.

5. Motivating: Inspires a positive attitude to work and arouses a strong desire to succeed among team members.

6. Delegating: Allocates decision-making authority and task responsibilities to appropriate subordinates; Utilizes subordinates' time, skills, and potential effectively.

7. Change Management: Systematically applies knowledge, tools, and resources to plan, implement, control and stablize the change process in order to achieve the business strategy.

Please enter your valuable comments for the employee, both positive and developmental.

1.General Comments

2.Major Accomplishments (By Employee That Affected Your Work)

3.Employee Strengths (Give Examples Based on Your Observations)

4.Areas for Improvement (Give Examples Based on Your Observations)

Are there any areas from the list below which you wish your manager to further improve? (you can choose more than one) Please distribute between 0 - 8 points in total over the 13 items. The higher an item is rated, the greater the recommendation is for improvement. For example, 2 points for one item and 6 for the other; or you allocate 5 points for one item and leave 3 points unallocated.

The total amount for all recommendations must be between 0 and 8. You don't have to use up all of the points.

Recommendations for improvements

1. Is not genuine, and honest in behavior and dealings.

2. Puts own's benefit before the company's/team's benefit.

3. Is not energetic and enthusiastic about work.

4. Does not have empathy towards others.

5. Is not open-minded.

6. Does not have the ability of reflection; Does not proactively solicits feedback from applicable people.

7. Is not flexible; Does not accept changes and adjust quickly.

8. Does not show consideration for subordinates.

9. Does not have the guts to make tough decisions.

10. Does not control own temper effectively and has a low emotional quotient.

11. Does not share success with team; Does not give credits to others.

12. Micromanages subordinates' work.

13. Overprotects own team.

Sample PDP/PRP Template:

The purpose of this process is to align individual employee performance objectives and development plans with Trend Micro's goals, values, and operating principles. This form is a tool for managers and employees to use to set employee objectives, and to plan employee development.

Section 1: Objective Setting:

Establishing and maintaining the job responsibilities, expectations, and objectives for staff is the responsibility of every manager and supervisor. Objectives are normally set at the beginning of each year, and then updated at least once every quarter. Please note that this plan should be updated and confirmed by the manager when the employee’s job changes (responsibility change, transfer or promotion to another position and other related changes). For each objective, please list the success criteria and feedback sources during the objective-setting planning meeting.

Section 2: Development

This section lists the employee’s area of competency and the plan to develop their skills through specific activities. The development plan should be used to focus changes in the employee’s performance, behavior, and/or skills. The employee’s development plan should be discussed and confirmed by the direct supervisor upon completion of the form by the employee.

Reference

Books

Aluran, M. M. (Ed.). (2002). Kaaging Bisaya: Gender research in the Visayas. Quezon City: Philippines: University Center for Women's Studies.

Batangan, M. U., Tan, M. L., & Cabado-Espanola, H. (2001). Love and desire: Young Filipinos and sexual risks. Quezon City: Philippines: University Center for Women's Studies.

Bugna, S. C., Gloriani-Baraga, N., Juban, N. R., Manalastas, R. M. Jr., Reyes, M. V., Lim-Quizon, M. C., et al. (2002). Contemporary issues in STD-HIV/AIDS research and prevention: Focus on the Philippine experience (M.P. Mojica, Ed.). Quezon City, Philippines: University Center for Women's Studies.

Clemente, O. (2000). The rights of the hospitalized child: An adaption of the UN Convention on the rights of the child. Manila, Philippines: UP-PGH College of Medicine.

Guanzon, R. V., De Dios, A. T., Torres, D. S., & Balayon, T. D. (2006). Engendering the Philippine judiciary. Quezon City: Philippines: University Center for Women's Studies.

Guerrero, S. H., & Penano-Ho, L. (1999). The many faces of violence. Abusers and abusive relationships in Filipino families. Quezon City: Philippines: University Center for Women's Studies.

Guerrero, S. H. (2001). Women and gender in population and development. Quezon City: Philippines: University Center for Women's Studies.

Guidelines for medico-legal care for victims of sexual violence. (2003). Manila, Philippines: World Health Organization.

Madrid, B. The interpretation and limits of medical evidence in child abuse cases. Manila, Philippines: UPCM-PGH Child Protection Unit.

Madrid, B. J., Spader, H. S., Spiegel, R. A., Fernandez, A. R., & Herrera, V. M. (2001). Examining the mandatory death penalty for familial child rape perpetrators: An academic treatise for physicians. Manila, Philippines: The Advisory Board Foundation, Inc.

Melgar, J. D. (2005). Grounding reproductive health: Programs on human rights and human-centered development. Quezon City, Philippines: University Center for Women's Studies.

