Learner Guide - Develop and Manage Performance BSBHRM512

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BSBHRM512- Develop and manage performance-management processes

Greenwich Management College
Issue Date: 25 February 2016
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Table of Contents
Introduction ........................................................................................................................................................ 4
Chapter 1 – Develop performance management processes ............................................................ 5
What is performance management? ......................................................................................................... 5
1. Learner Activity – Analyse strategic and operational plans ................................................. 9
Develop performance objectives and metrics .................................................................................... 12
2. Learner Activity – Goals, objectives an targets ...................................................................... 13
3. Learner Activity – Design job standards .................................................................................. 14
4. Learner Activity – Develop KPIs .................................................................................................. 19
Develop effective processes ...................................................................................................................... 21
5. Learner Activity – Design methods and processes to develop KPIs .............................. 23
Develop processes for formal performance appraisal meetings ................................................. 24
6. Learner Activity – Design a performance appraisal process ............................................. 26
Consult with key stakeholders .................................................................................................................. 29
7. Learner Activity – Identify and assess stakeholders............................................................. 32
8. Learner Activity – Gain support for implementing performance processes ............... 36
Chapter 2 – Implement performance management processes .................................................... 37
Provide manager training ........................................................................................................................... 37
9. Learner Activity – Training needs analysis for managers................................................... 39
Effective training ............................................................................................................................................ 40
10. Learner Activity – Training methods and support............................................................. 41
11. Learner Activity – Plan a training session ............................................................................. 44
Support mentoring, proactive coaching and continual feedback ............................................... 45
Support intervention to manage underperformance ....................................................................... 47
12. Learner Activity – Managing underperformance ............................................................... 47
13. Learner Activity – Intervention to manage underperformance .................................... 49
14. Learner Activity – Counsel and discipline employees ...................................................... 51
15. Learner Activity – Appropriate recordkeeping for intervention ................................... 53
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Support disciplinary processes ................................................................................................................. 55

Provide support to terminating employees ......................................................................................... 57
16. Learner Activity – Disciplinary processes .............................................................................. 59
Evaluate performance management processes.................................................................................. 60
Reflect on your own practice and gather personal feedback ....................................................... 61
17. Learner Activity – Reflect on your own practice ................................................................ 61
Chapter 3 – Coordinate learning and development ......................................................................... 62
Design learning and development plans and strategies ................................................................ 62
18. Learner Activity – Learning and development plan .......................................................... 68
Deliver and monitor learning and development................................................................................ 69
19. Learner Activity – Find appropriate training providers.................................................... 73
20. Learner Activity – Monitor learning and development activities ................................. 75
Negotiate contracts and remedial actions ........................................................................................... 75
21. Learner Activity – Negotiate contracts .................................................................................. 77
Generate reports ............................................................................................................................................ 78

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Introduction
This unit describes the skills and knowledge required to design performance objectives
and metrics and how to develop performance management processes in an
organisation.
It also outlines how to facilitate implementation of performance management

processes including how to manage underperformance using different types of
intervention such as training, counselling, disciplinary processes and even termination.
It also provides an overview of processes to coordinate individual or group learning

and development to encourage effective employee performance.
This unit applies to individuals who are authorised to establish effective performance
management processes for an organisation and who may have staff reporting to them.

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Chapter 1 – Develop performance management processes
In this chapter, the following topics will be covered:
 What is performance management?

 Develop performance objectives and metrics
 Develop management processes
 Develop processes for formal performance appraisal meetings
 Consult with key stakeholders
What is performance management?
‘Performance management can be defined as a strategic and integrated process

that delivers sustained success to organisations by improving the performance of
the people who work in them and by developing the capabilities of individual
contributors and teams.’ 1
1 nd
Armstrong, M., 2000, Performance Management: Key Strategies and Practical Guidelines, 2 edition,
Kogan Page, pp. 1–2.

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An effective performance management system will be a key driver of continuous

improvement within a business and a key foundation in maintaining above average
performance across the business overall. It is also a critical element in the development of
an effective and productive culture within an organisation.
An ineffective system, on the other hand, tends to lead the organisation toward
inconsistent performance and poor morale.
The performance management cycle
On an individual level, the performance management cycle focuses on the time the
employee is with the organisation and is developed by the organisation to achieve their
potential and assist the organisation is meeting its goals.

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Plan
Review Act
Monitor
The four stages in the performance management cycle can be described in more detail as
follows.
 Planning involves defining job roles and agreeing on performance outcomes.

 Development involves a number of activities that improve employees’ skills and
knowledge in order to build workplace capability. The development needs to
support agreed performance outcomes.
 The entire process is monitored to identify the results of the planning and
development.
 Finally, performance planning is reviewed and amended, based on the results of

monitoring, as necessary to support individual and organisational outcomes and to
ensure continuous improvement.
The performance management cycle should be applied to the whole workforce where
every stage provides a basic framework for improving people performance. Each stage is
supported by important performance management components such s processes and
documentation.
Coordinate performance management processes

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Performance management systems and processes must be integrated in order for them
to be effective in building capability. Effective performance management processes
ensure that activities at every level of the organisation are coordinated and align with
organisational goals.
The below chart demonstrates how performance management can be integrated both
vertically – linking organisational, departmental, team and individual objectives and
capabilities – and horizontally – linking other components of HR as well as other
management systems.
Analyse strategic and operational plans
In order to develop integrated performance management systems you need to analyse

business plans, strategic plans and operational plans to understand the organisation
including the vision, mission of the organisation, its goals and strategic objectives, the
company structure and its operations at all levels.
Different organisation would have different goals and strategies to achieve those goals
hence performance management would need to be tailored to each organisation.
The performance management strategy must support both overall organisational strategy
and HR strategy.

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1. Learner Activity – Analyse strategic and operational plans
Scenario:
You are the new HR manager of ‘GoodBuy’, a supermarket distribution warehouse,
which supplies over 70 small to medium-sized independent supermarkets and
convenience stores throughout Victoria.
Below is an extract from ‘GoodBuy’ business plan:

__________________________________________________________________________
Mission
To provide the highest quality supermarket service to our valued wholesale customers.
Vision
To establish, within five years, the reputation of ‘GoodBuy’ as the premier supplier of
independent supermarkets in Victoria.
The strategic plans of ‘GoodBuy’ that will achieve its mission and vision through:
 Engaging with customers
 Maintaining superior product line
 Increasing market share
 Increasing profitability through growth
 Growing distribution capacity
 Supporting innovative thinking, management and leadership skills creating a high-
performing organisation
The operational plan of ‘GoodBuy’
Objectives: Performance measures Tasks:
1. Engage with  Percentage of wholesale  Conduct quarterly wholesale

customers: customers with overall customer surveys.
positive view of ‘GoodBuy’.  Training needs analysis and
 Raise organisational
training of employees,
profile by 15%  Number of wholesale
especially sales employees.
 Improve customer customer complaints
 Continue to collect
satisfaction (delivery times, product
information from wholesale
performance by 20%. quality).
customers on
desired/required:
o stock items
o delivery timelines.
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 Reduce quality variation.
2. Increase distribution  Productivity figures for  Investigate resourcing needs

capacity by 15% overall individuals/teams for ‘GoodBuy’: personnel,
within financial year. o time spent picking order plant and equipment.
o average time spent  Fulfil resourcing needs in
building skills/building accordance with policies and
skills of others procedures.
o time loading/unloading
 Development of contingency
vehicles
planning.
o number of accidents
spoiling goods
o average delivery times
from order to delivery.
3. Control direct and  General ledger accounts;  Renegotiate with suppliers.
indirect costs of financial statements:
 Research potential new
operations within budget. o wages
suppliers.
o cost of goods sold
o $ value of wasted or  Reduce expenses due to
spoiled items. wastage.
 Encourage management
engagement with employees
to achieve greater employee
support of organisational
goals.
 Greater use by managers of
budgets to encourage
restraint in work teams.
4. Engage workers with  Percentage completion of  Management engagement

strategic goals of performance plans and with employees to achieve
business and support performance management greater buy-in of
professional process. organisational goals.
development in line with
 Numbers of coaching  Regular coaching.
strategic goals. (Targets
sessions completed.
to be set by individual  Training needs analysis and
managers.)  Numbers of operational- training.
related training programs
 Strategic goals included in
completed.
induction program.

