Strategic People Management - AK2013

People Management for
Public Managers
Copyright M.A.R.C. Consulting, 2008 1
Facilitated by:Facilitated by: Andre KnipeAndre Knipe
Mobile +27 (0)724174084Mobile +27 (0)724174084
Email: knipeandre@gmail.comEmail: knipeandre@gmail.com

Welcome & Introduction
• Course administration
• Times
–  Morning coffee/ tea (15 min)
–  Lunch (45 min)
–  Afternoon coffee/ tea (15 min)
• Please switch off your mobile phone
• Introductions
• Expectations

Experiential Learning Cycle

• Managers get what they
reward, not what they want
• People do what is
inspected, not what is
expected

Skills needed by level of management
Administrative:
TopTop
managementmanagement
MiddleMiddle
SupervisorySupervisory
People:
Problem Solving: Technical:

Who does what?

The context of HRM in the public sector
 Direct relation between HRM and economic prosperity
 Global competitiveness reflects a shift towards a knowledge-
based economy
 In industrialised world only 15% of active population touches
a product
 Other 85% adds value through creation, the management and
transfer of information
 As a result, the human dimension of competitiveness has
become a key success factor in a modern economy

A basic public management model
General environment
Specific environment
Management functions
policy making, planning,
organising,
leadership, control
Management skills
decision making, communication,
management of change,
negotiation
Management applications
policy analysis, strategic planning,
project management, organisation
development
Supportive technology
& techniques
computer technology, information
management

HRM & Competitiveness
 To lead is to achieve a specific purpose through others
 Effectiveness is determined by the way you frame the world
for yourself and other, and the way you manage the arena in
which your people work
 “Strategic IQ” comes from facing challenges – not from sitting
at a desk
 To be effective, you have to build an effective, robust
organisation. Stay focused on that goal, and all else will fall
into place

How to improve the macro context of
HRM?
• Ensure:
– a highly skilled worker corps
– a motivated worker corps
– a satisfied worker corps
• A labour force free from discrimination
• Criminal-free and corruption-free workforce
• Effective people practices
• Political will

Good governance require good people
 Developing an effective, competent & forward-looking Public
Service is one of the greatest challenges nations face.
 National & international forces changing the role of the state -
resulted in the need for new skills, attitudes & behaviour among
public officials at all levels.
 Core competencies of 21st century differ vastly from the past; new
demands in terms of skills, knowledge and competency, are rapidly
increasing and becoming more complex.
 Increasing complexity of policy-making, managerial &
administrative processes, as well as the erosion of human
resources capacity to carry out those functions, is making it difficult
for governments to operationalise national goals and strategies to
reduce poverty and to promote sustainable human development.

United Nations Committee of Experts in Public
Administration (UNCEPA)
 “Good governance involves capacity building through people
and institutions. Through their knowledge, know-how and
skills, people are at the heart of the performance of the state
since it is people who provide services, promote innovations
and carry out reforms.
 A holistic national strategy should be adopted to strengthen
the management of human capital in the public sector.
 Revisit core values and principles outlined in legislation,
examine the coherence of human resources management
institutional frameworks, review recruitment and promotion
strategies and incentives, institutionalize workforce planning,
and ensure the representation of marginalized social groups.”

Expert Group Meeting on “Unlocking the Human Potential for
Public Sector Performance” by the United Nations Department
of Economic and Social Affairs (UNDESA)
• From deliberations of these meetings it was clear that
effective human resources in the public sector play a critical
role in enhancing the quality of a democracy. Ultimately, the
ability of government to provide services effectively and
efficiently depends upon a competent cadre of civil servants

But…
 Survey conducted by the United Nations (2005) reveals that
reform of the public sector in developing countries has been
greatly affected by constraints in recruiting and retaining
high-quality personnel. The main factors that may contribute
to this phenomenon include:
 a loss of pride within and credibility outside the public
service;
 ‘brain drain’ to the private sector and to more economically
advanced countries due to better salaries and career
opportunities; and
 a gradual decay of national governance structures and
support mechanisms.

United Nation’s World Public Sector
Report (Oct 2005)
 Demographic changes — Populations are ageing; high costs of
sustaining pension funds. Retirement = loss of institutional
memory & capacity.
 Labour migration — Should be counterbalanced by “earn,
learn and return” strategies to take advantage of the
enhanced skills and experience of the expatriate population,
with programmes to facilitate remittances and encourage
migrants to return.
 HIV/AIDS — major impact on performance of governments;
affects those in most economically productive phases of their
lives; reduce the pool of prospective employees and
economic productivity in many countries

A further issue…
 Privatization and the outsourcing of many government jobs -
a trend that reduces job security and blurs the line between
public service and private enterprise - and an erosion of the
benefit packages and job security that once were the most
effective recruitment tools for government.
 Savings are due to mainly less favourable pay and working
conditions for public sector workers compared to their
private sector counterparts.

