Assignment title:

Application of concept in managing people

Assignment number: 1&2

Surname: Chendriah

Other name: Peninah

Student number:

Module: Managing people

Module number: 9886N

 Table of Contents

Chapter 1……………………………………………………………………………………………………………4
Job description…………………………………………………………………………………………………….6
Recruitment process…………………………………………………………………………………..………12

Selection procedures………………………………………………………………………………………….16

Recruitment and the law……………………………………………………………………………………19

Chapter 2…………………………………………………………………………………………………………..22
Team building………………………………………………………………………………………………….…22

Chapter 3……………………………………………………………………………………….…………….……26
Delegation………………………………………………………………………………………………………...26
Overcoming the reluctance of managers to delegate………………………………………...28

People potential performance model…………………………………………………………………29

Chapter 4
Causes, symptoms and tactics of conflict…………………………………………………..………32

Bibliography………………………………………………………………………………………………..…….37
Appendix……………………………………………………………………………………………………..…….38

Application form…………………………………………………………………………………………..……39

2
Question 1
As a Human Resource Officer, newly recruited in your company, you find out that a
vacant post needs to be filled. You are required to:

(a) Draw the job description of that vacant post and a template that would appear in
the newspaper as advertisement.
(b) Describe the recruitment process?

Question 2
Describe the different stages in forming a team?

Question 3
Explain why managers are reluctant to delegate and how can this problem be solved?

Question 4
What are the causes, symptoms and tactics of conflict?

3
Chapter 1

Task 1
As a Human Resource Officer, newly recruited in your company, you find out that a
vacant post needs to be filled. You are required to:

(a) Draw the job description of that vacant post and a template that would appear in
the newspaper as advertisement.
(b) Describe the recruitment process?

Once it has been determined that a vacancy exists and needs to be filled, the first focus of the
process is on defining the requirements of the job. The first stage is the job analysis.

Job analysis
According to Armstrong M-A Handbook of HRM in Practice, 6 th Ed, a Job analysis is the
process of collecting and analyzing information about the tasks, responsibilities and context of
the jobs. The objective of this exercise is to provide the information on which the job description
and job specification may be based. It is therefore, a key part of the process of matching
individuals to jobs.

A job analysis exercise involves two elements:

 Defining the information required; and

 Collecting the information from appropriate sources.

4
Example of job analysis checklist (adapted from Torrington and Hall 1987):

HUMAN RESOURCE DEPARTMENT

Summary of data to be collected in a job analysis

Title of job

Outline title of the job in unambiguous terms.

Organization Context

Should include: location of job, department or division: chain of command (if appropriate):
reporting relationships.

Summary of Job

This should provide a breakdown of the purpose of the job and its objectives.

Content of the Job

Should include a detailed description of the duties and responsibilities of the job, and its
importance in relation to other jobs it may relate to.

Physical Working Environment

This should include the working conditions (office or shop floor); hours of work;
salary/wages; associated benefits and incentives.
Other Information

Outline whether the job is open to “advancement” i.e. promotion; give an indication of the
education and training requirements (if any).

Performance Standards

Indicate the systems that will be implemented to monitor performance(e.g. appraisals or

professional development interviews) and state the review periods(whether quarterly or
half-yearly).

Human Requirements

Describe the profile of the individual who must meet the job specification. This will be
detailed in the personnel specification.

Figure 1

5
 JOB DESCRIPTION.
Job description
Armstrong M-A Handbook of HRM in Practice, 6th Ed, tells us also that, the job description does
basically that-it describes the job terms of its duties, responsibilities and purpose. It sets the
parameters of the job covering the total requirements-the who, what, where, when and why. The
key elements are as follows:

 The job title

 To whom the job-holder reports(possibly including an organization chart to show where
the job fits in)
 Primary objective or overview-the job’s main purpose
 Key tasks
 How the responsibilities are to be carried out
 Extent of responsibility
 Key contacts and basic conditions of work

Job descriptions provide essential information to both organization and the potential employee:

(a) To the individual:

 Provides information to the potential employee/job applicant so that s/he can
determine whether or not the job is suitable.
 Gives he potential employee (or the job-holder) the opportunity to set individual
goals, objectives and targets.

(b) To the organization:

 Enables the personnel specification to be written.
 Gives the organization an in-depth overview of the job.
 Is the basis for a training needs analysis to be untaken and appropriate training
to be planned for, implemented and evaluated.
 Provides an additional source of information during performance appraisals or
professional development interviews.

Job descriptions may vary in length and content depending on the duties, responsibilities and
seniority of the post. However, there are two basic rules for writing job descriptions. They should
be:

 Unambiguous –they should be simple written in simple, straightforward terms and

language. Jargon and semantics should be avoided at all costs, as this can lead to both
job and role ambiguity.
 Succinct – the job description should not ramble on or contain unnecessary
information. It should be to the point and as concise as possible.

6
 Example of job description (adapted from Cole 1997):

JOB DESCRIPTION

Job title:

Reports to:

Reporting structure:

Purpose of the job:

Responsibilities:

Economic conditions:

Salary and scope of the post

Working hours

Training

Qualifications required:

Experience in same job. Experience of negotiating with trade union representatives.

Professional qualifications.

Figure 2

7
How to apply?
The number and quality of respondents to the advertisement depend not only on its being well
written and laid out but also the way in which it response is invited. The advertisement should
state the way in which application for the job may be made. There are two possibilities:

 By a curriculum vitae(CV); or
 By an application form

For our advertisement we will make use of application forms.

An application form is a selection tool that is specifically designed by companies to match

candidates to a job in a structured way. The content and layout of the application form are
determined by the company. In this way it can control (to a certain extent) the information
candidates submit.

The advantages that the company will have when using application forms include the following:

 They will help to speed up shortlisting

 They allow information to be submitted in a structured way
 They can assess ‘‘neatness’’, sentence construction and ‘’flair’’
 They help the HR department structured questions for the interview in order to obtain
information that may be ambiguous or absent from the form.