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 Employee incentives for

improved performance and
leadership.
Task:
1. Analyse strategic and organisational plans (including vision and mission) and
identify objectives to be addressed in integrated performance management
processes to be developed.
2. Explain why you have selected those objectives to be considered when

developing performance management processes.

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Develop performance objectives and metrics
As part of performance management, you need to set clear expectations for people
working in particular roles. This means you will have to:
 Develop performance objectives and standards

 Develop performance metrics (indicators) to enable monitoring
 Align such metrics to organisational goals
 Use tools such as balance scorecards to track organisational and individual
performance
Goals, objectives and targets
These terms are often used interchangeably however goals are more general than
objectives, while targets are more narrowly defined than targets.
The bellow example illustrates an organisational goal, related objectives and targets:
GOAL Increase profitability through superior customer service
Complete workforce Deliver high quality Increase sales

OBJECTIVES
sales training customer service revenue

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100% workforce Increase customer

Increase sales by 10%
TARGETS completed within 6 satisfaction ratings
each year
months by 20% within 1 year
2. Learner Activity – Goals, objectives an targets
Develop three objectives for performance management to support the ‘GoodBuy’

organisational strategy and goals outlined in the first learner activity.
These objectives could address areas of performance management such as KPI

setting, ongoing performance monitoring and performance appraisals.
Job standards
Job standards are work performance benchmarks in terms of quantity and quality
expected from each employee. These standards form the basis for performance reviews.
To assist performance management, job standards should be described in a way to

facilitate measurement or observation.
The most common ways to describe and measure standards of acceptable performance
include: time, accuracy, quantity and quality.
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Examples:
 Telephone calls are answered by the third ring (time)

 Callers are transferred to the correct extension (accuracy)
 Customer service agents are expected to answer at least three enquiries per hour
(quantity)
 All calls are answered in a polite manner by using the greeting including the
employee’s name, department and ‘How may I help you?’ question (quality)
3. Learner Activity – Design job standards
Provide job standards of acceptable performance for serving a ‘GoodBuy’ wholesale

customers at the counter, in regards to time, accuracy, quantity and quality.
Job standards
Time
Accuracy
Quantity
Quality
Further information
To have a better understanding o how to write effective job standards, you can download
a tutorial at:
http://www.google.hu/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&ved=0ahUKEwi5
6Zj76XLAhWoJZoKHetZBBMQFggjMAE&url=http%3A%2F%2Fhr.uky.edu%2Ftandd%2Fdo
cuments%2FWriting%2520Effective%2520Job%2520Standards%2520Tutorial.doc&usg=A
FQjCNEO3ro0qpVGBjOykgG36-K27nzI6A

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Develop performance metrics
Performance needs to be measured in order to be monitored and evaluated; it is usually

measured by key performance indicators (KPIs).
Key performance indicators are a list of characteristics or dimensions associated with an

effective or superior performance in a particular job role. They tell employees what they
are required to accomplish and how success is measured.
A key performance indicator (KPI) can be a numbers, percentages or ratio that indicates
some important measures of performance. KPIs typically cover the following key result
areas (KRAs):
 Financial (profit contribution, sales)

 Customers (contribution to customer satisfaction)
 People (performing work duties)
 Processes (following procedures and processes)
Performance indicators will vary according to the nature and goals of a business and the
nature and responsibilities of specific jobs. For example, a courier might have a
performance indicator relating to the percentage of deliveries made on time, whereas a
call centre operator might have a performance indicator concerning the percentage of
customer calls answered within a minute.
KPIs should meet the following requirements:
1. KPIs should promote common and clear understanding, so they must be:
 Simple enough for anyone to understand
 Calculated in a standard way across the organisation
 Documented
2. KPIs should correlate with performance, so they must:

 Directly measure the result of a process
 Be directly affected by the changes to that process
 Not directly be affected by factors outside of the process
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3. KPIs should always be quantifiable; they should be expressed as a number or a

percentage so they can be measured
Approaches to developing key performance indicators

Key performance indicators can be developed in different ways, as listed below:
Strategic (‘top-down’) approach KPIs cascade down from organisational

goals and objectives.
(For example: if an organisation’s

mission and strategic objective is high
customer satisfaction, the target could
be that all customer enquiries are
answered within 5 minutes and the KPI
could be the average amount of time to
complete a call resolving the enquiry.)
Operational (‘bottom-up’) approach KPI development starts from the ground

up, using the key operational activities
to determine how to indicate success.
(For example: if performance

management reveals that a person is
struggling with a particular task, the KPIs
can be set related to delivering training
on that subject.)
st
Adapted from Student Workbook, BSBMGT517 Manage operational plan, 1 Edition 2015
KPI types
 Input KPIs (measuring activities that are designed to facilitate improvement)

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 Process KPIs (measuring the efficiency of a process)

 Output KPIs (measuring the results of inputs and processes)
Leading and lagging individual KPIs
Lagging indicators These KPIs indicate past performance. They are typically
“output” oriented, easy to measure but hard to improve or
influence.
Examples:
 Time taken to answer a phone call
 Amount of sales generated in a months The number of
orders recorded accurately
 Number of complaints resolved
Leading indicators These PKIs are future oriented, they measure the input that
should be introduced to achieve better results. They are
typically hard to measure and easy to influence.
Examples:
 How much training a sales representative has completed
to improve their sales skills
 How many customer has a sales representative
approached in order to promote a new product

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4. Learner Activity – Develop KPIs
Considering the organisational strategic goals and objectives, develop KPIs for a
customer service agent at ‘GoodBuy’. You may use performance measure listed in
‘GoodBuy’ operational plan outlined in the first learner activity.
 List at least six (6) KPIs.