What is recommended?
 Reinforcing HR planning
 Reinforcing core public service values (e.g. integrity; competence;
low tolerance for corruption & crime; respect for citizens’ needs)
 Promoting professionalism in the public service
 Creating a culture of learning organization
 Introducing incentive structures
 Increasing recognition of the value of cross-cultural and
international links as means towards improvement of professional
image & performance of the PS
 Tapping the talent from underrepresented groups, including
women
 Promoting the knowledge and use of ICT tools

The big picture
PLANNING BASE RESULTS REQUIRED HOW? IMPLEMENTATION REVIEW
Environmental
scanning (internal &
external)
Priority issues
Vision
Mission
Objectives
Strategies
Programmes
Projects
Performance
indicators
Standards
WHERE ARE WE
NOW?
WHERE DO WE WANT
TO BE?
HOW WILL WE GET
THERE?
WHO MUST DO WHAT? HOW ARE WE
DOING?

From strategy to service delivery through
people
Strategic Management
• Environmental analysis
• Vision & Mission statements
• Objectives (thrusts)
• Values (Statement of Intent)
• Strategies
• Dept Programmes
Desired Future
• Shared Vision
• Common
focus/synergy
• Main objective
• Direct all activities
and resources
Change Management
- Organisational Culture
- Transitional
Communication
Diversity
Management
Project Management
Environmental
Forces A C B
Projects
Service delivery
Feedback

Organisational culture – the way people
think…
 Is the collection of values and norms that are shared by
people in an organization and that control the way they
interact with each other and with stakeholders outside the
organization.
 Organizational values are beliefs and ideas about what kinds
of goals members of an organization should pursue and ideas
about the appropriate kinds or standards of behaviour
organizational members should use to achieve these goals

Elements of organisational culture
 The Paradigm: What the organization is about; what it does; its
mission; its values.
 Control Systems: The processes to monitor what is going on.
 Organizational Structures: Reporting lines, hierarchies, work flow
 Power Structures: Who makes the decisions, how widely spread is
power, and on what is power based?
 Symbols: Include organizational logos and designs, symbols of
power such as parking spaces and executive offices.
 Rituals and Routines: Management meetings, reports and so on
may become more habitual than necessary.
 Stories and Myths: build up about people and events, and convey a
message about what is valued within the organization.

Critical aspects in organisational culture
 Not a single culture in organisations (subsystem of society);
complex organisations might have many cultures; such sub-
cultures might overlap and contradict each other
 ‘Cultural engineering’ could negatively influence the interests
of some members in an organisation
 Tension between cultural and structural (or informal and
formal) variables in organisations; management should
consider cultural issues in People Management

Bringing about change: the challenge of
‘institutional memory’
• A collective of facts, concepts, experiences and know-how
held by a group/organisation. As it transcends the individual,
it requires the ongoing transmission of these memories
between members of this group.
• Institutional memory may be encouraged to preserve a
group's ideology or way of work. Conversely, institutional
memory may be ingrained to the point that it becomes hard
to challenge if situations/circumstances change.

Drivers of transformation
The globalisation of markets, service & competitionThe globalisation of markets, service & competition
More
threats
More
threats
More
opportunities
More
opportunities
Technological
change
Economic
and global
economic
change
Societal and
developmental
change
Political and
International
political
change
Public Service changes:
People issues

Magnitude of socio-political
transformation
• It is the discovering of something new to increase
effectiveness
• It constitutes fundamental change, affecting strategy, culture
and behaviour (people!)
• It is multi-dimensional and about continuous change
• High levels of complexity and uncertainty
• Redefinition of ‘core business’
• Changing of a paradigm/way of thinking
• It involves internal and external change

What is transforming?
• Services
– Developmental government
– Realignment of resources
• Systems
– More efficient, effective, economical
– Transparent and accessible
• People management
– Participative and developmental

Priority activities for people management
 Accelerated development for high potential & professional
staff
 Capacity building of key staff
 Organisational culture change (PS values)
 Process re-engineering
 Team building (work ethos)
 “The ability of organisations to change has become
inextricably linked to the ability of individual employees to
change” [Dotlich, 1998]

The importance of people leadership in
this context
 We face adaptive changes
 Changes in society (socio-political)
 Changes in technology
 Changes in markets
 Global changes and forces
 Leaders do not need to know all the answers - they do need
to ask the right questions!
 Leaders need to break long-standing, bureaucratic behavior
patterns
 Remember! Change is distressing for people going through it