The Institute of Personnel and Development have produced a set of guidelines on application
forms, in order to encourage and assist the HR departments and recruiters to adopt best
practice standards in recruitment and selection. They recommend that application forms should:

 Be realistic and appropriate to the level of the job

 Not request detailed personal information unless it is relevant to the job.
 Use clear language
 Be accompanied by details of the job and clear information about the application and
selection procedure.
 State the procedure for taking up references, how these will be used and at what stage
in the recruitment process they will be taken.

8
After taking into consideration the above information and as a new Human Resource officer in
the Blue Eagle Company it will be easier for me to draw the job description of the vacant post
that is the post Human Resources Manager.

In addition to that I will also design the application form, thus helping the HR department in
shortlisting. (Refer to appendix)

The job description will be as follow:

9
 BLUE EAGLE COMPANY

Job title: Human Resource Manager

Reports to: Human Resource Director

Immediate Subordinates; Human Resource Officer

Safety Officer
Training and Development Officer

Purpose of the job:

Within the limits of human resources polices, to provide a full human resources service to line
management and to provide a framework for maintaining good relationships between
management and staff (including staff representatives).

Responsibilities:

1. Ensuring the efficient recruitment and selection of suitable employees to meet

vacancies identified by department managers.

2. Implementing the company’s remuneration policy in accordance with laid-down

procedures.

3. Advising line managers on employee relations and legal matters during negotiations
with trade unions representatives, at branch and local level.

4. Establishing and maintaining a regular programme of joint consultation with employee

representatives and senior management.

5. Providing adequate training for new recruits and training programme

6. Maintaining adequate records for employees.

Economic conditions:

Salary will be commensurate with grade and scope of the post, as laid=out in the contract of
employment.

37 hours per week with five weeks’ holidays per year.

Qualifications required:

Over 3 years’ experience in human resources management. Previous experience of negotiating

with trade union representatives. Professional qualifications (including membership of the
personnel and development) essential.

10
Figure 3

11
The Mauritius Ports Authority is inviting applications from suitably qualified candidates for the filling of vacancy in the grade of
Human Resource Manager.

Reports to: Human Resource Director

Immediate Subordinates; Human Resource Officer

Safety Officer
Training and Development Officer

Purpose of the job:

Within the limits of human resources polices, to provide a full human resources service to line management and to provide a
framework for maintaining good relationships between management and staff (including staff representatives).

Responsibilities:

1. Ensuring the efficient recruitment and selection of suitable employees to meet vacancies identified by department
managers.

2. Implementing the company’s remuneration policy in accordance with laid-down procedures.

3. Advising line managers on employee relations and legal matters during negotiations with trade unions representatives, at
branch and local level.

4. Establishing and maintaining a regular programme of joint consultation with employee representatives and senior
management.

5. Providing adequate training for new recruits and training programme

6. Maintaining adequate records for employees.

Economic conditions:

Salary will be commensurate with grade and scope of the post, as laid=out in the contract of employment.

37 hours per week with five weeks’ holidays per year.

Qualifications required:

Over 3 years’ experience in human resources management. Previous experience of negotiating with trade union representatives.
Professional qualifications (including membership of the personnel and development) essential.

Applications made on the prescribed form obtainable from the Human Resources Department should be forwarded to the Director-
General, Blue Eagle Company, H. Ramnarain Building, Mer Rouge, Port Louis, not later than Wednesday 11 November 2009 at
14.00 hours. The application form and other relevant information can also be downloaded from the MPA website at
www.blueag.com.

Only the best qualified candidates will be called for interview. Late applications will not be considered.
The Mauritius Ports Authority reserves the right not to fill the above position following this advertisement.
-------
26 October 2009

The template that would appear in the newspaper as advertisement is shown below:

12

BLUE EAGLE COMPANY

 THE RECRUITMENT PROCESS

Once the job description has been written and finalized with the line manager, the next stage in
the recruitment process is the drafting of the personnel specification.

Person specification
The personnel specification is used in the recruitment process to provide recruiters with an
‘’ideal’’ profile of the company wishes to attract in its simplest form, it is psychological blueprint
of the candidate who, the company hopes, will possess the requisite knowledge, skills,
qualifications and experience to enable him/her to do the job efficiently and effectively

There are two well known models used by recruiters to construct these specification:

 Seven point plan

 Fivefold grading system

Alec Rodger: Seven Point Plan

Rodger offered a set of headings for systematic construction of person specifications. This is
an old framework but as you read these notes think about how you would up-date the ideas.

 Do they need to be up-dated?

 How far would an up-date, move you towards a competences approach to recruitment
and selection?
 How far does this framework fit the psychometric objective approach and assumptions of
recruitment and selection?

The Psychometric Objective Aspiration

Having defined the demands of the job - responsibilities/duties etc and having evaluated the
knowledge-base, skills (mental, physical, social etc) and the personal orientations, pre-
dispositions, values needed, the recruiter now identifies the "qualities" of the person most suited
to the job.

A defining and classifying approach such as that of using Rodger's seven headings (or similar) -
offers a way of clarifying the selection criteria. It seems rational and an open, auditable
approach also. It would provide documentation needed if someone was to inspect the fairness
and application - how well the process of recruitment and selection has been conducted - so the
approach may satisfy a "quality audit".

13
The measuring is done by asking: does the candidate satisfy essential criteria (disqualifying
criteria if they lack these attributes) - relevant, valid, reliability related to the job in hand? Then
when we gather information on candidates and compare them against "objectified criteria"
desirable, does one candidate present a better profile than another?