 Explain what approach have you used (strategic or operational approach).
 Identify the type for each KPI (input, process, output, leading or lagging)
Submit your work in a separate document.
Balanced scorecards
They are used to records individual KPIs and are provided to employees at the beginning
of the performance period, so employees are aware of what is expected from them.
They consider both financial and non-financial contributions of individual employees to
business strategic and operational goals.
A balanced scorecard would typically list the following key result areas:
 Financial
 Customer satisfaction
 Internal business process
 Professional development
This is an example of a balanced scorecard for a store manager:`

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Develop effective processes
Policies
Policies inform employees of the overall aims of the organisation, such as ensuring
quality, consistency, fairness or legal compliance, with regard to particular aspects of
operations and performance.
Effective policies should:
• Relate to organisational goals and

objectives
• State the overall approach, principle or
rule, but not deal with implementation
• Define and explain specific or
specialist terms.
Policy content:
 Purpose statement (the intent of the policy, desired standards and objectives)
 Scope (whom does it apply to, a workgroup, a department)
 Resources (additional document, related forms)
 Roles and responsibilities (who is responsible for implementation)
 Legislation (Identification of any applicable legislation)
Procedures
Procedures support policy by providing employees with specific guidance on how to

actually implement policy and perform particular functions. They are a series of actions,
operations and instructions that need to be followed correctly for a job to be done.
Procedures may include the following elements:
 Step-by-step instructions for carrying out tasks and processes

 Training requirements
 Process for monitoring, reviewing and reporting
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 Requirements for documentation and recordkeeping
To be effective, processes such as policies and procedures should:

 Be legally compliant
 Be fair and flexible

 Leverage key drivers of performance to build a culture of performance.
Ensuring flexible processes
Performance management processes need to be flexible enough to be fair to employees

and to be applied to various roles and employment situations, such as:
 Part-time workers
 Casual workers
 Contracted worker
 Job sharing
Organisations should examine their performance management system (PMS) and ensure
that the system has been designed to and is flexible enough to apply equitably across:
 All levels of responsibility

 All business or industrial markets within the business
 All employment types
 All variations in educational and skill qualifications
 All ages within the employment range
 All geographical locations of the business
 Varying legislative boundaries of the business
 All flexible work arrangements (e.g. working from home)
 All work types, key duties and tasks
 All hours and conditions of work
 Varying operational and departmental KPIs
 Varying individual employee goals and objectives

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5. Learner Activity – Design methods and processes to develop KPIs
Design methods and processes to support line managers at ‘GoodBuy’ developing

KPIs.
You may refer back to the previous activity and outline the thought process you
used when you designed those KPIs for the customer service agent role.
When designing the process, be as thorough and informative as you can.
Submit your work in a separate document.
Understanding and accepting performance management processes
Performance management processes need to be cleverly designed to engage people,

promote organisational learning and drive high performance. So what drives
performance? In simple terms, there are three key drivers of behaviour: If people are
going to change their behaviour or perform at their best, they need to believe that:
 The new behaviour is good for them in some way. ‘Good’ may come from
remuneration, self-esteem, a sense of belonging or many other personal
motivating forces.
 Their peers and friends will support them in behaving in the manner required.
People are affected by what they see as the ‘subjective norm’. If they believe that
their peers and friends whose views they value do not support them
demonstrating the required behaviour, they are unlikely to do so.
 They have the capability to behave in the way required. People need to believe
that they have the necessary skills, knowledge, resources and authority to execute
the required behaviour.

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Develop processes for formal performance appraisal meetings
The performance appraisal process
This performance appraisal process involves the evaluation of an employee’s past or

current performance as well as goal setting for the future, their development and training
needs.
Appraisals help develop individuals, improve organisational performance, and feed into
business planning. Formal performance appraisals are generally conducted annually or
biannually for all permanent staff in an organisation. Staff members are usually appraised
by their manager.
What should be discussed during the meeting?
 Goals set for the next period

 Key job performance requirements
 Agreed development activities
 Agreed actions as a result of coaching, counselling
A performance appraisal or review meeting is probably the most dominant component of

performance management systems. They are also the most potentially stressful for both
managers and employees alike. So it comes as no surprise that people avoid them or
conduct them in a way that will cause the least resistance and discomfort. You need to
develop and maintain processes to ensure that performance appraisals happen on time
and to the required standard of quality.
Stages of the performance appraisal process:
The HR department should provide guidance and support to line managers on how to
conduct a performance appraisal session. A performance appraisal planning checklist can
also assist managers in conducting the appraisal session.
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6. Learner Activity – Design a performance appraisal process

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The below checklist is used by line managers for performance appraisal session at
‘GoodBuy’, however the procedure for performance appraisal meeting has not yet
been developed.
Your task is to develop a procedure for conducting formal appraisal meetings. The
checklist below can assist you in developing the formal procedure.
Date
Task
completed
Set goals and dates for meeting

 Set goals with the employee
 Obtain signature and date template
 Organise six months and twelve months appraisals
 Provide copy to the employee
Conduct six months appraisal

 Ask employee to complete their section of template
 Complete supervisor section of template
 Conduct 6 months appraisal
 Provide copy to the employee
Conduct twelve months appraisal

 Ask employee to complete their section of template
 Complete supervisor section of template
 Conduct 12 months appraisal
 Forward template to Senior Manager for final approval
Complete development plan

 Complete development plan

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Submit paperwork to HR

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Consult with key stakeholders
When creating a performance management system, input should be sought from key
stakeholders to determine the best method for performance management or the
required features of the performance management system.
You will also need to consult with and manage key stakeholders to gain support and
agreement for performance management processes
To get the processes right, you will need to:
 Use communication skills

 Map stakeholders
 Manage potential conflict or resistance.
Identifying and mapping stakeholders
To identify stakeholders you have to list everyone who can be affected by the
performance management process, which means:
 Having their performance reviewed  Approving changes to organisational

 Reviewing others’ performance policies and procedures
 Reviewing organisational compliance  Approving funding for performance
related reward and recognition
Prioritise stakeholders
You may have a long list of stakeholders that are potentially affected by your
performance management process. The level of power, interest and influence will vary.
Some of these stakeholders have more power to help you or block your ideas, and some
have less power to do so.
Using this matrix can help you map your stakeholders based on their power and interest
in performance management process.
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Stakeholder matrix
 High power, interested people: you must fully engage with these people and
keep them satisfied
 High power, less interested people: keep these people satisfied but don’t
overwhelm them with too much information, as they will get bored
 Low power, interested people: Keep them informed and seek their feedback, as
it can often be very helpful
 Low power, less interested people: monitor them but minimise the effort you
put in their communication
Consultation process
Stakeholders who are higher priority will require a more involved consultation method
than those classified as low priority, as outlined in the table below:
Keep satisfied Manage closely

 Focus groups  Meeting
 Brainstorming sessions  Group meeting
 Feedback sessions  Interview
Monitor (minimum effort) Keep informed

 Email communications  Feedback sessions
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 Newsletter  Email communication

 Newsletter

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7. Learner Activity – Identify and assess stakeholders
You are developing performance management processes for ‘GoodBuy’.
Identify an example of a stakeholder for each quadrant and detail why you have
classified this person in this category. You may use the organisational chart provided
below to identify certain stakeholders.
Keep satisfied Manage closely

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Monitor (minimum effort) Keep informed

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Gain support and approval
Management support
Any new system, including performance management process, will not work unless it
receives the full support of middle and senior management. Management must provide
all the necessary resources to ensure the success of the program.
Essential resources would include:
 Finance
 Equipment
 Opportunity
 Morale, support and encouragement
Employee support
Whenever a new system or change is made in the workplace, employees always look
upon it with suspicion. The first question they will ask is: “What’s in it for me?”
There are several ways management can gain employee support including:
 Inform employees of the intended introduction of the performance management

process
 Involve all employees in the initial discussions and planning activities
 Provide induction and training in the new system
 Introduce a consultation and joint decision-making process
 Involve employees in the implementation phase
Barriers to successful implementation:
• Poor managerial support • Inappropriate methods of appraisal

• Unclear objectives which will leads to confusion
• Rejection by some employees • Not properly resourced
• Poor management skills and • Poor communication processes
knowledge in operating the system • Not cost effective

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Obtaining approval
Depending on your organisational policies and procedures, you may not gain approval
for performance management processes. It is important that you understand this
approval process, which would determine the following:
 Who must approve the process?