Manager and change
 A manager may be viewed as a systems diagnoser, who works with
people and other resources to carry out tasks and achieve goals.
 A manager understands the organisation and influences system
components such as tasks, technology, structure, and people to
achieve desired outputs.
 Managers are engaged in a dynamic search to align the
organisation with its changing environment and arrange internal
resources to fit that alignment.
 BUT! Managers do not have total control over the organisation for
which they are responsible. No manager can totally predict and
control environmental forces; many factors determine why events
unfold as they do

Activity 1
• In small groups:
– Do an assessment of the status of HRM/people
management in your hospital. (use strengths &
weaknesses currently to assist you)
– Describe what type of manager you would like to
report to/work with. (refer to skills, competencies,
characteristics)
© M.A.R.C. Consulting, 2012 30

Change and people
• Pervasive change has become the norm as Public
Institutions have adapt to rapid and often unexpected
change (e.g. technology, economic conditions, global
competition, world politics, social and demographic factors,
etc.)
• People seek change that is favourable and resist change
perceived as harmful or ambiguous. They make the costs /
benefit assessments of potential changes, which influence
their degree of acceptance or resistance.
• Changes are obviously adopted at different rates - the
‘innovators’ try things first, followed by the ‘early adopters’.
These are the people one needs to get on board first.
Managers need to focus on these groups, not on the ‘die-
hards’. Some people are never able to change and they
become “the casualties of war”.

Change and public institutions
• A threefold leadership role is required to become
nimble. First, ensure that the organisation is an ‘open
system’ (keeping people and things in an unending
growth-and-renewal mode); second, take steps to
increase its absorption limits, and third, constantly
press the envelope of these boundaries by introducing
as many important changes as possible without
overextending available adaptation resources.
• Nimbleness means more than flexibility. It is a term
that conveys speed, grace and dexterity. As a nimble
operation adjusts to unfamiliar pressures, people go
beyond merely the new demands.

From ‘maintaining the bureaucracy’ to the
‘nimble’ State Department
 Nimble operations require people who display resilience during
change. Resilient associates tend to be resourceful, multi-skilled
and highly motivated.
 Self-Organisation - Nimble organisations rely on their ability to self-
organise, to constantly reinvent themselves in order to remain
viable. The drive and urgency for change should come from within
the system.
 Resilience in Organisations - Resilience is the ability to absorb large
amounts of disruptive change without a significant drop in quality
and productivity standards. A highly resilient organisation is one
that regains its equilibrium quickly after the disruption of change,
accomplishes important tasks during periods of confusion, makes
sure its people are physically and emotionally healthy and that its
systems remain operational despite high levels of stress.

State Departments is constantly engaged in a struggle between order and
chaos. Each force represents a separate and powerful influence that acts to
balance the impact of the other. The nexus, the eye of the storm, is where
public institutions should be.

Future shock is the boundary that separates the two ends of the
predictability/instability continuum.
Formative future shock is that part of the realm between order and chaos
where the factors that contribute to dysfunction are just forming, and are
only beginning to have an adverse impact on productivity and quality.
Although this chaotic change load can be destructive, within this realm also
lies the unquiet zone where nimble organisations thrive.

The critical mass principle
TIME
% OF
PEOPLE
ADOPTING
TO
CHANGE
5%
20%
IMBEDDEDIMBEDDED
UNSTOPPABLEUNSTOPPABLE
•When 5% of
people adopt
to change, the
change
becomes
embedded.
• When 20%
adopt it, the
change is
unstoppable
(Cook et al. 1997)

Change and people
TIME
% OF
PEOPLE
INNOVATORS
EARLYMAJORITY
EARLYADOPTERS
LATEMAJORITY
LATEADOPTERS
DIEHARDS
A Manager
needs to
get the
‘innovators
’ and ‘early
adopters’
of change
on board
as early as
possible
(Cook et al. 1997)

Conceptualization
 Personnel function: a group of activities for the provision,
utilisation and maintenance of adequate personnel for
effective service delivery. Includes recruitment, selection,
training, placement, evaluation, and remuneration.
 Personnel management: the responsibility which a supervisor
has towards the management of subordinates so that they
are effectively utilised and will contribute towards
accomplishment of institutional goals.
 Human resource management: a process much broader than
designing personnel programmes; it involves strategic
planning and implementation. Includes changing culture,
values, norms & structures within Public Service.

