Developing Procedural Flexibility - Case Study Example

Case Study 4 Based on the case study it can be clearly understood that Heather has a clear idea about her role as a trainer thus she is clear with her declarative knowledge. The reason for not being able to get good rating from trainees is simply because of her lack in procedural knowledge. Procedural knowledge is ruining Heathers performance. While she is magnificent at outlining instructional classes, she does not (do not use abbreviations, this is university,it is supposed to be formal writing) have the interpersonal aptitudes to successfully convey the instructional courses. In order to improve her performance as a trainer we need to develop her procedural knowledge (Johnson, Star and Durkin, 2012). One way of doing it can be recording a class that is being conducted by her and then once she gets over with it, we can ask her to have a look at it while we discuss the shortcomings of the class that was taken by her. In this way she will get a good understanding as where she is lacking behind and where she needs to improve further. Performance is a combination of the declarative knowledge in which a person has the informative knowledge of his or her job role and procedural knowledge in which the person needs to understand the complete ‘know-how ‘of doing the job. She needs to be aware that simply delivering a training module will not be sufficient for her trainees to learn. She needs to make sure that her trainees understand the concept and learn to apply them in their daily work schedule. Only then can training be called complete. In order to do so she needs to be aware of the fact that she has to be very friendly with her trainees so that they can freely ask her questions if they have a doubt. To make it easier of for her to understand we will be discussing a clear action plan for her. She needs to have a two step process in her training module. The first step will be the lecture phase where she will be presenting or explaining the concept that needs to be learnt and understood by the trainees. This process will create a general understanding of the topics. She start her training with a brief introduction of the topics that will be discussed and then move onto the in depth study of the topics. In this section she should be open to questions and critics from the trainees. She needs to give them the leverage to be able to ask her questions no matter how stupid the question may be. Once the delivery of the lecture is over she should move on to the next phase of the training which will be the discussion phase. The will be a more of two way discussion. She will try to understand to understand the topic from her trainees. Trainees at the same time are free to clarify their doubts at this point of time. A good way to do it would be to discuss some case studies related to the topic and asking their views in this aspect. This will help them to understand the topic better and also apply it in the work environment Applying this procedure in Heather’s training classes can help her deliver a good productive training and also get good rating from her trainees. Case Study 4.2 Based on the case study and after understanding the values and vision on BMS, we have designed the task and contextual performance behaviours for our newly selected district business manager. Let us first look into the task performance behaviours. Task Performance Behaviours: Developing a business plan according to BMS strategies – This will be the prime responsibility of the manager. He or she needs to plan out the business plan in accordance to the pledge that has been followed by Bristol-Myers Squibb. They need be very ethical with their approach as they are dealing with pharmaceuticals, infant formulas, nutritional products to talk of a few. Setting up employee goals and expectation – He needs to clearly mention the roles and responsibilities of each of his employees under him. The day to day responsibilities as well as the overall responsibility as an employee of BMS needs to be mentioned clearly. Proper allocation of resources and setting up sales targets – As the district business manager the priority will be to achieve the sales target by proper allocation of resources. Bringing in the company vision to be followed by the department – The manager has to be strict with his employees to ensure that the company goals and mission are followed in order to maintain the brand name. Contextual Performance Behaviours: Follow the vision of BMS – The manager has to clearly understand the vision of BMS and needs to apply it in his or her work environment effectively. This needs to be followed by all the employees working under the manager. Welcome diversity – One good way of being a successful manager is to welcome change and diversity. Encouragement of new ideas and changing the order of the work to improve the outcome is always appreciated by everyone (Devonish & Greenidge, 2010). Building strong and healthy relationships– Being a district business manager means one needs to have a huge network and contacts in the organization. Maintaining a healthy relationship with everyone in the organization will help in the long when some problem crops up and help is needed for the same. Improving the Organisation – The manager should always look to improvise the work environment and also try to bring out positive outputs for the organization. Having healthy discussion with employees and welcoming their ideas of improvement can always help bring out new ideas in enhancing the work culture and the organization at large (Guan Hal, et. al, 2010). Cooperate with team members – A district manager has a lot power but it should not be misused. He or she should work as a team in order to give a better output. Cooperating with employees and understanding their problems are always helpful. Following these rules as a district business manager will help him or her to be successful in the organization. Case Study 4.3 Based on the discussion in the case study, Paychex needs to utilize a blendof effects and practices when measuring performance. Sales ought to be utilized as a principle measure of performance Accounts manager as well as Sales personals should be looking into ways to achieving their sales targets. But, the vitality of creating great connections inside the business is likewise greatly essential, and the effects of finishing so may not pay off quickly or make specifically as sales. Likewise, since the accounts executive manager is not able to supervise their performance always, the organization will need to understand that achieving sales figures is because of the accounts executive taking part in the proper practices. The behavioural approach is a long time process generally and that is why it is considered to be time consuming. In light of this fact, the managers should be aware that the employees will need longer time to achieve their targets. In case of the accounts manager, they are always looking