 Is there a hierarchy in the approval process (someone must approve it first before
you can obtain approval from the next level of authority)?
 In what format you must obtain the approval? (templates, forms, signatures,
electronically)
 How is the process submitted for approval?
 Are you required to complete a formal presentation on the process?
 What are the submission due dates?

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8. Learner Activity – Gain support for implementing performance processes
You are about to implement the new procedure for performance appraisal at
‘GoodBuy’. Since you are aware of the employees’ resistance to change, you are
planning to hold a meeting to gain their support, as that would be essential for the
success of this new initiative.
 Why do you think employees would resist the implementation of the

performance appraisal processes?
 How could you win them over?

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Chapter 2 – Implement performance management processes
 Provide manager training

 Effective training
 Support mentoring, proactive coaching and continual feedback
 Support intervention to manage underperformance
 Support counselling
 Support disciplinary processes
 Provide support to terminate employees
 Valuate performance management processes
 Reflect on your own practice and gather personal feedback
Provide manager training
Ongoing learning and development is important in order to promote and implement

change in performance management practices. Generally training is important for all
individuals, both those who are managers and those who are team members.
In the performance management process, it is important for managers to plan and

organise performance appraisals properly to ensure that everyone understands what to
do. Managers must have the right skills required to carry out performance management
processes:
• Setting objectives
• Defining capabilities
• Selecting and using performance measures and indicators
• Monitor and identify performance gaps
• Provide feedback, counselling and coaching
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Managers and supervisors need to be trained in the performance gap analysis in order to
identify strong as well as weak areas of skills application in the employees job
performance.
When providing manager training you are

required to complete the following the steps:
1. Identify training needs and gaps in

competency levels
2. Plan training
3. Deliver training
4. Monitor and evaluate training
Training needs analysis
Before you design any training for managers, you must conduct out a training needs
analysis in order to:
• Identify knowledge, skills, abilities and competencies required by managers

• Identify personnel who are required to carry out the relevant tasks
• Identify the level of knowledge of such personnel
• Identify gaps between present and required knowledge and skills
• Identify learning styles, preferences or special needs
• Identify any support system needed to allow new skills to be applied on the job
• Determine the documentation needed.

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9. Learner Activity – Training needs analysis for managers
You are required to design a training session for line managers at ‘GoodBuy’ about
conducting performance appraisals. Before you start designing the training, you
must conduct a training needs analysis.
 The first step is to determine what skills and competencies are required to
conduct appraisal meetings. List them below.
 In order to identify any skills and competency gaps, you need to determine the
level of skills and competencies of line managers who are required to conduct
such meetings. How can you do so?

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Effective training
Training programs need to utilise various training methods and provide ongoing support
systems, e.g. mentor, follow-up and information.
Training should also be practical (hands-on) and promote action learning.
Training programs must cater for any special needs, e.g. language literacy and numeracy
problems (LLNP), or disabilities and it should comply with relevant legislation.
Training should comply with relevant legislation and is should always be monitored,
evaluated and reviewed.
Run training sessions
The training process is the following:
Determine the need
• Identify the skills that need to be developed or

improved
Explain
• provide an overview of the learning process
Demonstrate
• demonstrate and explain each step of the

operational skill
Practise
• Provide the individuals the opportunity to

practice the newly acquired skill
Feedback
• Provide trainees with feedback on performance

and also seek feedback on training from them

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Training methods and support

 Formal classroom training  Direct instruction/demonstration
 On-the-job training  Conference, e.g. face-to-face, web
 Off-the job-training  Role-play, simulation
 E-learning, e.g. interactive  Case studies
 E-support, e.g. online tutoring,  Observation and feedback
query logging and email  Mentoring
 Intranet database  Visuals, e.g. flowcharts, poster,
 Discussion manuals.
10. Learner Activity – Training methods and support
You are required to design a training session for line managers at ‘GoodBuy’ about
conducting performance appraisals (as per the previous learner activity).
Which training methods and support would you select for this training and why?

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Session planning
Before delivering a training session, you should always do the required preparation,
which includes completing a session planner. This will ensure that you include all
information required, arrange all resources and equipment and your training is well
structured. The better the planning, the easier the delivery is for you.
Below is an example of a sales training session plan:
Introduce a new sales technique
Session objectives Learn and practice the new sales technique
Improve sales skills
Teaching or
assessment strategy
Timeframe Activity or approach to Tools/resources
achieve session
objectives
15 min Overview of a sales Presentation Projector, laptop,
technique Internet
10 min Examples of this Research and case- Computer, internet

sales technique studies
5 min Demonstration of Demonstration, video Projector, laptop,

this sales Internet
technique
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20 min Practice of this Role-play, simulation, Props used in role-

sales technique feedback play, simulation
5 min Training evaluation Feedback Feedback forms,

Training evaluation
forms

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11. Learner Activity – Plan a training session
Use the template provided to plan a training session for line managers on how to
conduct performance appraisal meetings.
You may use the information already gathered in the previous two learning activities.
Introduce a new sales technique
Session objectives Learn and practice the new sales technique
Improve sales skills
Teaching or
assessment strategy
Timeframe Activity or approach to Tools/resources
achieve session
objectives

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Support mentoring, proactive coaching and continual feedback
In addition to formal training and performance appraisal, you will need to provide or
encourage ongoing support to employees through informal performance management
activities.
Common ongoing activities include mentoring and coaching. You will also need to
encourage regular monitoring and feedback to ensure employees continue to perform at
their potential and in alignment with organisational needs.
Mentoring
Mentoring is a relationship between an experienced, usually senior expert (the mentor)

and a less experienced employee, the mentee. Mentoring relationship can provide
employees with advice, feedback and professional support, but it can also provide
significant emotional support as well.
The role of a mentor is to:
 Act as a role model

 Inspire or earn trust and confidence from the person they are mentoring
 Support and give advice for growth and development, both personally and
professionally
 Freely share their own experience and knowledge to help the mentee
 Motivate and encourage employees to use their own judgement and problem-
solving
Characteristics of a mentor (traits that mentors possess to positively influence others):
 Focus on the mentee  Understanding of goals and objectives

 Ability to build and manage of the program
relationships  Commitment to facilitating learning
 Willingness to share knowledge  Believe in, and commitment to,
 Willingness to commit time and effort mentoring and track record in
developing people

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 Willingness to self-disclose and  Acknowledged expertise in the field

analyse the personal attributes,  Organisational knowledge
knowledge and skills relevant to the
needs of the mentee
Coaching
Coaching is the act of directing, guiding and training an individual or group to achieve
better performance. It often involves modelling what to do.
A useful coaching model to follow in the context of performance management is the