Emerging Paradigm: Scientific Management (1900s) –
Human Relations (1930-40s) – Human Resource
Approach (1970s-) =
Higher Employee
Motivation and
Applied Ability
Higher
Organisational
Productivity
Greater Quality,
Quantity of Work
Greater Employee
Rewards,
Recognition

People management responsibilities
 Approx 64 different management activities assigned to the
Personnel/HR dept, but main activities include:
◦ Compensation and benefits (e.g. wage and salary admin.,
unemployment compensation, pension, leave, benefits)
◦ Employee services (e.g. health & wellness, savings, relocation)
◦ Employment Equity
◦ Job Analysis
◦ Pre-employment testing
◦ Attitude surveys (research)
◦ Line management advise and assistance
◦ Policy development

Typical Senior Manager HR profile
• Job purpose:
– To promote optimal human resource development in the department
– To build effective work teams for performance excellence
– To maximise human capital to achieve departmental objectives

Typical Senior Manager HR profile
 Knowledge:
◦ Advanced knowledge of HR development & maintenance
◦ Modern systems of governance, administration and institutional
arrangements
◦ Latest advances in Public Management theory and practice
◦ Constitutional & legal arrangements of Government
◦ Global, regional, and local political, economic and social affairs
impacting on the dept.
◦ People management principles, functions, processes and procedures
◦ Public sector HR policies and legislation

Typical Middle Manager’s HR Profile: Skills
• Strong conceptual and formulation skills
• Leadership skills in complex applications
• Team-building and strong interpersonal skills
• Communication skills
• Planning, organising and people management skills
• Computer literacy skills
• Strong networking experience

Typical Middle Manager’s HR Profile:
Personal Attributes
• Highly developed interpretive, conceptualisation and
formulation abilities
• Ability to render advice and guidance in an objective yet
dedicated manner
• Ability to multi-task, deal with ambiguity and manage under
rapidly changing and pressurised circumstances
• Ability to persuade and influence
• Ability to handle conflict
• Ability to lead and direct teams

Strategic HRM in the Public Service
 It is crucial to assess where the institution is, where it is
going, as well as the implications on the future demands and
supply of human resources. The purpose of human resource
planning is therefore to ensure that people will be available
to provide the continued smooth functioning and growth of
an institution.
 Strategic HRM is the process by which an institution ensures
that it has the right numbers and kinds of people at the right
places at the right time, capable of effectively and efficiently
completing those tasks that will aid the institution in
achieving its overall objectives.

Steps in Strategic HRM Planning
 The assessment of human resource requirements to identify the
numbers of staff and skills required, as well as the targets within
these for meeting the goals of employment equity.
 The assessment of existing human resource capacity to analyse the
numbers and skills of staff who are currently employed and their
potential for meeting future requirements through training and
development. The gaps in numbers and skills as well as in equity
targets which must be filled must also be identified.
 Drawing up of a human resource plan or strategy to address the
“gap” between the requirements and the existing capacity of staff.

Cascading Planning
A rolling 3-5 year process
Strategic
planning
Answers:
Where
should we
be going?
Defines:
The vision and
mission
Analyses all the
stakeholder &
environmental factors
influencing operations,
to show threats and
opportunities
Determines real
abilities of dept,
mngt, finance, & HR
Selects strategic
objectives for the
directorate and units
Documents your
strategy
Up to 12 months in time down to one month
Tactical
planning for
a directorate
Answers:
How will we
get there?
Determines the
processes and
tasks to be
done at each
level in the
directorate
Establishes who is
responsible for doing
what at each level
Allocates money,
human, information
resources
Sets quantitative
measurements in each
area: The budget and
other indicators of
performance
Puts the tactical
plan in writing
One month down to one week
Operational
planning
Perform planned actions:
Exercise control
Evaluate progress Take corrective actions

SWOT Analysis
• Is an extremely useful tool for understanding the context of the
dept and assists with decision-making for all sorts of situations.
• Is an acronym for strengths (what do we need that we have),
opportunities (leverage?), weaknesses (what do we need that
we do not have?), & threats (what can go wrong?).
• Is a subjective assessment of data which is organized by the
SWOT format into a logical order that helps understanding,
discussion and decision-making.

SWOT Analysis: Template
strengthsstrengths
•Advantages of proposition?
•Capabilities?
•Competitive advantages?
•Resources, Assets, People?
•Experience, knowledge, data?
•Financial reserves, likely returns?
•Marketing - reach, distribution, awareness?
•Innovative aspects?
•Location and geographical?
•Price, value, quality?
•Processes, systems, IT, communications?
•Cultural, attitudinal, behavioural?
•Management cover, succession?
weaknessesweaknesses
•Disadvantages of proposition?
•Gaps in capabilities?
•Reputation, presence and reach?
•Financials?
•Own known vulnerabilities?
•Timescales, deadlines and pressures?
•Cash flow, start-up cash-drain?
•Continuity, supply chain robustness?
•Effects on core activities, distraction?
•Reliability of data, plan predictability?
•Morale, commitment, leadership?
•Processes and systems, etc?
•Management cover, succession?
opportunitiesopportunities
•Govt trends?
•Technology development and innovation?
•Global influences?
•New services?
•Geographical, export, import?
•Information and research?
•Partnerships, agencies, distribution?
•Volumes, production, economies?
threatsthreats
•Political effects? Legislative effects?
•Environmental effects?
•IT developments? New technologies, services,
ideas?
•Vital contracts and partners?
•Sustaining internal capabilities?
•Obstacles faced? Weaknesses?
•Loss of key staff?
•Sustainable financial backing?
•Seasonality, weather effects?Copyright M.A.R.C. Consulting, 2008 49

SWOT & PEST
• A SWOT analysis measures a business unit, a proposition or
idea; a PEST analysis measures a ‘market’ (broader
perspective).
• PEST = Political, Economic, Social and Technology.
• It’s helpful to complete a PEST analysis prior to completing a
SWOT analysis.