Pingol, A. T. (2001). Remaking masculinities: Identity, power, and gender dynamics in families with migrant wives and househusbands. Quezon City: Philippines: University Center for Women's Studies.

Salvador-Tojos, L., Abuda, A. B. Handbook on domestic violence (M. Reyes, & L. Penano-Ho, Eds.). Quezon City, Philippines: Office of the Chancellor, University of the Philippines Diliman.

Santos, A. F. (2001). Violence against women in times of war and peace. Quezon City: Philippines: University Center for Women's Studies.

Santos Ocampo, P., Guerrero, S. H., Santos, A. F., & Pineda-Mercado, S. (2002). Gender sensitive and ethical health care policy and standards. A Forum. Manila, Philippines: Philippine Health Social Science Association.

Sobritchea, C. I. (Ed.). (2004). Gender issues and young adult population. Manila, Philippines: Reproductive Health Rights and Ethics Center for Studies and Training (ReproCen).

Sobritchea, C. I. (Ed.). (2001). Gender violence: Its socio-cultural dimensions. Quezon City: Philippines: University Center for Women's Studies.

Sobritchea, C. I. (Ed.). (2004). Women and health care practices in the Philippines. Manila, Philippines: Reproductive Health Rights and Ethics Center for Studies and Training (ReproCen).

Tadiar, N. (2002). Body politics: Essays on cultural representation of women's bodies. (De Guzman, O. Ed.). Quezon City: Philippines: University Center for Women's Studies.

Tayag, J. G. (1999). UP Manila study on sexuality. Manila, Philippines: IPPAO, UP Manila.

Torres, A. T. (2002). Love in the time of Ina Morata: Exploration into gender construction of sexuality and reproductive roles. Quezon City: Philippines: University Center for Women's Studies.

Ursua, G. (2001). Addressing rape in the legal system. A multidisciplinary training manual. Quezon City, Philippines: Women's Legal Bureau, Inc.

Ursua, E. G. (2005). Rape and human rights: Issues and challenges. Quezon City, Philippines: Women's Legal Bureau, Inc.

Women's role in the Philippine history: Selected essays. (2nd ed.). Quezon City, Philippines: The University of the Philippines Press.

Journals

Domingo-Tapales, P. (Ed.). (2004). Review of women's studies, XIV (2). Quezon City, Philippines: University Center for Women's Studies.

Domingo-Tapales, P., & Reyes, D. A. (Eds.). (2005). Special issue on sexuality education. Review of women's studies, XV (1). Quezon City, Philippines: University Center for Women's Studies.

Fernandez, A. P. (2001). Violence against women and children. Review of women's studies XI, (1 & 2). Quezon City, Philippines: University Center for Women's Studies.

Fernandez, A. P. (2000). Women and work. Review of women's studies, X (1 & 2). Quezon City, Philippines: Emiluz Printing Industries.

Ngelangel, C. A., Cordero, C. P., Lacaya, L. B., & Laudico, A. V. (1994). Risk factors for breast cancer among Filipino. PHIL J INT MED, 32, 231-236.

Osteria, T. S., Verzosa, E. L., & Festin, M. R. (2001). Gender, sexuality and reproductive health in South East Asia, 1.

Peczon-Fernandez, A, (Ed.). (1998). Women unshackling Philippine independence centennial issue. Review of women's studies, VIII (1). Quezon City, Philippines: University Center for Women's Studies.

Tapales, P. D. (2004). Review of women's studies, XIV (1). Quezon City, Philippines: University Center for Women's Studies.

The journal of reproductive health, rights and ethics, I (2). (1995). Quezon City, Philippines: Reproductive health, Rights and Ethics Center for Studies and Training (ReproCen).

Primers/modules

Alvarez-Castillo, F. (2001). Gender and health: An overview. Manila, Philippines, Philippine Health Social Science Association.

Illo, J. I. & Ofreneo, R. P. (2005). Beijing + 10. Celebrating gains, facing new challenges: A report of Philippines NGOS. Quezon City, Philippines: UP Center for Women's Studies.

Karapatang pantao, karapatan ng kakabaihan at ang batas. (2003). Quezon City, Philippines: Women's Legal Bureau, Inc.

Kintanar, T. B. (1998). Gender fair language: A primer. Quezon City, Philippines: University Center for Women's Studies.

Kintanar, T. B. (2005). Sexuality education: A primer for teachers and guidance counselors. Quezon City, Philippines: UP Center for Women's Studies.

Sobritchea, C. I., Kintanar, T. B., Ujano-Batangar, T. D. & Gestardo-Conaco M. C. (2005). Training modules for sexuality education and reproductive health. Quezon City, Philippines: UP Center for Women's Studies.

Ujano-Batangan, T. D. (2006). Pagdadalaga at pagbibinata. Developmental contexts of adolescent sexuality. Quezon City, Philippines: UP Center for Women's Studies. Tan. M. L. (2005). Sex and sexuality. Quezon City, Philippines: UP Center for Women's Studies.