GROW model.
GROW stands for:
1. Goal
2. Reality
3. Options
4. Will
1. Goal First, consult with the coachee to establish existing performance

goals. Ensure that these performance goals are SMART goals and
relevant to operational plans.
2. Reality Second, establish the performance gap between the current and
desired performance. Ensure that such performance gap is clear to
the coachee; if the coachee does not believe there is a gap the
coaching will stall.
3. Options You should recommend options for closing such performance gap.
Together develop a strategy and encourage employee participation
by:
 Asking open-ended questions
 Discussing pros and cons of each idea and examining
possible options
 Anticipating potential pitfalls and roadblocks
4. Will Finally, you need to ensure that the coachee is willing to improve
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performance. Without this commitment, coaching will not achieve

what it is intended to. Establish a schedule of review and set a
follow-up date as well.
Further information
To gain a better understanding about coaching and mentoring, please visit the following
coaching website and read the article provided:
http://new.coachingnetwork.org.uk/information-portal/what-are-coaching-and-mentoring/
Support intervention to manage underperformance
When poor performance is identified, it is important to take immediate and strategic

action to remedy the situation. In other words, you will need to act quickly and address
the problem before it gets worse and understand the overall purpose of performance
management, legal and ethical constraints, and the most effective ways to bridge
performance gaps in the interests of the organisation. You will need to support line
managers to intervene in cases of underperformance in accordance with organisational
policy and legal requirements.
12. Learner Activity – Managing underperformance
Review the Fair Work Ombudsman’s Best Practice Guide: Managing

underperformance available at: https://www.fairwork.gov.au/how-we-will-
help/templates-and-guides/best-practice-guides/managing-underperformance
Answer the following questions:
What is underperformance?
What are the causes of underperformance?

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How do you manage underperformance?
What can be done if managers lack skills to manage underperformance?
Types of interventions
To manage underperformance, you can undertake a number of interventions. These types

of interventions are not exclusive and can potentially be combined in a program of
performance management.
Intervention can include:
Education
Underperforming workers should be required to attend formal training courses at

appropriate times when they can be released from their workstations.
Educating employees can also take several forms including providing checklists, work
instructions, online help, mentoring, buddying and coaching.
Sponsorship
Sponsorship is rather used for an overachieving employee than an underperforming one.

It is sort of a mentoring relationship where employees are put into a situation where they
can be stretched to find the boundaries of their performance for their current skill set.
Providing feedback

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Positive and negative feedback is equally important, as positive feedback re-assures the
employee of being on the right track while negative feedback provides the opportunity
for improvement. Negative feedback should always be constructive and it is best to give
it as soon as the underperformance is identified.
The process for giving positive The process for giving negative
feedback: feedback:
1. Identify the specific behaviour 1. Identify the specific behaviour

2. Describe the behaviour’s positive 2. Describe the behaviour’s negative
impact impact on performance
3. Look for ways to build on the 3. Look for ways to correct the behaviour
behaviour or improve performance
4. Encourage the employee to share 4. Encourage the employee to share
his/her views his/her views
13. Learner Activity – Intervention to manage underperformance
The customer service team leader at ‘GoodBuy’ approaches you for your advice.
Hugh, a customer service representative is not performing to the required standards:
he has provided inaccurate information to the customer on a number of occasions,
he does not follow the ordering procedures and has taken wrong orders a few times.
Hugh’s performance appraisal is due and the team leader is unsure how to manage
his underperformance and is asking for your assistance.
What advice would you give the team leader? What type of intervention should the
team leader first use to manage underperformance in this scenario?

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Counselling
The primary purpose of counselling is to help the employee to solve personal and
behavioural problems rather than a lack of on the job skills. Work based problems
involving the lack of skills can be dealt with by skills training and up skilling. Counselling,
on the other hand, can be seen as an elaboration of a joint problem-solving effort. The
aim of counselling is to guide the employee to improve their performance or correct any
inappropriate behaviour rather than to punish them.
Confronting or undertaking disciplinary action
When an individual’s performance does not improve, there is unwillingness to comply or

there is a serious breach of behavioural standards, the line manager must be prepared to
confront the employee.
The disciplinary action ranges in terms of severity:
 Oral warning  Reduction of pay

 Written warning  Demotion to lesser duties
 Suspension without pay  Termination

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Oral and written warning can be given in the counselling phase, while the other options are
rather used in the confronting phase.
Willing and be able to improve
What approach you take when dealing with an underperforming employee depends on
whether the employees are willing and are able to improve.
The appropriate intervention for employees who exhibit different ability and willingness is
demonstrated in the below matrix.
14. Learner Activity – Counsel and discipline employees
Hugh, the customer service representative working at ‘GoodBuy’ is still

underperforming. He has been provided constructive feedback, has been sent to
complete a customer service training and product knowledge training and he has
also been coached by a senior customer service team member. Since Hugh’s
performance has not improved, his team leader is again approaching you for your
support in this matter.
Outline the remaining intervention options to assist the team leader in this situation.

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Ensure appropriate recordkeeping for intervention
Performance management records and interventions must be documented and stored in

compliance with organisation’s policies and procedures. These documents are:
 Formal performance reviews

 Learning and development plans, attendance and results
 Counselling, confronting and termination records

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15. Learner Activity – Appropriate recordkeeping for intervention
Why is it important to keep records of Hugh’s – the underperforming customer

service representative at ‘GoodBuy’ - performance related issues and interventions?
Grievance procedures
Employees may be unhappy with some aspects of performance management.
Possible causes of grievance:
 Some managers' lack of interpersonal skills, including communication skills, can

cause annoyance, irritation and misunderstandings between themselves and staff
 The manager's responsibility is to allocate jobs to different people, develop
procedures to accomplish them and set performance standards.
Conflict may arise due to:
 The lack of clarity and understanding of job roles and standards

 The lack of coordination between manager and staff changes in the terms and
conditions of their employment
 Lack of performance management training for managers
 Lack of awareness or insight into personal performance
 Poor work performance, attendance or personal situations poor management and
decision making
 Bureaucratic and unwieldy managers
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 Uncooperative workers.
Negotiation
Whilst most employees will receive their appraisals quite calmly, some may not accept
them. It may be necessary to go through a negotiation or conflict resolution process to
handle this situation.
Dispute/grievance resolution procedure
If negotiation does not work, then you should advise employees of their options under the
organisation's dispute resolution or grievance procedures.
A grievance procedure is an essential part for managing employee concerns avoiding

possible lawsuits. The purpose of a grievance procedure is to provide a framework in which
issues can be discussed, decisions can be reviewed, all relevant facts can be clearly
identified and a fair and reasonable outcome to be reached.
Customary grievance resolution steps:
1. The employee discusses the matter directly with a supervisor/manager
2. The dispute and action taken is recorded at each step
3. If not resolved, the issue can be brought to the attention of the Human Resources
Department
4. HR department should assign a staff member to attempt or achieve a satisfactory

resolution
5. The employee (and union representative, if applicable) can discuss the matter with
the supervisor/manager, a senior manager and a HR officer
6. Either the employee or the union can refer the issue to the Australian Industrial
Relations Commission (AIRC).
Support counselling
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Managers may need your support as they undertake counselling processes as part of an
intervention to remedy a performance issue.
Counselling tips:
• It has to be conducted in a private location

• It must be scheduled; the employee must be informed that it will occur
• The employee needs to be notified that they are to be counselled
• The employee must be aware of what may be involved in the counselling