Internally, consider Peter Senge’s "Seven
S’s" -framework:
• Strategies
• Structures (organisation)
• Systems (procedures, rules, methods, etc.)
• Styles (management)
• Staff (availability, number, etc.)
• Subordinate goals
• Skills (appropriate to strategies)

Situation Analysis
Functional AreaFunctional Area StrengthsStrengths WeaknessesWeaknesses OpportunityOpportunity ThreatsThreats
Financing Treasury
allocated
budget for the
project
Attitude of
sponsors
Budgetary
constraints
Development of
financial
management
and training
Delays in Treasury
transfer of funds
Fluctuating value
of the rand
Managerial General
knowledge, skills
and work
experience
Lack of operational
skills
Lack of technological
guidance e.g. drafting
of business plan
New
management is
prepared for the
challenge
Lack of
exposure/
experience
Political
factors
Political support
and will
Change of
political
leadership,
councillors, MEC
Political
responsibility on
government to
provide…
New political
leadership may not
support the project
Project may be used
as a political
bargaining tool
Resources
Technology
Labour
Competition

Force Field Analysis
QUANTIFYING FORCESFOR AND AGAINST
INITIATIVES
Forces ForForces For Impact
Value
Forces AgainstForces Against Impact
Value
1. Improved services
delivery
6
1. Resistance to change 5
2. Legislation/policy
imperatives
4
2. Budget constraints 2
3. Image
5
3. Lack of skilled staff 7
4. Management support 3 4. Time constraints 2
Total 18 Total 16

Strategic HRM in the Public Service
 Requires formulation of human resource objectives,
strategies & policies.
 Enables provision of skills and abilities needed to meet the
requirements of dept's overall objectives.
 Provide the framework which ensures that staff's needs are
met.
 HR strategies are supported by ICT in the form of human
resource information systems and workforce management
systems.
 Both planning and strategy are dependent on some method
of forecasting the future. Strategy takes a broader, more
global view whereas planning is concerned with detail.

Strategic HRM
 Are derived from overall institutional objectives in the same
way as financial or service delivery strategies. There’s a need
for employees to accept and believe in organisation's goals.
These goals (like any other objectives) need to be expressed
in quantifiable terms so that outcomes can be measured.
 Strategic human resource objectives go beyond the simplistic
calculation and control of staff numbers. Strategic thinking
also incorporates ethical and legal considerations, which have
complex implications on the achievement of a wide range of
institutional objectives such as equity and working conditions.

Managing People
• A manager's most important, and most difficult, job is to
manage people. You must lead, motivate, inspire, and
encourage them.
• Sometimes you will have to hire, fire, discipline or evaluate
employees.
• Your job as a manager is to get things done. However, it also
means getting things done through others.

Importance of People Leadership
• Provide guidance towards goal achievement
• Co-ordinate activities of staff in a specific organisational
setting
• Coach and develop teamwork
• Provide an atmosphere of empowerment
• Inspire and motivate people to boost productivity, etc.

 "A leader is best when people barely know he exists, when
his work is done, his aim fulfilled, they will say: we did it
ourselves” --Lao Tzu
 "The key to successful leadership today is influence, not
authority." --Ken Blanchard
 "Leaders are made, they are not born. They are made by hard
effort, which is the price which all of us must pay to achieve
any goal that is worthwhile." --Vince Lombardi
 "Good leaders make people feel that they're at the very heart
of things, not at the periphery.”

 "If your actions inspire others to dream more, learn more, do more
and become more, you are a leader." - JQ Adams
 "I start with the premise that the function of leadership is to
produce more leaders, not more followers." - Ralph Nader
 "Leadership is a matter of having people look at you and gain
confidence, seeing how you react. If you're in control, they're in
control." --Tom Landry
 "Outstanding leaders go out of the way to boost the self-esteem of
their personnel. If people believe in themselves, it's amazing what
they can accomplish." - Sam Walton
 "Leadership is not magnetic personality — that can just as well be a
glib tongue. It is not 'making friends and influencing people' -- that
is flattery. Leadership is lifting a person's vision to high sights, the
raising of a person's performance to a higher standard, the building
of a personality beyond its normal limitations." - Peter Drucker