Table 1:

health, physique, appearance, bearing,

1. Physical make-up speech (exclude discriminatory features
such as accent)

education, training, experience,

2. Attainments
achievements

Cognitive ability, learning capacity,

3. Intelligence
analytical ability, ability to synthesize

e.g. construction, equipment, dexterity,

4. Special aptitudes
mathematical, IT ability etc

5. Interests intellectual, practical, active, social

maturity, self-reliance, compassion,

6. Disposition
humour

geographical mobility (excluding

discriminatory factors such as age,
7. Circumstances
children, marital status etc - unless
specifically relevant to job)

Source: http: //www.bola.biz

14
So the recruitment analyst - the prescription - would consider each point in the light of minimum
requirements defined by the job description. We could draw up a chart or checklist to use in the
selection activities. For example the table below:

Table 2:

Spec
Essential Desirable Disqualifiers
Item

those attributes
further useful make applicant
1. applicants must possess
attributes ineligible
to be shortlisted

2. etc etc etc

Source: http: //www.bola.biz

(Adapted from http: //www.bola.biz/recruitment/7point.)

15
Fivefold grading system
This system was devised by John Munro Fraser in 1978. The criteria are very similar to those
in Rodger’s plan and the model is intended to be guide for recruiters. The five fold grading
system is as follow:

 Impact on others: this is very similar to ‘physical make-up’ in the seven point plan.
 Acquired qualifications: this is similar to ‘general intelligence’ in the seven point plan
and also includes work experience.
 Innate abilities: this is similar ‘general intelligence’ in the seven point plan.
 Motivation: this relates to the individual’s ability to formulate and achieve his/her own
objectives. It bears similarities to ‘special aptitudes’ in the seven point plan.
 Adjustment: this relates to the disposition of the individual and how s/he relates to
other people. Again, this is similar to ‘disposition’ in the seven point plan.

In our recruitment process for the post of Human Resource Manager we will use Alec
Rodger: Seven Point Plan as it identifies the "qualities" of the person most suited to the job.

16
 SELECTION PROCEDURES

Selection starts when the candidates’ applications have all been received, usually by a specified
cut-off date. The first stage is to pre-select potential suitable candidates from the total of
applications through the process of shortlisting. Following this, the final selection will be
undertaken by one or more of the following methods:

 Interview-the most usual method

 Testing
 Group assessment

Shortlisting
Shortlisting is the first stage of selection. It involves assessing the candidates’ applications to
determine their suitability for the post, with some being rejected and others being retained to go
forward to the final selection process.

In order to ensure that the shortlisting process is fair, there are two factors which should be
applied:

 That the information about the candidates which is taken into account is limited to that
provided by them in their applications; and
 That the process is carried out by more than one person.

Selection Interviews
Basically, an interview is a face-to-face meeting between the candidate and the interviewer or a
panel of interviewers. The interview is intended to be an exchange of information, not an
interrogation-the objectives are:

 To allow the organization to assess the suitability of the vacancy in question; and
 To allow the candidate to assess the suitability of the vacancy and the organization for
him/herself.

17
Types of Interviews
There are a variety of different methods of selection interviewing.

 One-to one interviews

 Paired interviews
 Appointments boards and panel interviews
 Sequential interviewing

In our case, we have decided to make use of sequential interviewing. Under this process, the
candidate moves through a series of interviews one-to-one or paired basis-with different
interviewers. The interview will concentrate on different aspects of the job or the person
specification.

The interviewers come together at the end of the process, with each having seen all the
candidates, and discuss the performance of each candidate before arriving at a collective
decision. This collective approach overcomes any problem of bias in a single one-to-one
interview.

The advantages we have in such interview is that the variety of interests can be involved in the
selection process, but more-in-depth questioning can be pursued. With each interview lasting
perhaps 20 minutes, there is a lot more opportunity to explore the candidate’s responses than in
a panel of five people with interviews lasting about one hour. The process is also much lrss
intimidating for the candidate.

18
An interview checklist
The success of the interview will depend on the skills of the interviewer(s). the tips set out in the
figure below should help:

INTERVIEW CHECKLIST

Do:
 Introduce yourself. Say what position you hold and how it is relevant to the
position for which you are interviewing.
 Explain the format of the interview.
 Listen. Listen to what the candidate is not saying as well as to what he/she is
saying.
 Ask open-ended questions, keeping them short and specific
 Offer the chance to ask questions and take notes.
 Explain that you will be taking notes during the interview.
 Press the interviewee for a specific answer if he/she appears avoiding a
question.
 Pause. There is a gap after an answer, don’t rush to fill it. If you remain silent the
candidate will often go on to offer further on information which may not otherwise
come to light.

Don’t:
 Ask ‘’yes/no’’ questions.
 Take notes immediately after the candidate has made slip up. It the best to put
your pen down if you are being told about something difficult or personal you
may wish to note it later Ask open-ended questions, keeping them short and
specific
 Ask for information which is on the CV unless you need the candidate to expand
on it.
 Make assumptions or guess answers.
 Patronize the interviewee.
 Ask leading questions.
 Criticise
 Be aggressive; you will rarely see the best side of a candidate.
 Ask overtly complicated or gimmicky questions.

Remember the80:20 rule

A good interviewer will be listening for 80% and talking for 20% of the time.

19
 Figure 5

RECRUITMENT AND THE LAW

LEGISLATION

20
Equal opportunities and discrimination
Armstrong M-A Handbook of HRM in Practice, 6 th Ed says that, as with other areas of
management, recruitment and selection is subject to certain restrictions. The main statutes
which affect this subject relate to equal opportunities and discrimination, and include the
following:

(i) The Equal Pay Act1970

(ii) The Sex Discrimination Act 1975
(iii) The Disability Discrimination Act 1995 and The Disability Rights Commission Act
1999
(iv) The Race Relations Act 1976, and
(v) The Rehabilitation of Offenders Act 1974

The Equal Pay Act1970 makes it clear that where men and women are employed in like work
or work of an equivalent nature they will receive the same terms and conditions of employment.

The provisions apply equally to men and women.

The Sex Discrimination Act 1975 renders it lawful to make any form of discrimination in
employment affairs because of marital status or sex. This applies especially to the selection
process as it offers protection to both sexes against unfair treatment on appointment.

