FLUJO DE EFECTIVO EMPRESA “EL HUERTITO”

Mathis and Jackson (2000:28) and Banfield and Kay (2008:64) view the performance management process from the perspective of the immediate supervisor. These authors indicate that determining employees’ performance standards is the start of the performance management process (Mathis & Jackson, 2000:28, Banfield & Kay, 2008:64).

Depending on the approach taken, performance standards define the expected levels of performance, and serve as benchmarks or goals or targets (Mathis & Jackson, 2000:382). These authors further state that the line manager’s responsibility is to conduct performance appraisals with the employee. The authors then qualify this statement by emphasising that this is based on the assumption that the immediate supervisor is the most qualified person to evaluate an employee’s performance realistically, objectively and fairly (Mathis & Jackson, 2000:382).

It is important that a line manager provides feedback on performance to assist the employee within a developmental area, as well as in those areas in which the employee performs well; this provides some assurance that he or she is contributing to the success of the organisation. The line manager is required to contribute to the strategic objectives of the organisation, as well as to the employee’s personal objectives; therefore, performance standards need to be clear and unambiguous, for the attainment of good results (Banfield & Kay, 2008:285).

Banfield and Kay (2008:271) further clarify the role that line managers play in the performance management process. They emphasise that such managers must have the necessary skills to conduct the performance management process and that they must also measure and monitor employee performance (Banfield & Kay, 2008:271).

Viedge et al. (2003:07) indicate that successful performance management relies strongly on the relationship between the line manager and the employee. The supervisor and the employee should hold the same perception about what is required and what performance measures should be used. This view is based on the fact that ongoing trust and open communication between the supervisor and the employee is

crucial for determining individual goals, discussing performance obstacles, facilitating performance and coaching the employee (Viedge et al., 2003:07).

It is the view of Viedge et al. (2003:8) that the performance management process is a continuous cycle rather than a process. This is based on the notion that performance management is a never-ending process; a continuous process of setting goals, working towards such goals, evaluating progress and revisiting the goals (Viedge et al., 2003:8).

The abovementioned models will be discussed and graphically presented in the section and Figure 5.3.

Figure 5.3: Ohio State University performance management model

Source: Handbook for the Core Performance Management Process. Ohio: The Ohio State University (2004:12)

The multiple sources of feedback process provide employees with performance information to supplement supervisory feedback; it may also include feedback sources emanating from the self, peers, constituents or direct reports.

Performance planning at the beginning of the performance cycle is the stage during which dialogue between the supervisor and the employee establishes clear, specific performance expectations. Coaching involves two-way discussions that focus on recognising employee excellence and areas for improvement and learning, as well as

Finally, the performance review comprises summative two-way discussion and written documentation focusing on employee performance, i.e. on areas of excellence, goals for improvement and development needs (Handbook for the Core Performance Management Process, 2004:12). This model further explains the steps to be followed by the line manager in the performance management process.

In relation to Figure 5.3 the Performance Management Cycle starts with clarifying expectations; this involves an explanation and discussion of the expected behaviour and performance of the employee. The second step is to facilitate this performance.

The line manager asks the employee what he/she can do to help the employee perform according to expectations and also makes resources, such as tools, capacity information and materials, available to the employee. Thorough planning by the line manager will ensure that the entire performance management process runs smoother and becomes easier.

The next step is to monitor performance. The manager manages performance by, inter alia, walking around (MBWA) in order to provide employees with opportunities to share how they are doing, what problems they are experiencing, and how they feel that they are progressing.

The line manager understands the required performance outcomes and should be able to identify if the employee is not performing according to the set standards.

Monitoring performance helps employees see shortcomings and deal with them as soon as they arise. Moreover, during evaluation time, major shortcomings will not suddenly be identified, as the line manager would have constantly monitored performance.

When receiving feedback, the employee is provided with an opportunity to challenge aspects with which he or she is not in agreement. Being provided with feedback helps the employee to realise his or her own shortfalls and to use the opportunity to improve.

The line managers are also required to coach, counsel and support employees, should there be a need for that.

It is therefore critical for line managers to develop and demonstrate caring skills to assist employees in understanding that the process is not personal, but is aimed at ensuring better performance. The recognition of performance encourages employee motivation. The employee can now improve his or her current performance and thereby ensure that, in future, recognition will be given. A comparison of the two models reveals similar steps and that the line manager carries considerable responsibility and has an important and direct role to play in the performance management process.

In summary, the theoretical perspectives make it clear that a supervisor is responsible for the following:

 Obtaining clarity on the mission, vision and strategic goals of the organisation.

 Clarifying the area of responsibility of the employee and the goals (KPAs) the employee has to attain through discussion.

 Clarifying measures of performance.

 Facilitating performance by providing the necessary resources, such as equipment, information and support.

 Ensuring that the performance of the employee is constantly monitored.

 Providing the employee with performance feedback.

 Ensuring continuous improvement and personal development by coaching and mentoring the employee.

 Recognising good performance.

 Being able to deal with poor performance (Handbook for the Core Performance Management Process, 2004:12).