forward to gaining better knowledge of their clients and the industry. They also make new friends and try to crack new business deals but there is no assurance that they will be successful every time and will be able to close in their deals. Sometimes the outcome can take a longer time as the clients will be only looking forward to making some deals when they are having a requirement. On the other hand the result approach is different from the behaviour approach. As the name suggests it is more of result oriented. The employees or the workers appointed for the job role as skilled to do the same. They have their knowledge base in the same field and can give the required output through their performance (Güzeller&Özkal, 2013). To a certain extent behaviours and results are interdependent and thus similar in some contexts. The reason being, that an employee’s results are based on his or her behaviour towards the job. The result approach is also about achieving the targets and not about how it has been achieved. So if there are various ways of achieving a purpose, as long as it is achieved, the job will be considered done irrespective of the fact that how it was achieved or what means were used to get it done. Case Study 4.4 In the case of Ricardo, he is a great employee with substantial knowledge in his field. However he lacks the presentation skills and is not confident about convincing the audience. In order to learn to do it he first needs to understand the concept of deliberate practice. He also needs to apply it in his part in order to present successfully. As stated by the deliberate-practice structure, the best approach to achieve abnormal amounts of dexterity is to carry on practicing that is deliberately proposed to enhance ones aptitudes. Deliberate practice includes objective administered exercises, which have a tendency to be tedious and to empower quick sentiment (Ericsson, 2000). Ideally performed independently, these exercises have a tendency to be effortful and not pleasant. Thus Ricardo needs to very strong mentally and be determined to keep on practicing in order to achieve his goal. He should be only concerned about winning that competition. So concentrating completely on his goal will help him keep on practicing. They could be completed only for a couple of hours a day (not so regularly that they get wasteful or even harmful). This framework generally constrains the part of inherited elements to inspiration, general movement levels, and stature which is more often found in games and competition. No part is provided for ability concerning cognitive capacities. The deliberate-practice skeleton has been powerful in the field of finesse examination, and countless have been led to comprehend the part of practice in territories, for example, games, diversions, human expressions, and the callings. There have additionally been contentions encompassing this schema (Colvin, 2013). Some the points that can be followed by Ricardo (FIX THE NAMES PLEASE) while practicing are mentioned below A clear idea of your current performance relative to an ideal standard – before starting with his practice regime he should be aware of his current level of confidence in order to reach to his target. Based on his current situation he has designed. The practice schedule. It is obvious that he lacks the confidence skills so in order to do that he needs to do more of public speaking to further improve his confidence Identifying specific areas of improvement – another area that needs to look into is his convincing powers. To cater to this problem of his he needs to do some positive readings which are related to enhancing one’s convincing powers. These reading will give him the idea as to how to convince his audience (Gonçalves, Diogo& Moreira Carvalho, 2014). practicing just beyond your current skill level, (and probably failing at first) – He can trying presenting with confidence in front of a large crowd initially were he will fail eventually but continuous presentation will make him boost his confidence. Another thing that needs to be kept in mind is the fact that he should not be embarrassed of his shortcomings. Repeating the process, over and over and over – This is the prime idea of deliberate practice as success will only come when continuous practicing is done. As the saying goes ‘Practice makes a man perfect’, it is the same case here as well where Ricardo needs to constantly keep on practicing his presentation skills to improve on it. These ideas when followed by Ricardo will help him develop his skills for giving a proper presentation. It will not only boost his performance but also give him the power to convince the audience and thus win the competition successfully. References Rittle-Johnson, B, Star, J, & Durkin, K 2012, Developing procedural flexibility: Are novices prepared to learn from comparing procedures?, British Journal Of Educational Psychology, 82, 3, pp. 436-455, Academic Search Premier, EBSCOhost, viewed 26 March 2014. MUELLER-HANSON, R, & PULAKOS, E 2013, Rethinking Your Performance Management Training, T+D, 67, 12, pp. 68-69, Academic Search Premier, EBSCOhost, viewed 26 March 2014. Devonish, D, &Greenidge, D 2010, The Effect of Organizational Justice on Contextual Performance, Counterproductive Work Behaviors, and Task Performance: Investigating the moderating role of ability-based emotional intelligence, International Journal Of Selection & Assessment, 18, 1, pp. 75-86, Academic Search Premier, EBSCOhost, viewed 26 March 2014. Yen-Hua, L, Lih-Shing, Y, Kuang Man, W, & Guan-Hong, C 2010, Interactive Effects OF Personality AND Friendship Networks On Contextual Performance, Social Behavior& Personality: An International Journal, 38, 2, pp. 197-208, Academic Search Premier, EBSCOhost, viewed 26 March 2014. Güzeller, C, &Özkal, N 2013, EFFECT OF PERFORMANCE BASED STATUS DETERMINATION TECHNIQUES ON SELF-EFFICACY, CONCERN AND PERMANENCE IN PRIMARY SCHOOL SCIENCE AND TECHNOLOGY COURSE, Journal Of Baltic Science Education, 12, 1, pp. 47-58, Academic Search Premier, EBSCOhost, viewed 26 March 2014. Goulet, J, Kripakaran, P, & Smith, I 2010, Multimodel Structural Performance Monitoring, Journal Of Structural Engineering, 136, 10, pp. 1309-1318, Academic Search Premier, EBSCOhost, viewed 26 March 2014. Colvin, G 2013, THE NEW WAY to PRACTICE, Golf Magazine, 55, 10, p. 101, Academic Search Premier, EBSCOhost, viewed 26 March 2014. Gonçalves, C, Diogo, F, & Moreira Carvalho, H 2014, A Multilevel Approach to the Path to Expertise in Three Different Competitive Settings, Journal Of Sports Science & Medicine, 13, 1, pp. 166-171, Academic Search Premier, EBSCOhost, viewed 26 March 2014. Folan, P. and Browne, J. 2005. A review of performance measurement: Towards performance management. Computers in Industry, 56 (7), pp. 663--680. Ericsson. 2000. Expert Performance and Deliberate Practice. [online] Available at: http://www.psy.fsu.edu/faculty/ericsson/ericsson.exp.perf.html [Accessed: 28 Mar 2014]. Read More