There are two types of discrimination, direct and indirect.

 Direct discrimination occurs when someone is treated less favorably than someone of
the opposite sex-perhaps by being banned from applying for a job because of being a
woman. This type of discrimination is not difficult to discover.
 Indirect discrimination. In this case, an employer may relate a condition to an applicant
for a job which does not actually seem relevant to it but which suggests that only one
sex would acceptable. An example of this may be advertising so that only men are
encouraged to apply.

The Disability Discrimination Act 1995 gives disable people similar rights to those already
enjoyed in relation to sex and race. The Disability Rights Commission Act 1999 received
Royal Assent in July 1999 and has provided for the establishment of a Disability Rights
Commission, which has the same powers as the Equal Opportunity Commission and the
Commission for Racial Equality when determining whether unlawful discrimination has taken
place. All accusations of discrimination can be taken to an employment tribunal where the
penalties are similar to those already in operation for race and sex.

21
The Race Relations Act 1976 makes it unlawful to discriminate on grounds of:

 Race
 Colour
 Nationality, and
 Ethnic or national origin.

The Rehabilitation of Offenders Act 1974. Although this Act declares that former
convictions are not relevant and do not have to be stated at interviews for jobs, many
exceptions are given and no remedy is forthcoming where someone is discriminated against
during selection.

Promotion of non discrimination

‘’Equal opportunities’’ is generic term describing the belief that there should be an equal
chance for all workers to apply and be selected for jobs, to be trained and promoted in
employment and have that employment terminated fairly. Employers should only
discriminate according to ability, experience and potential. All employment decisions should
be based solely on a person’s ability to do the job in question. No consideration should be
taken of a person’s sex, age, racial origin, disability or marital status.

A number of employers label themselves as equal opportunity employers, establishing their

own particular kind of equal opportunity policy. While some protection is afforded by
employment legislation, the majority of everyday cases must rely on good practice to prevail.

Developing and applying good working practice should cover all of the aspects of human
resource management including the following:

(i) Recruitment
(ii) Terms and conditions of employment
(iii) Promotion, transfer and training
(iv) Benefits, facilities and services, and
(v) Dismissal

The main areas where good practice can be demonstrated are as follows.

22
Job analysis- person specifications must not be more favorable to men or women.

Advertisement and documentation must not discriminate on sex or marital status grounds. This
means that job titles must be sexless.

Employee interviewing and selection-questions must not be asked at interviews which

discriminate by implication.

Once we have decided the right candidate for the job we must make/him an offer. We should
know from our discussion with him/her what pay conditions package will be acceptable to them.
If there are any qualifying conditions these should be mentioned.

When the candidate has accepted the position we can reject any other candidates that we were
holding to reserve. It is best to tell these candidates that we were impressed by them and that
the decision was close as you may find that you need them in the future.

Chapter 2

DIFFERENT STAGES IN FORMING A TEAM.

Stages in forming a team

23
Once a group has formed it has to go through certain stages before it becomes an effective
team.

 Forming- where everyone waits for a lead and finds out about the task, rules and other
members.
 Storming – where someone takes the lead, discussion begins, conflicting ideas and
opinions are put forward and there is resistance to doing the task.
 Norming – when conflict is resolve, co-operation begins, roles are established and
group norms of behavior are established.
 Performing- when teamwork is achieved, roles ate accepted, solutions are discussed
and agreed, and activities focus on achieving the goals.

The Forming – Storming – Norming – Performing is a model of group development, first

proposed by Bruce Tuckman in 1965, who maintained that these phases are all necessary and
inevitable in order for the team to grow, to face up to challenges, to tackle problems, to find
solutions, to plan work, and to deliver results. This model has become the basis for subsequent
models.

Forming

In the first stages of team building, the forming of the team takes place. The team meets and
learns about the opportunity and challenges, and then agrees on goals and begins to tackle the
tasks. Team members tend to behave quite independently. They may be motivated but are
usually relatively uninformed of the issues and objectives of the team. Team members are
usually on their best behavior but very focused on themselves. Mature team members begin to
model appropriate behavior even at this early phase. Sharing the knowledge of the concept of
"Teams - Forming, Storming, Norming, Performing" is extremely helpful to the team.
Supervisors of the team tend to need to be directive during this phase.

The forming stage of any team is important because in this stage the members of the team get
to know one another, exchange some personal information, and make new friends. This is also
a good opportunity to see how each member of the team works as an individual and how they
respond to pressure.

Storming

Every group will then enter the storming stage in which different ideas compete for
consideration. The team addresses issues such as what problems they are really supposed to
solve, how they will function independently and together and what leadership model they will
accept. Team members open up to each other and confront each other's ideas and

24
perspectives. In some cases storming can be resolved quickly. In others, the team never leaves
this stage. The maturity of some team members usually determines whether the team will ever
move out of this stage. Some team members will focus on minutiae to evade real issues.

The storming stage is necessary to the growth of the team. It can be contentious, unpleasant
and even painful to members of the team who are averse to conflict. Tolerance of each team
member and their differences needs to be emphasized. Without tolerance and patience the
team will fail. This phase can become destructive to the team and will lower motivation if
allowed to get out of control.

Supervisors of the team during this phase may be more accessible but tend to still need to be
directive in their guidance of decision-making and professional behavior. The groups will
therefore resolve their differences and group members will be able to participate with one
another more comfortably and they won't feel that they are being judged in any way and will
therefore share their own opinions and views...

Norming

At some point, the team may enter the norming stage. Team members adjust their behavior to
each other as they develop work habits that make teamwork seem more natural and fluid. Team
members often work through this stage by agreeing on rules, values, professional behavior,
shared methods, working tools and even taboos. During this phase, team members begin to
trust each other. Motivation increases as the team gets more acquainted with the project.

Teams in this phase may lose their creativity if the norming behaviors become too strong and
begin to stifle healthy dissent and the team begins to exhibit groupthink.