• You need to check HR records to confirm: processes; any previous counselling of the
employee that has occurred; and action to be taken if counselling is unsuccessful
• You must confirm that the employee is aware of the performance standards
expected of them, and the standards that have not been met
• You have to be aware of factual evidence that demonstrates the employee’s
underperformance rather than just other employees’ opinions.
Counselling process
Support disciplinary processes
When all previous attempts to manage poor performance or behaviour have been
exhausted, or if the employee has committed serious misconduct, formal disciplinary
action must be taken.
If an employee is continually working at an unacceptable level or if the employee exhibits

inappropriate or illegal behaviours, managers often have little option but to discipline the
employee.
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What is misconduct?
Misconduct is a non-conforming behaviour or an activity that is morally wrong. Issues of

misconduct must be addressed by the manager immediately and include issues like
absenteeism, lateness and insubordination to managers.
The below is an example of a disciplinary process:
What is serious misconduct?
 Sexual harassment  Offensive behaviour

 Bullying  Breaking the law
The disciplinary meeting
If other methods have been ineffective, you may need to hold a disciplinary meeting for
the employee that may require the attendance of the following:
 Union representative  HR personnel

 Legal representative  Witness
Tips for holding a disciplinary meeting:
 Ask HR team or senior manager to assist

 Allow employee to bring a support person (union representative or co-worker)
 The process begins with the written employee notification about the meeting

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 At the beginning of the meeting work towards cooperation not confrontation

 Provide suggestions on how performance can be improved with specific examples
of performance issues
 State the performance expectations and seek confirmation from the employee that
they understand these expectations
 Record and document the matter discussed and any assistance offered
Provide support to terminating employees
If, once all possible assistance has been given to the employee, the employee's
performance still does not improve, then it will be necessary to institute progressive
discipline.
If it comes down to terminating an employee’s employment due to performance issues,

the termination must be conducted fairly in accordance with the law. The law requires that
the employee was given adequate warning of their unsatisfactory performance, were
allowed to have a support person present during discussions, and were given
opportunities to improve.
You will need to provide support to managers who are undertaking termination processes.
In doing this, you will need to ensure access to procedures, provide advice, and ensure the
process adheres to organisational policies and legislative requirements. Such requirements
may include, for example, the Fair Work Act 2009 and antidiscrimination legislation.
Employers could ask themselves the following questions before deciding to terminate
employment:
 Do Federal laws apply to the dismissal?

 Do State laws apply to the dismissal?
 Do unfair dismissal laws apply to the dismissal?
 Is the dismissal for a valid reason?
 Has the employee been given opportunities to respond to allegations?
 Has the employee been offered previous counselling?
 Has the employee been given a written warning?
 Has the investigation been documented?
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 Has the employee's union been consulted?

 Has outside advise been sought where necessary?
 Will the dismissal be considered harsh, unjust or unreasonable?
Unfair dismissal
Fair Work Australia (FWA) defines unfair dismissal as harsh, unjust or unreasonable and if it
is not a case of redundancy. To determine whether a dismissal is unfair FWA considers the
following point:
 Was there a valid reason for the dismissal that related to the employee’s conduct or
ability to do their work?
 Was the employee notified of the reason for their dismissal and given the
opportunity to respond?
 In case of unsatisfactory performance, was the employee warned before the
dismissal?
Notice of termination
According to organisational protocol and legislative requirements, employers are required

to abide by the following rules and procedure:
1. Counsel and discipline under-performing or misbehaving employees
2. Take the appropriate disciplinary action
3. Issue two written warnings if counselling and disciplinary action have not been
successful; first warning following the interview and second and final warning if
there is no improvement after monitoring process.
4. Notice of termination issued to employee, giving the required notice period (weekly,
fortnightly or monthly) according to the employment contract
5. Document all warning and termination notices making sure employee sign and
acknowledge receipt
6. Include copies of all the above in the employee’s personnel file as the official record.

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16. Learner Activity – Disciplinary processes
Review the Fair Work Ombudsman’s Best Practice Guide: Managing

underperformance available at: https://www.fairwork.gov.au/how-we-will-
help/templates-and-guides/best-practice-guides/managing-underperformance
Answer the following questions:
What is misconduct and how does it differ from underperformance?
Is dismissal even an option?
When is dismissal not allowed?
Further information
Or further information in regards to managing underperformance please visit the Fair

Work Ombudsman’s website at: https://www.fairwork.gov.au/how-we-will-help/templates-
and-guides/best-practice-guides/managing-underperformance

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Evaluate performance management processes
As part of continuous improvement, you will need to regularly evaluate and improve all
aspects of the performance management processes in accordance with organisational
plans, policies and procedures.
In order to continuously improve performance management and to improve business

outcomes, it will be important to take a systematic approach to monitoring performance
management and use evaluation frameworks.
You will also need to reflect on your own performance and seek feedback to improve your
performance as an HR professional.
Systematic approach to monitoring performance management
Elements of systematic approach include:
Determining what to Identifying the targets, objectives, KPIs that allow

measure you to determine success, failure or need for
improvement regarding performance
management processes
Coordinating monitoring Coordinating what and how you monitor to

activities ensure measure the really important aspects of
HR performance
Regular monitoring Monitor the effectiveness of performance

management processes to ensure to act
immediately should intervention be required
Documenting processes Documenting the effectiveness of the processes is

important for future reference
Integrating monitoring Monitoring should go hand in hand with existing

into organisational practices and operations
systems
Communicating the Involve stakeholders by communicating the

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process monitoring process
Reflect on your own practice and gather personal feedback
When you are designing, developing, using or promoting something, such as a

performance management process, it is important to reflect on your own performance, as
it will allow you to determine your weaknesses and areas to improve, as well as your
strengths.
How can you reflect on your own performance?
 Use checklists (list all skills and behaviours of effective HR professionals and tick the
ones you possess)
 Use evaluation frameworks
 Get feedback from peers or managers
17. Learner Activity – Reflect on your own practice
Reflect on your own abilities as an HR professional.

 Develop a checklist of skills, knowledge, professional behaviour and personal
qualities required to effectively manage and develop performance
management.
Submit your checklist in a separate document.

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Chapter 3 – Coordinate learning and development
 Design learning and development plans and strategies

 Deliver and monitor learning and development
 Negotiate contract and remedial action
 Generate reports
Design learning and development plans and strategies
Designing learning and development plans helps organisations to build capability, achieve
goals and improve performance management.
To meet today’s business challenges it is necessary for organisations to:
 Be prepared to respond and adapt

 Develop cross functional teams and integrate processes across organisational
boundaries
 Delegate authority and responsibility to lower levels of the organisations
 Reduce the hierarchical structures and layers of management
 Manage quality, innovation and new technologies so they factor into
competitive processes.
To achieve these things organisations need to operate as learning organisation and

designing learning and development plans is part of this process that includes:
 Determine training needs in accordance with organisational plans

 Decide on training options
 Develop personal development plans
 Develop group learning and development plans.

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Determining training needs
Before developing learning and development plans you need to conduct training needs
analysis to identify any gaps. Training needs analysis include:
• Identifying knowledge, skills, abilities and competencies required

• Identify gaps between present and required knowledge and skills
• Identify training options to address those skills gaps
Training options
There are a number of training options to address skills gaps:
 Informal training
 Formal training
 E-learning
 Workshops
 Coaching and mentoring
 Conference
Nationally accredited training
Formal training can be accredited - leading to a formal qualification – or non-accredited.