Government documents

Guidelines for developing and implementing gender-responsive projects and programs. (2000). Manila, Philippines: National Commission on the Role of Filipino Women.

Plan framework of the Philippine plan for gender-responsive development. 1995-2025.

Philippine national demographic and health survey 1998: Summary report. (1999). Manila, Philippines: National Statistics Office.

Republic Act 7192: Women in the development and nation building act implementing rules and regulations. (2000). Manila, Philippines: National Commission on the Role of Filipino Women.

Websites

[1] http://openlearn.open.ac.uk/mod/resource/view.php?id=209237

[2] http://en.wikipedia.org/wiki/Management_by_objectives

[3] http://managementhelp.org/plan_dec/mbo/mbo.htm

[4] http://www.1000ventures.com/business_guide/mgmt_mbo_main.html

[5] http://www.ewin.com/articles/obexre.htm

[6] http://www.thefreelibrary.com/Change+management-s138625

[7] http://www.women-core.org/web/labein.php

[8] http://cgws.upm.edu.ph/resources.html

[9] http://www.inquirer.net/globalnation/sec_prf/2003/sep/10-02.htm

[10] http://www.cooperator.com/articles/866/1/Professional-Women-in-Construction/Page1.html

[11] http://www.cooperator.com/articles/866/1/Professional-Women-in-Construction/Page1.html

[12]http://thephoenix.com/Providence/Arts/76416-Interview-Artist-construction-worker-Susan-Eisen/

[13] http://www.businessballs.com/performanceappraisals.htm

[14] http://www.businessballs.com/employeemotivation.htm

[15] http://www.work911.com/performance/particles/kobmot.htm

[16] http://sourcesofinsight.com/2009/01/12/13-motivation-techniques/

[17] http://managementhelp.org/emp_perf/perf_rvw/basics.htm

[18] http://www.leadership-and-motivation-training.com/successful-delegation.html

[19]http://www.biztools.com/

[20] http://www.goer.state.ny.us/train/onlinelearning/FTMS/400s4.html

Page of

The purpose of this exercise is to introduce the relationship of selecting, evaluating, building and hiring the right employees and leaders as one of the factors to establish to pull through a team strategy, increase company performance and develop organi

Executive Summary

Leaders in the Organization

Theories and Styles of Leadership

Leadership theories

Trait theories

Style theories

Figure 1.0: The dimensions of leadership style (from Blake and Mouton, 1964)

Contingency theories

Analysis

Communicating Company Vision and Mission

Enforcing Team Motivation

Definition of MBO

The Four Pillars of MBO

is company strategy to increase organizational performance by alignment of the company goals and the employees’ objectives.

It is a process of agreeing upon within an organization so that and agree to the objectives and understand what they are in the organization.

MBO includes ongoing tracking and in the process to reach objectives. Reliable are needed to establish relevant objectives and monitor their "reach ratio" in an objective way. Pay (bonuses) are often linked to results in reaching the objectives Test

Group Report

Group Report Duration: 30 to 45 minutes, 03 March 2009

Personal Teambuilding Seminar Proposal

Importance of a Team Building

This is a preview of the whole essay

A Team Building Proposal

Recruitment or selection of the Participants

Participant’s Requirements

Reason for the Traits

Goal Setting

Teambuilding Slogan

General Objective

Specific Objectives

Teambuilding

Title

Success: One Mind. One Work. One Team.

Activities

Purpose#1

Activity#1

Purpose#2

Activity#2

Purpose#3

Activity#3

Facilitators

Roles and Responsibilities

Traits

Venue

Schedule

Consolidated Teambuilding Seminar Proposals

Women in the Construction Industry

Situation and Problem Definition

Proposed Solution and Objectives

Other Conditions

Analysis and Conclusion

Behavioural Strategy

Delegation Techniques

Step One: Select The Task

Step Two: Select The Person

Step Three: Plan The Delegation

Step Four: The Delegation Meeting

Step Five: Milestones Meetings

Step Six: Debrief

Motivation Techniques

Importance of Behavioural Strategy

Innovation at B.I. Tala

Performance Appraisal

Methodology

Criteria

Objectives

Interview on Performance Appraisal

Recommendation for Performance Appraisal for B.I. Tala

Communication Skills is very important when providing Feedback. Maintaining dialogue and focusing on positive, constructive outcomes requires feedback skills and techniques. This section overviews different types of feedback and outlines a "feedback formula."

Performance Quality

Performance Appraisal Report to B.I. Tala

Personal Development Plans and Assessment Process

Review

Make sure to the Tests

Explain and Discuss

Organizational Procedures in Dealing with Performance Issues

Reference

Document Details

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