Quotations
 "Leadership rests not only upon ability, not only upon capacity;
having the capacity to lead is not enough. The leader must be
willing to use it. His leadership is then based on truth and
character. There must be truth in the purpose and will power in the
character." -V Lombardi
 "The most dangerous leadership myth is that leaders are born --
that there is a genetic factor to leadership. This myth asserts that
people simply either have certain charismatic qualities or not.
That's nonsense; in fact, the opposite is true. Leaders are made
rather than born." -Warren G. Bennis
 "All of the great leaders have had one characteristic in common: it
was the willingness to confront unequivocally the major anxiety of
their people in their time. This, and not much else, is the essence of
leadership." - John Kenneth Galbraith

Supervision
• Managers whose major functions emphasise directing and
controlling the work of employees to achieve departmental
goals
• Are the only level managing non-managers (What challenges
do this create?)

The Authority of Supervisors
• Three forms of supervisory authority:
• Line: from superior to subordinate; chain of command;
establish accountability
• Staff: based on expertise; advisors, counselling, assistance
• Team: to manage unit/section/directorate (organigram
specified)

Supervisor as a Team Leader
• Departmental success dependant on team work (Value-
Chain);
• Therefore, supervisor as leader crucial for departmental
effectiveness and efficiency

What is leadership?
• Leadership is fundamentally about indicating what direction
to take
• (Heifitz 1994)
• The practice of a set of skills, as opposed to a position of
authority. It facilitates transition away from the status quo
and assists to transform the structure, culture, and politics of
an institution toward some envisioned future state

Leadership…(cont.)
• Indirect ability to lead people by setting an inspiring example
- one that inspires people to pursue a direction that benefits
the institution. It's indirect because true leaders do not have
to intentionally try to influence someone. This means that, to
be a leader, one must excel in achieving goals that others can
admire (Sergiovanni 1994)

Supervisor as Team Leader (…2)
• Need to focus staff on envisioned future state
• Leadership roles:
– being an organisational architect (work flow & design)
– providing stewardship (put vision in practice)
– being a ‘teacher’ (learning organisation)

Supervisory roles
• Multiple roles:
– Interpersonal relationships
– Represents the work group
– Maintenance of work flow
– Information roles (disseminator)
– Liaison with clients, other directorates, managers (official
spokesperson)

Leadership vs Management
• Management is the process of assuring that the objectives
and programmes of the organisation are implemented.
Leadership, on the other hand, has to do with casting vision
and motivating people.
• People don’t want to be managed; they want to be led.
• Leadership = Influence (the ability to obtain followers; can be
learnt)

Leadership vs Management (…2)
• Knowing how to do a job is the accomplishment of labour
• Showing others is the accomplishment of a teacher
• Making sure the work is done by others is the
accomplishment of a manager
• Inspiring others to do better work is the accomplishment of a
leader

Leadership vs Management (…3)
 A real leader knows the difference between being the boss
and being a leader.
 The boss drives his/her workers; the leader coaches them.
 The boss depends upon authority; the leader on goodwill.
 The boss inspires fear; the leader inspires enthusiasm.
 The boss says “I”; the leader, “we”.
 The boss fixes the blame for the breakdown; the leader fixes
the breakdown.
 The boss knows how it is done; the leader shows how.
 The boss says “go”; the leader says “let’s go!”

MANAGERS LEADERS
Manage today Make tomorrow
Are detailed driven Are concept driven
Think in “micro” Think in “macro”
Respond to change Initiate change
Defend the status quo Challenge the status quo
Administer work Motivate people
Have little or no vision Have a vision
Do not see the need for change See the need for change
Maintain the operation Develop the operation
Get results Build potential

Leadership (…cont)
• Do not -
– base your security on your title; but on your talent
– base your leadership role on an appointment but on your abilities. You
may be “in control”, but others will not follow you gladly and
confidently
• People willingly follow leaders because they want to - not
because they have to!

Leadership: Influencing factors
• The manager’s personal characteristics, skills & abilities
• Subordinates’ experience & skills
• Task (complexity, duration)
• Environment (context, circumstances)

Leadership
 L = Loyalty (to the dept, yourself and team)
 E = Example (on time, language, appearance)
 A = Adaptability (change or alter decisions)
 D = Develop people, systems, processes
 E = Eagerness (more knowledge, achievement)
 R = Risk (calculated decision-making)
 S = Self-discipline (emotionally self-controlled)
 H = Honesty (codes of conduct)
 I = Initiative (new ideas, solutions)
 P = Praise/Punishment (where necessary)

Leadership styles
• Laissez-faire
• Autocratic (when?)
• Democratic/participatory/ uBuntu (when?)
• Two main categories of styles:
– Task-centred
– People-centred