Both can be provided in a classroom environment, online or on-the-job. Accredited
courses are provided and overseen by a Registered Training Organisation (RTO).
Competency based training

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Nationally accredited training in Australia is founded on ‘competency standards’. These

standards are developed by ‘Industry skills councils’ for their particular industries, in
collaboration with leaders of that particular industry.
Training packages are documents that outline the range of training options available for
an industry sector. (E.g. this unit is from the Human Resources package).
In training packages, the competency standards are presented as ‘units of competency’.

These units describe the competency standards (skills and knowledge) that a person must
have in order to work in a particular work function. (E.g. this unit is called ‘BSBHRM512-
Develop and manage performance-management processes’)
Qualifications are made up from a combination of core and elective units and if you gain
a qualification you become qualified to work in that job role.
Australian Qualifications Framework (AQF) defines the levels of nationally recognised
education and training in Australia.
Levels in Australian Quality Framework are split across three sectors:
 School-based education (Year 1-10)

 Vocational education and training (colleges)
 Higher education (universities)
Each level in the AQF provides a guide about the complexity of skills and knowledge that a
competent learner at that level should demonstrate. You should be familiar with the AQF
as you design personal learning and development plans and choose training, to ensure it is
a suitable level for the ability and the role the person is working in, or is aiming to work in.
Further reading
To get a better understanding about the Australian Quality Framework, visit the following
website: http://www.aqf.edu.au
Video
There is a video and an article that describes how to match competency standards to
learners needs: http://students.fortresslearning.com.au/course/des401-3/understanding-
the-structure-of-a-unit-of-competency/

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Personal development plans (PDPs)

Personal development plans should be created by line managers in consultation with
individuals. They should take into account:
 The appraisal process

 Competency evaluation processes
 Requests from the employee
 360° feedback, if available.
The objective of the personal development plan is to either improve performance in the
existing role or to improve competence to ensure the employee can be considered for
future roles.
A personal development plan (PDP) is no different from any other plan; it requires goals
and objectives, actionable strategies, milestones and some method of measuring
progress and results.
A PDP should be a living document that employees should take personal responsibility
for maintaining with the support and collaboration of the manger.
Plan group or organisation-wide training
A HR professional cannot only help line managers to evaluate and address individual
learning and development needs, but also developing groups and organisational
development plans.
Creation of an organisational learning and development plan is a more complex task and
it involves the following generic steps:
1. Analyse the organisation’s strategy and tactics to determine competencies

required to deliver the strategy.
2. Assess and re-write job descriptions, if necessary, to include the desired job
performance requirements and competencies
3. Individual learning and development plans may be affected as well
4. Assess the competencies of individuals in particular jobs against competencies
required in that job
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5. Evaluate the gaps and design learning interventions and make them available to
line managers and individuals to close that skills gap

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18. Learner Activity – Learning and development plan
Create a development plan for yourself by completing the following:
1. Describe your existing skills and knowledge

2. Think a job that you aspire to
3. Describe the skills and knowledge required for that job
4. Identify the gaps between your current skills and knowledge and those that
you would required for that job

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Deliver and monitor learning and development
To ensure the practical delivery of training and learning and development outcomes, you
will need to:
 Coordinate and schedule training

 Arrange training delivery
 Contract learning providers
 Monitor the quality of delivery.
Coordinate and schedule training

When you are planning training your need to answer the following questions:
 Who is the target group?

 What is the level of competence?
 Who should deliver the training?
 How the training and learning will be delivered
 The length and duration of the training/timeframes?
 The venue for training/learning?
 The learning outcomes and performance criteria that must be met?
As part of this phase, you need to plan regular training and training evaluation and
integrate training with existing operations and performance management processes.
Integrating training with regular operations is important, as in many labour extensive

industries it is usually and inconvenience to take people off-the-job or off-site to train
them. Another reason for integrating training into existing daily activities is that it can be
more cost-effective, as training can be very expensive if people are taken off the job.

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Arrange training delivery
Planning and arranging training delivery may include:
 Select training dates and locations

 Determine resources required such as trainers and associated cost
 Identify equipment required for the training
 Determine methods, dates and resources to monitor and evaluate the
effectiveness of learning
 Plan the training sessions themselves
Contract learning providers
You may often need to contract external training providers to deliver professional
development services for various reasons:
• Lack of in-house training facilities
• It is not cost effective
• Lack of qualified trainers
• Required expertise is only found outside.
When organisations contract external training or learning and development providers,

these providers should be able to explain how training and assessment will help to
achieve the organisation’s business objectives.
Training providers can be sourced through:
• Training directories • Trade shows

• The internet • Word of mouth referrals

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• Colleagues • Other organisations (e.g. asking about

courses / providers that have achieved
• Government bodies
good training outcomes for them)
• Professional associations
• Academic institutions (e.g. TAFE)

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To ensure a suitable and high quality training provider organisations will need to consider
the following:
Instructors Do they have the expertise in the competencies where

training is required?
References Does the training provider have experience working

with organisations in the relevant sector and with
organisations of similar size?
Accreditation Does the provider have evidence of its accreditation?
Duration How long will the training program run for? Is the
length of time adequate for the training needs?
Cost Is the price realistic in relation to the learning

achievements?
Guaranteed delivery Can an organisation still deliver if the trainer becomes

ill or cannot deliver training?
Course material Is the material appropriate for the learner group?
Assessment methods Does the assessment cover all the specific outcomes of
the program?
Delivery mode Is the delivery mode appropriate to the outcome of the

program?
Location Will they come to the organisation’s premises or will

trainees need to travel to the provider’s premises?
Availability What is the timeline for any agreement?
Customisation Is the provider willing to adapt or customise the

program? Does the provider understand the
organizational context?

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19. Learner Activity – Find appropriate training providers
Use your personal development plan that you had developed for the previous
learner activity.
Conduct a research to source training providers that would deliver appropriate
training to address your skills gaps.
Detail one example:
Provider name
Course name
Accreditation
Duration
Cost
Course material
Assessment
methods
Delivery mode
Location
Availability

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Monitor learning and development activities
Quality assurance standards are predetermined statements relating to, specifications on

how a product or service is presented to the user. Those statements relate to
specifications about how training or learning and development programs will be
delivered to employees.
The quality assurance role will include:
 Monitoring supplier performance

 Reviewing employee satisfaction with suppliers
 Reporting to managers on supplier compliance and training progress
 Conduct progress meetings with suppliers to maintain quality supply
Supply specifications will need to be created – this will provide the basis for assessment.

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20. Learner Activity – Monitor learning and development activities
Learning and development activities should be monitored for quality assurance.

What aspects of learning and development activities would you monitor? (for
example: course material)
List as many as you can think of.
Negotiate contracts and remedial actions
You will need to take action if the supplier does not comply with the agreed specification,
fails to meet quality assurance standards or there is a problem with performance.
You will need to approach negotiations in a positive and constructive manner in order to
achieve quality objectives for the training. This is perhaps even truer in cases where you
need to address poor quality provided and negotiate a joint approach to remedying the
situation.
During negotiation, you need to:
 Know your objectives for negotiation

 Facilitate a win-win outcome.