Supervisors of the team during this phase tend to be participative more than in the earlier
stages. The team members can be expected to take more responsibility for making decisions
and for their professional behavior.

As team members get to know each other better, their views of each other begin to change. The
team feels a sense of achievement for getting so far, however some members can begin to feel
threatened by the amount of responsibility they have been given. They would try to resist the
pressure and revert to storming again.

Performing

Some teams will reach the performing stage. These high-performing teams are able to function
as a unit as they find ways to get the job done smoothly and effectively without inappropriate
conflict or the need for external supervision. Team members have become interdependent. By
this time they are motivated and knowledgeable. The team members are now competent,
autonomous and able to handle the decision-making process without supervision. Dissent is
expected and allowed as long as it is channeled through means acceptable to the team.

Supervisors of the team during this phase are almost always participative. The team will make
most of the necessary decisions. Even the most high-performing teams will revert to earlier
stages in certain circumstances.

25
Adjourning

Teams assembled for specific project or for a finite length of time go through a fifth stage, called
adjourning , when the team breaks up. A planned conclusion usually includes recognition for
participation and achievement and an opportunity for members to say personal goodbyes.
Disbanding a team can create some apprehension, and not all team members handle this well.
The termination of the team is a regressive movement from giving up control to the team to
giving up inclusion in the team. This last stage focuses on wrapping up activities rather than on
task performance

Team Building:. Encouraging the team members to speak up, come up with ideas and allowing
them to make mistakes and learn from them can be described as a team building skill. To build
a team, one needs to foster the team spirit in all of the team members. For the team to feel
motivated to work, it is important for a manager to cater to their expectations, recognize their
strengths and understand where they lack.

The building of a team is about building the team spirit in members and maintaining it. The skill
lies in knowing the team and encouraging them to take initiative and enthusiastically participate
in every venture of the, company.

Motivational team building

When you break down barriers, misunderstandings, prejudices, insecurities, divisions, territories
and hierarchies - you begin to build teams. Get a group of people in a room having fun with
juggling balls or spinning plates and barriers are immediately removed. Teams unite and work
together when they identify a common purpose - whether the aim is the tallest tower made out
of newspapers, or a game of rounders on the park. Competition in teams or groups creates
teams and ignites team effort.

Motivational coaching and training motivation

Learning to juggle or some other new activity demonstrates how we learn, and how to coach
others. Breaking new tasks down into stages, providing clear instructions, demonstration,
practice, time and space to make mistakes, doing it one stage at a time..... all the essential
training and coaching techniques can be shown, whether juggling is the vehicle or some other
team-building idea, and the learning is clearer and more memorable because it is taken out of
the work context, where previously people 'can't see the wood for the trees'. Games and
activities provide a perfect vehicle for explaining the training and development process ('train
the trainer' for example) to managers, team leaders and trainers.

26
(Adapted from http://www.businessballs.com)

Chapter 3

DELEGATION.

27
According to Modern Business Administration by Robert C Appleby, 6th Ed, 1994, Delegation is
a way to appropriately and consistently provide direction to the staff. By delegating properly, you
can teach employees new skills and expertise to help them be more productive and instill a
sense of self-reliance, improving morale and motivation. As a supervisor, you must assess your
staff's current abilities and their potential to accept and complete assignments through
established guidelines. You must know how to plan and coordinate a variety of activities and
how to monitor progress. Delegation brings into play many management functions planning,
organizing, coordinating, motivating, communicating, and leading.

Guiding Principles
Your goals in delegating are to:

 Provide opportunities for growth and development

 Empower staff by letting them be responsible for the work
 Increase morale and self-confidence
 Give yourself more time to concentrate on staff and other management issues
 Enhance creativity and skills
 Increase staff involvement and commitment to the job

Edexcel H.N.D.B, Managing People, 2nd Ed 2002 tells us that, many managers and supervisors
are reluctant to delegate and attempt to do many routine matters themselves in addition to
their more important duties.

(a) Low confidence and trust in the abilities of their staff; the suspicion that ‘if you want it
done well, you have to do it yourself’.

(b) The burden of accountability for the mistake of subordinates, aggravated by (a)
above.

(c) A desire ‘stay in touch’ with the department or team-both in terms of workload and
staff-particularly if the manager does not feel ‘at home’ in a management role.

(d) Feeling threatened. An unwillingness to admit that assistants have developed to the
extent that they could perform some of the supervisor’s duties. The supervisor may feel
threatened by this sense of ‘redundancy’.

(e) Poor control and communication systems in the organization, so that the manger
feels he has to do everything himself, if he is retain real control and responsibility for a
task, and if he wants to know what is going on.

(f) An organizational culture that has failed to reward or recognize effective delegation, so
that the manager may not realize that delegation is positively regarded (rather than as
shirking responsibility).

28
 (g) Lack of understanding of what delegation involves-not giving assistants total control, or
making the manger himself redundant.

Resistance to Delegation

Understanding why you may be reluctant to delegate tasks and why staff members may be
reluctant to accept them will help you be a more effective delegator. The reluctance to delegate
tasks is understandable because you still retain accountability. Sometimes you may feel the
transfer of a task involves a certain degree of risk. Your staff may also be thinking about the
risk; they are afraid that they may be criticized if they fail. Some common reasons why
managers and supervisors avoid delegation are:

 They are afraid the employee may make mistakes

 They think it takes too much time to delegate
 They feel that completing the task themselves would be more efficient
 They are concerned about losing control
 They fear that employees will resent delegation

OVERCOMING THE RELUCTANCE

OF MANAGERS TO DELEGATE

Decision-making Skill: Many a time, quick decisions have to be made. In such cases it
becomes necessary for a manager to grasp the situation, think about what can be done and
thoughtfully analyze the consequences of the decision to be made. A problem-solving approach
is also considered as one of the basic management skills. To look at a situation analytically, one
needs to bear a problem-solving approach. One needs to reason every consequence and come
up with the pros and cons of the decision.