A Delicate Balance
Use of authority by
manager
Area of freedom
for sub-ordinates
Manager
makes
decisions
and
announces
it
Manager
“sells”
decision
Manager
presents
ideas
and
invites
questions
Manager
presents
tentative
decision
subject
to
change
Manager
presents
problem,
gets
sugges-
tions,
makes
decision
Manager
defines
limits,
asks
group
to make
decision
Manager
permits
sub-
ordinates
to function
within
limits
defined
by
superior

The Significance of Vision
 Leaders have to share a dream and direction that other
people want to share and follow.
 It goes beyond written organizational vision and mission
statements. It permeates the workplace and is manifested in
the actions, beliefs, values and goals of organization’s
leaders.
 Most businesses were started because the founder had a
vision about what could be created. Sharing that vision with
others in a way that compels them to act is the secret to a
successful leadership vision.

Vision should…
 Clearly set organizational direction and purpose;
 Inspire loyalty and caring through the involvement of all
employees;
 Display and reflect the unique strengths, culture, values,
beliefs and direction of the organization;
 Inspire enthusiasm, belief, commitment and excitement in
company members;
 Help employees believe that they are part of something
bigger than themselves and their daily work;
 Be regularly communicated and shared;
 Challenge people to outdo themselves, to stretch and reach.

Visionary Leadership
• A vision has 2 fundamental elements:
• To provide a conceptual framework – a road map or plan of
action
• Emotional appeal (motivation and commitment)
• Supervisors = Custodians and catalysts of continuous
improvement

Leader Attributes Organisational Outcomes
Vision/ Creativity
Energy, hard work
Risk-taking behaviour
Communication
•Organisational innovation
•Strategic thinking
•Direction-setting
•Motivated workforce
Setting/ Achieving Objectives
Environmental scanning
Long-term focus
Customer-focus and quality-driven
•Quality services & products
•Global view
•Consistent results
•Competitive advantage
Confident Decision-Making
Initiative, confidence
Action-centred
Calculated risk-taking
•Strong organisational culture
•Challenging workplace
•Achievable performance objectives
Team-building
Role modelling
Involvement, inspiration
Commitment
Trust
•Motivated workforce
•Employee self-esteem
•Innovative work practices
•Achievement
Charisma
Role modelling
Confidence
Ethics, morality
•Team-building
•Long-term survival

Role of Leaders: The Universal Alignment
Model
SourceSource: Molden, D.: Molden, D.
& Symes, J& Symes, J

Inspirational Leadership
 "Leadership is based on a spiritual quality; the power to
inspire, the power to inspire others to follow." --Vince
Lombbardi
 The ability to inspire people to reach great heights of
performance and success is a skill that leaders need. Passion,
purpose, listening and meaning help make a leader
inspirational. The ability to communicate that passion,
purpose and meaning to others helps establish the
inspirational culture of the organisation.

Inspirational Leadership: Key points
 Leader should share passion in a way that enables others to
feel passionate, too. The nature of the vision and mission is
critical for enabling others to feel as if their work has purpose
and meaning beyond the tasks they perform each day.
Sometimes leaders have to help their staff connect the dots
by explaining this big picture to all; it will reinforce the reason
the organisation exists.
 Leader should listen to people. Talking to people about your
passion is not enough. To “share meaning” you must allow
the ideas and thoughts of your staff to help form the vision
and mission, or minimally, the goals and action plan. People
need to see their ideas incorporated – or understand why
they were not.

• To experience inspiration, people also need to feel included.
Inclusion goes beyond the listening and feedback; for real
inclusion, people need to feel intimately connected to the
actions and process that are leading to the accomplishment
of the goals or the decision.

 Important to inspiration is the integrity of the person leading.
People must trust you to feel inspired. They must believe in
you. Your “person” is as important as the direction you
provide. Employees look up to a person who tells the truth,
tries to do the right things, lives a "good" life and does their
best.
 You must share the rewards if the organisation is doing well.
The inspirational leader also understands that, while money is
a motivator, so are praise, recognition, rewards, a thank you
and noticing an individual’s contribution to a successful
endeavour.

People Leadership: Future challenges…
• Virtual organizations
• The just-in-time work force
• The ascendancy of knowledge workers
• Computerized coaching and monitoring
• Growth of worker diversity: ethical and legal implications
• The aging PS work force

The Manager as Coach
• Provide on-going guidance and instruction
• Monitor day-to-day progress
• Provide feedback
• Act as mentor
• Demonstrate activities
• Improve job performance: involves teaching and passing of
knowledge; follow up - evaluate learning
• Create a positive atmosphere

The Art of Supervision: Directing
 Operationalising strategic goals into tactical and operational
plans
 Need detailed reports
 From planning to doing
 Set clear objectives (measurable, attainable, etc.)
 Set operating guidelines
 Set due dates and performance indicators
 Do action planning
 Monitor progress

Supervision: Controlling staff
 Types of control:
 Feedforward
 Concurrent
 Feedback
 Control process
 Step 1: Establish performance standards
 Step 2: Measure actual performance
 Step 3: Compare measured performance against established
standards
 Step 4: Take corrective action

Establishing a work ethos
• The Presidential Review Commission and DPSA regard the
establishment of a professional work ethos in the Public
Service as a extremely important precondition for the
improvement of service delivery (How?)