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The following steps (in this order) should be observed in the negotiation of
remedial action:
1. The organisation provides the training supplier with formal notification of non-
compliance with quality assurance standards
2. Specific details of the non-compliance is provided
3. Reference is made to the breach of the supplier specification/contract
4. The organisation requires the training provider to identify the primary cause of
the problem
5. The organisation requires the training provider to formally respond to the

notification, outlining what corrective/remedial actions will be taken and what
system changes will be implemented to eliminate the problem
6. The organisation requires the training provider to take corrective/remedial

action within a specified timeframe
7. The organisation requires the supplier to provide a strategy for the total
elimination of the problem
Tips for negotiation:
 Develop clear objectives.

 Know your walk-away position.
 Respect your negotiating partner’s position.
 Listen to the other’s position carefully. Make sure you understand it and why it
may be important to them.
 Look for shared goals. Both positions may be compatible.
 Explore options and trade-offs.
 Be prepared to politely walk away, if you can’t achieve your required
objectives.

Page 76 of 81
21. Learner Activity – Negotiate contracts
Regardless of the type of negotiation, you will need to develop clear objectives.
When it comes to negotiating training contracts, your objectives may be financial,
time driven or quality driven.
Give examples of such objectives.
Financial
Time driven
Quality driven

Page 77 of 81
Generate reports
After collecting evaluation information and measuring the success performance

management processes you may need to present your findings and to make
recommendations to improve such processes. For example, you might recommend:
 Modification of training or performance management budgets

 Improvement of processes based on internal experience of usability and outcomes
 Improvement of processes based on comparison with other organisations
 Improvement of implementation of processes.
To support your recommendations and persuade others (such as the senior management
team), you will need to ensure you can explain how your recommendations will lead to
the required outcome.
You always have to outline the positive effects of your proposal establishing cause and
effect examples. For instance, if your recommendation is to alter performance
management processes to include an incentives program, you should provide examples
of other organisations introducing such programs and achieving success.

Page 78 of 81
Report structure:
Executive The executive summary should briefly:

summary  State the purpose of the report
 Provide background information to establish the context for
the report
 Identify the source of data and how it has been analysed
 Summarise the main ideas and recommendations of the report
 Include any limitations encountered and how this affects your
recommendations
 Indicate the scope of the report and clarify key or ambiguous
terms.
Body The main body of the report should detail the key findings of your
report and analysis. The body of your report should include:
 Data collection techniques/methods used
 Findings or results
 Analysis, discussion and explanation of your findings.
The body should be presented in a logical sequence. It may be
divided into sections outlined by heading and subheadings.
Conclusion  Summarise the key points from the main body of the report
 Clearly relate to the objectives of the report
 No new information should be included here.
Recommendations If required, this section should include your recommended strategy

or course of action based on the findings of the report.
Recommendations must be supported by the data presented in the
body of your report. Recommendations should:
 Be given only when asked for
 Be based on analysis of data and conclusions
 Contain some indication of how they can be implemented
 Be sensible and feasible.

Page 79 of 81
Performance
Chapter Name Element
Criteria
1. Learner Activity – Analyse strategic and

1 1.1
operational plans
2. Learner Activity – Goals, objectives an targets 1 1.2
3. Learner Activity – Design job standards 1 1.3
4. Learner Activity – Develop KPIs 1 1.3
5. Learner Activity – Design methods and

1 1.3
processes to develop KPIs
6. Learner Activity – Design a performance

1 1.4
appraisal process
7. Learner Activity – Identify and assess

1 1.6
stakeholders
8. Learner Activity – Gain support for

1 1.7
implementing performance processes
9. Learner Activity – Training needs analysis for

2 2.1
managers
10. Learner Activity – Training methods and

2 2.1
support
11. Learner Activity – Plan a training session 2, 3 2.1, 3.1
12. Learner Activity – Managing underperformance 2 2.2, 2.3
13. Learner Activity – Intervention to manage

2 2.2
underperformance
14. Learner Activity – Counsel and discipline 2 2.3

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employees
15. Learner Activity – Appropriate recordkeeping

2 2.6
for intervention
16. Learner Activity – Disciplinary processes 2 2.3, 2.5
17. Learner Activity – Reflect on your own practice 2 2.7
18. Learner Activity – Learning and development

3 3.1
plan
19. Learner Activity – Find appropriate training

3 3.3
providers
20. Learner Activity – Monitor learning and

3 3.4
development activities
21. Learner Activity – Negotiate contracts 3 3.5

Page 81 of 81

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BSBHRM512- Develop and manage performance-management processes

Support disciplinary processes ................................................................................................................. 55

BSBHRM512- Develop and manage performance-management processes

It also outlines how to facilitate implementation of performance management

It also provides an overview of processes to coordinate individual or group learning

BSBHRM512- Develop and manage performance-management processes

Chapter 1 – Develop performance management processes

In this chapter, the following topics will be covered:

 What is performance management?

What is performance management?

‘Performance management can be defined as a strategic and integrated process

BSBHRM512- Develop and manage performance-management processes

An effective performance management system will be a key driver of continuous

The performance management cycle

BSBHRM512- Develop and manage performance-management processes

 Planning involves defining job roles and agreeing on performance outcomes.

 Finally, performance planning is reviewed and amended, based on the results of

Coordinate performance management processes

BSBHRM512- Develop and manage performance-management processes

Analyse strategic and operational plans

In order to develop integrated performance management systems you need to analyse

BSBHRM512- Develop and manage performance-management processes

1. Learner Activity – Analyse strategic and operational plans

Below is an extract from ‘GoodBuy’ business plan:

The operational plan of ‘GoodBuy’

Objectives: Performance measures Tasks:

1. Engage with  Percentage of wholesale  Conduct quarterly wholesale

 Reduce quality variation.

2. Increase distribution  Productivity figures for  Investigate resourcing needs

4. Engage workers with  Percentage completion of  Management engagement

BSBHRM512- Develop and manage performance-management processes

 Employee incentives for

2. Explain why you have selected those objectives to be considered when

BSBHRM512- Develop and manage performance-management processes

Develop performance objectives and metrics

 Develop performance objectives and standards

Goals, objectives and targets

GOAL Increase profitability through superior customer service

Complete workforce Deliver high quality Increase sales

BSBHRM512- Develop and manage performance-management processes

100% workforce Increase customer

2. Learner Activity – Goals, objectives an targets

Develop three objectives for performance management to support the ‘GoodBuy’

These objectives could address areas of performance management such as KPI

To assist performance management, job standards should be described in a way to

 Telephone calls are answered by the third ring (time)

3. Learner Activity – Design job standards

Provide job standards of acceptable performance for serving a ‘GoodBuy’ wholesale

BSBHRM512- Develop and manage performance-management processes

BSBHRM512- Develop and manage performance-management processes

Develop performance metrics

Performance needs to be measured in order to be monitored and evaluated; it is usually

Key performance indicators are a list of characteristics or dimensions associated with an

 Financial (profit contribution, sales)

KPIs should meet the following requirements:

2. KPIs should correlate with performance, so they must:

3. KPIs should always be quantifiable; they should be expressed as a number or a

Approaches to developing key performance indicators

Strategic (‘top-down’) approach KPIs cascade down from organisational

(For example: if an organisation’s

Operational (‘bottom-up’) approach KPI development starts from the ground