29
 A manager needs to be a quick thinker. For taking the right decision, one cannot afford to
panic. One has to keep his/her cool, be aware of the results of the decisions and be prepared
for them. A manager can get opportunities to celebrate a business success. But it is equally
probable that a manager is forced to handle the consequences of a wrong decision.

Hence while it is necessary to distinguish between the 'right' and the 'wrong', it is also necessary
to be ready to accept the 'wrongs' and deal with them.

Communication and Presentation Skills: After having achieved the knowledge of a certain
domain and on having imbibed the technical skills and more importantly self-confidence needed
to be a manager, what one may lack are the soft skills, which are equally important in
management. The soft skills encompass the communication and presentation skills.

A manager should be open to his/her team. A manager should be able to accept constructive
criticism. It is important for the manager to communicate his/her plans to the team and accept
the team members' inputs on the plan of action. Communication is a two-way activity and for it
to remain so, a manager needs to possess listening skills.

They help a manager understand his/her team members, invite their participation and earn their
regard. Good presentation skills help a manager impressively communicate with the team.

People potential performance model

  low potential high potential

high backbone > stars

performance
high performance low potential
Acknowledge effort and
contribution.
Utilize as coaches and mentors.
Look for each person's hidden high
potential, undiscovered passions,
high performance high
potential
Agree challenging stretching
work, projects, career
development, responsibilities, or
these people are likely to leave.
Give appropriately stretching

30
 etc., and offer new challenges and
responsibilities as appropriate, so
these people too can be stars, to
any extent they are comfortable.
coaching, mentoring, training.
Explore and encourage
leadership and role-model
opportunities, to set and raise
standards of other staff.

icebergs ^ or > problem children ^

low performance low potential low performance high potential

Counsel, build trust, understand Confirm and acknowledge

issues. potential.

Identify hidden potential. Counsel, build trust, understand

low
performance Facilitate more fitting roles,
direction, purpose, opportunities,
etc., linked with and perhaps
dependent on performance
improvement.
Failing this, assist or enable move
out of organization if best for all
concerned.
(Adapted from http://www.businessballs.com
issues.
Explore and agree ways to utilize
and develop identified potential
via fitting tasks and
responsibilities, linked with and
perhaps dependent on
performance improvement.
Explore attachment to backbone
or star mentors and coaches.

People potential performance model

The 'people potential performance model' is especially useful in illustrating clearly and broadly
the mix or profile of quite large groups of people within a human resources or organizational
planning context. It's also helpful in understanding, determining, and explaining the different
treatment that is appropriate for different categories of people with a group, according to local
definitions and implications.

The model can also be used to show an ideal mix, and an actual mix, and thereby highlight the
gap or difference, from an overall strategic viewpoint.

It can be a useful supplementary tool or reference point alongside more detailed and complex
appraisals and training needs analysis processes.

The model also has a good training and educational value, which is why it's featured here. It can
help managers and leaders to understand that people are different, have different needs, and
can be helped in different ways and directions, appropriate to their situation.

31
Choosing Projects or Tasks to Delegate

Choose the projects and tasks you delegate carefully to make sure you are balancing the risk
with the potential rewards. You may want to delegate tasks that meet the following criteria:

 All necessary information is available to your employee

 The parameters are clear
 The task does not involve responsibilities traditionally associated with management (i.e.,
hiring, performance appraisals, disciplinary action)

Preparing Employees for Delegation

 Find out what employees already know about the task. With this knowledge, you can
communicate more efficiently, without losing employees' attention or insulting their
intelligence.
 Give a reason why explanation. Employees who understand the purpose of projects tend
to commit themselves more fully to completing those projects.
 Provide an example or illustration of the task.
 Make it clear that you welcome questions. Employees may feel embarrassed or afraid to
reveal their lack of knowledge about a subject or task. Reassure them that you are
happy to answer any questions they might have.
 Work with employees at the beginning of new projects to provide the encouragement
and instruction they need.

Making Delegation Effective

You can do several things to increase your effectiveness in delegation. For delegation to work,
your staff must have a clear understanding of their responsibilities, the extent of their authority,
and the results that they are expected to produce.

 Select the employees who have the ability to do the job according to their experience
and knowledge.
 Make sure your expectations are clearly understood.
 Let employees know you believe in their ability to carry out the task.
 Clearly define the employees' authority and responsibility.
 Monitor progress and establish feedback mechanisms.
 Establish deadlines and milestones.
 Empower employees by giving them the latitude to use their own imagination and
initiative.
 Reward employees for the positive results they produce.

32
  Provide constructive feedback.

...

(Adapted from http://www. hrweb.berkeley.edu/guide/delegation.htm)

Chapter 4

WHAT ARE THE CAUSES, SYMPTOMS

AND TACTICS OF CONFLICT?

Armstrong M-A Handbook of HRM in Practice, 6th Ed Conflict often has ugly connotations to
people. As a result, we tend to avoid disagreements, confrontations, conflict, and attempt to
bypass situations where it might arise. The result is that team members may not discover how

33
their differences might complement each other, nor do they overcome conflict with clearer ideas
of boundaries and increased trust and cohesion.

Conflict naturally emerges in nearly all groups. Sometimes this occurs during the jostling for
position and influence during the "storming" stage of development, but can occur at any stage,
such as when there are disagreements over goal definitions. Conflict grows out of differences
over valued beliefs, and it can be mild, moderate or severe. Mild to moderate conflict can have a
beneficial catalyzing effect on a team by bringing out issues that require discussion,
acknowledging real differences, and preventing hidden agendas and subgrouping. Severe
conflict can handicap a team, preoccupy group functioning, damage relationships, and seriously
impair an organization.

The following are important assumptions about conflict:

 conflict is natural
 it highlights differences between people
 at low levels it is beneficial
 teams should develop healthy ways of viewing and using conflict
 people have different styles of coping with conflict
 teams should preview and think how they want to manage conflict before it occurs.

Team Stages & Conflict. The "Storming" stage of group and team work is often considered a
stage of conflict and even fighting, when it is really a stage of development where people
become more aware of their differences and attempt to use their influence to persuade each
other. Conflict only occurs when such influence does not work, and influence behavior
escalates. Review what the stages of team development are, with an emphasis on Storming:

Armstrong M-A Handbook of HRM in Practice, 6th Ed, says also that, People also differ in their
styles, or the way they tend to understand and deal with situations. They often behave in ways
that are intended to influence others, and the Storming stage is where these maneuvers are
initially tested. The Jungian instruments have been widely used as a way for people to explore
their interpersonal, problem solving, and conflict styles. Self-monitoring refers to the ways
people calibrate their behavior based on people's reaction to them.

Conflict in the workplace is inevitable. When you throw a group of people together, in close
quarters, differences are bound to surface. But, the news is not all bad. Some conflict in the
organization can be beneficial. Differences of opinion encourage creativity, change and
progress. If addressed early, conflict can also provide insight into larger issues that may be
brewing.

34
Sources of conflict

When situations get out of control, they can be difficult to address. Familiarizing yourself with
the following common sources of conflict will help you to diffuse situations before they occur:

Lack of clarity - Employees wind up in turf wars when boundaries aren’t clearly defined. A well-
written job description, along with clearly defined reporting relationships can help prevent this
situation.

Limited resources - In today’s environment where people are asked to do more with less, there
is often conflict over time, money, supplies and even space. When you observe conflict in the
workplace, determine if employees have adequate resources to do their work. Whenever
possible, include employees in the resource allocation process. This will provide them with a
better understanding of how allocation decisions are made in your organization.

Conflicts of interest - Individuals fighting for personal goals and losing sight of organizational
goals can create quite a ripple in the organization. Continually remind employees how their
personal goals and efforts fit with the organization’s strategic business goals.

Power struggles -The need to control is at the root of many workplace conflicts. Who should
have that information? Who should be involved on that project? Who has the corner office?
Recognize that power struggles exist. Teach employees how to manage relationships in the
organization so they can effectively navigate through political mine fields.

Tips for dealing with conflict

A strong leader gives employees the tools needed to resolve conflict situations on their own,
rather than continuously playing the role of referee. Here are some suggestions to help you
transition from referee to coach:

· Encourage employees to work things out on their own. Provide them with guidance.

· Ask employees what they’ve done to work out a situation.

· Look for core causes.

· Help the individual focus on specific behaviors, not personality.

· Redirect the person making the complaint back to the individual he or she is having the conflict
with and offer suggestions on how to approach this person.

35
· Request this person give you feedback on how things went. Offer additional feedback, if
appropriate.

Since disagreement is inevitable, it makes good business sense to train employees and
management on how to effectively deal with conflict in the workplace. Your investment will reap
immediate dividends. Employees will spend less time focusing on one another and more time
focusing on your customers. Listen closely. Calm has returned to your organization.

(Adapted from http://EzineArticles.com/?expert=Roberta_Matuson)

How to handle conflict

1. “Audit” your conflicts.

Conflicts rarely exist in a vacuum, and are not usually “one-offs”. Study your claims
over the last few of years. What trends emerge? Is their a particular accusation
regularly levelled at the business in those disputes? Do more claims emerge from a
particular part of the business, and if so why?

If you don’t consider you have the expertise to do this, bring in an expert. Not only
should you get some additional insights, you will also get the benefit of an independent
and impartial view.

36
2. Train staff to handle conflict.
Especially managers. We frequently expect managers to run a difficult team meeting,
with widely-dissenting views amongst team members, and emerge with a happy
concensus. Or to manage an inter-departmental row. But do we train them to? A
basic understanding of the dynamics of conflict, and a grasp of some fundamental
mediator skills, can resource them to do a far more effective job.

3. Develop mediation resources and capacity

Mediation is a step up from negotiation. When parties are stuck in a seemingly
intractable dispute, the introduction of a mediator can break the deadlock. Mediators
are not there to dictate the outcome, but to facilitate discussions and enable better
negotiations. It is very rare for a mediation to produce no progress whatsoever. And
most produce a full resolution of the dispute.

Interestingly, and crucially, mediation has developed significantly in the courts over the
last 5-10 years. So if your disputes escalate to litigation, you’re likely to have to mediate
anyway. Hence the logic of building it in even earlier.

All businesses can build their mediation capacity. First it means an understanding of
the process in key parts of the business.

Next, it means resourcing the business to access mediators. Often, it will be possible to
train up and use a group of internal mediators within a business. At other times,
everyone in the business is just too close to the issue and you will need to call in an
external, independent mediator. An external mediator offers a completely different
dynamic, with commitment to the parties but detachment from the issues. Mediator
involvement should generally be short-term, focussed and intense, leaving the parties
free to move on afterwards.

4. “Systematise” your approach.

When people are in dispute, suspicion is greatly heightened. Suggestions by the “other
side” are mistrusted, assumed to be partisan or scheming. So to suggest mediation
once a dispute is in full flight is not always easy, and may be greeted with suspicion or
rejected. But if mediation is simply part of the business’ internal system for handling
disputes, and all staff know that, the suspicion is removed.

37
 5. Evaluate what you are doing.
The impact of conflict management systems should be evaluated, like any other
business system.

Evaluations should deal with both quantitative and qualitative impact. Quantitative
includes issues such as numbers of claims escalating to litigation, time and cost of
handling each dispute, level of compensation payments made, etc. Qualitative
responses can be harder to capture and define, but are no less important - Do managers
feel properly resourced to handle conflicts, do complainants and managers feel fairly
treated, and have an opportunity to hear and be heard, do all parties to disputes feel
confident that the issues will be appropriately handled?

(Adapted from

www.cmi-consulting.com/resources/)

Bibliography

Armstrong M-A Handbook of HRM in Practice, 6th Ed

Bruce Tuckman forming storming norming performing team development, 1995

Edexcel H.N.D.B, managing people, 2nd Ed 2002.

Modern Business Administration by Robert C Appleby, 6th Ed, 1994

38
Job analysis checklist:
Torrington and Hall 1987

Alec Rodger: Seven Point Plan:

http: //www.bola.biz/recruitment/7point

Causes of Conflicts:
http://EzineArticles.com/?expert=Roberta_Matuson)

Delegation:
http://www. hrweb.berkeley.edu/guide/delegation.html

People potential performance model:

http://www.businessballs.com

Team Building:
http://www.businessballs.com

Causes of Conflicts:
http://EzineArticles.com/?expert=Roberta_Matuson)

39
 Appendix

For Official Use:

Application No :…………………

BLUE EAGLE COMPANY Processed By:………………………

Application Form

1.
Post Applied for …………………………………………………………………………………………………………………………………………

40
 Date of Advertisement/Vacancy ………………………………………………………………………………………………………………………………………..
Circular

2. Marital Status
National Identity Card
No.
(M = Married, S= Single)

Title Mr. Mrs.

Miss

Surname

(in block letters)

Other Names

3. Residential Address

(in block letters)

Home Telephone No.:…………………………… Office Telephone No……………………

Mobile No……………………….

Date of Birth Age: Place of Birth………………………………….

Nationality ……………………………… Certificate No. (if ……………………………………….. & Date……………………………..

Naturalized)

41
QUALIFICATIONS

4.
PRIMARY LEVEL
Certificate of Primary Education Year

Subject/Grade: English French Mathematics Geography/EVS

Oriental Language (……………)

5. 5.2 London General Certificate of Education

SECONDARY ORDINARY LEVEL
State whether Cambridge S.C or Cambridge G.C.E (Ordinary Level)

……………………………………………………………………………….. ……………………………………………………………………………

Month./Year Month/Year

42
 Subject Grade Subject Grade

Result:…………………….. Aggregate…………………

43
 6 6.2 London General Certificate of Education
SECONDARY ADVANCED LEVEL
State whether Cambridge H.S.C or Cambridge G.C.E (Advanced Level)

……………………………………………………………………………….. ……………………………………………………………………………

Month/Year Month/Year

Principal Subject Grade Advanced Level Grade

Subsidiary Subject Grade Ordinary Level Grade

General Paper

Result:………………………………..

44
 7. TECHNICAL AND VOCATIONAL QUALIFICATIONS: (e.g Typing and shorthand, B.A.P, Technician
Certificates, etc)

Name of University/Examining
Body……………………………………………………………………….Country…………………………………………..

Specify exact qualifications

obtained……………………………………………………………………….Class/Division/Level………………………

Duration of course/study: From………………………………To………………………………..

Subjects

…………………………………………………… …………………………………………………..

…………………………………………………… …………………………………………………..

…………………………………………………… …………………………………………………..

…………………………………………………… …………………………………………………..

………………………………………………….. …………………………………………………..

8. DIPLOMA QUALIFICATIONS (Below Degree Level)

Name of University/Examining
Body…………………………………………………..Country…………………………………………………………………..

Specify exact qualifications

obtained……………………………………………………………………………………………………………………………………..

Duration of course/study:

From……………………………….……………………To……………..……………………………………………………………………

45
 9. DEGREE/PROFESSIONAL QUALIFICATIONS

Name of University/Examining Body…………………………………….……………….

Country:………………………………………………………………..

Specify exact qualifications

obtained…………………………………………………………………………………………………………………………..………….

Duration of course/study:

From………………………………………………….………....To……………………………………………………..………….………

10. POST DEGREE QUALIFICATIONS

Name of University/Examining Body……………………………………..……………..

Country:…………………………….………………………………….

Specify exact qualifications

Obtained………………………………………………………………………………………………………………..…………………….

Duration of course/study:

From……………………………………………….….………..To……………………………………………………………………………

46
11. Other Relevant Qualifications

12. Experience and skills relevant to the post applied for (Attach documentary evidence)

Post/s Name and Address of Employer

Date
From To

13. Present Date of Present Date confirmed (if Present Basic Salary Scale
Employment in permanent
Appointment post) Salary (Rs)
& Employer

Post Held

47
14. (a) Have you ever been prosecuted before a court of law for any offence AND
subsequently found guilty?

Answer Yes or No………………if yes, give details hereunder:

……………………………………………………………………………………………………………………………………………………………………………..

……………………………………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………………………………….

(b) Have you ever resigned or been dismissed from employment on any grounds whatsoever?

Answer Yes or No………………if yes, give details hereunder

48
 ………………………………………………………………………………………………………………………………………………………………………..

…………………………………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………………………………

15. IMPORTANT – PLEASE READ THE ADVERTISEMENT CAREFULLY: Incomplete, inadequate or

inaccurate filling of the Form may cause the applicant’s elimination from
consideration. It is an offence to give false information or to conceal any
relevant information. This may lead to an application being rejected or if a
candidate has already been appointed, to the termination of his appointment.

DECLARATION

I, ……………………………………………………………………………………., the undersigned, declare that the particulars in

this application form are true and accurate and that I have not willfully suppressed any material fact.

Date………….……………………………………………….

Signature:…………………………………………………………

INSTRUCTIONS

1. Please complete the application form, fully in original, in your handwriting and forward it to
the Director-General, Mauritius Ports Authority, H. Ramnarain Building, Mer Rouge, Port Louis.
If a GOVERNMENT OFFICER, PLEASE FORWARD YOUR APPLICATION THROUGH YOUR
HEAD OF MINISTRY/DEPARTMENT.

49
2. Please read the advertisement carefully, and do not apply if you do not have the full
professional and/or academic qualifications laid down in the advertisement.

3. You may please attach relevant photocopies of birth and educational certificates.

4. It is an offence to give false information or to conceal any information on this form.

50
51