Professionalisation of People:
The role of a Public Service Ethos
 Public servants function in socio-political milieu – in trust of
citizens; Actions open for scrutiny – therefore conduct must be
consistent with democratic and societal values
 Unlike morality, ethics is a rational and conscious attempt to
formulate the principles of ‘good’ and ‘bad’, ‘right’ or ‘wrong’.
 Management actions and decisions ought to be ethical. Should
involve rightful actions; otherwise it will not pass the test of moral
scrutiny. This means more than conforming to what is legal. Ethical
and moral standards go beyond the prohibitions of law and the
language of “thou shalt not” to the issues of duty and the language
of “should do and should not do”.
 Ethics concerns human duty and the principles on which this duty
rests (Thompson & Strickland, 1998).

Professionalisation of the Public Service
 Ethics is about moral duty and obligations.
 Ethical behaviour is that which conforms to accepted standards of
conduct.
 Ethical reasoning involves sorting out the principles that help
determine what is ethical when faced with an ethical dilemma - a
situation or problem facing an individual that involves complex and
often conflicting principles of ethical behaviour.
 Ethical dilemmas often arise when public managers are faced with
conflicting values. When thinking through particular dilemmas (i.e.
implementation of policy), the following questions tend to focus
ethical sensitivity and moral awareness: Does this decision or
action meet the highest societal standards about how people
should interact with each other?

Key challenges
 Consensus? (diverse composition of Public Service - i.e. dress
codes, leave arrangements)
 Who’s values and norms? (multiple cultures, religions,
languages, etc.)
 How to measure unethical conduct? (unquantifiable
concepts; make performance rewards complex)

Characteristics of a
Professional Public Service
• Understanding of unique PS values
• Compliance with codes of conduct
• Accumulated knowledge & skills (continuous training; life-
long learning)
• Sensitivity and tolerance
• Conviction to serve...

Why bother? Why study ethics?
• Ensure that functional activities are executed in accordance
with ethical norms
• Ensure that legislation and management decisions
(instructions) are implemented according to ethical principles
• Ensure fair labour practices
• Provide an orderly way of thinking through the ethical
implications of a decision (moral perspective)

Why bother? Why study ethics?…(2)
• Leads to greater consistency in performance management
• Reveal the value dimension of a decision
• Help office managers to make judgements that can be
defended in public

Manifestations of unethical conduct
• Institutional misconduct, i.e. misuse of authority, protecting
incompetence, nepotism, bribery, misuse of inside knowledge
and influence peddling
• Political corruption (‘government crimes’, i.e. election fraud,
official violence, false rumours, etc.)

Manifestations of unethical conduct (2)
 Corruption - more wide-spread or pervasive in some than in
other countries. In Third World it consumes 30%-70% of the
national budget! Bribery is not the only form.
 May be defined as -
 “…the unsanctioned, illegal, unethical and unauthorised
exploitation of one’s political or official position to use public
resources or goods for personal gain that is for non-public
ends”(K. Gyekye)

Forms of Corruption
 Active and passive corruption: a person tempts an official to
be corrupt (active) and the official is willing to be corrupted
(passive).
 Corruption is not confined to bribery but it includes the
following: stealing public funds; false documents;
disappearing of important documents; extortion; a second
job – which you do in office hours; using unlicensed video
tapes, pirated computer software, protecting incompetence,
and many more.

Bribery
• = Payment, which may be money, favours or gifts, to
influence a decision. To receive favours in turn; facilitate fast
delivery of goods; gain an unfair advantage; avoid legal
prosecution or to supply sub-standard products or services.

Measures and mechanisms to ensure
ethical conduct
• Legislation and Judiciary
• Public Service Commission (investigate, monitor, and evaluate
practices)
• Training and guidance (role of supervisor/Office manager)
• Media (‘watchdog’, investigative reporting, i.e. Special
Assignment)

Measures and mechanisms to ensure
ethical conduct…(2)
• Public Protector
• Public participation (insight and oversight; mechanisms i.e.
councillors and ward committees)
• Auditor-General (investigate financial matters)
• ‘Whistle-blowing’ & suggestion boxes

Compiling a Customer Service Manifesto
• Manifesto should include -
• What we do best
• What we need to avoid
• What we need to improve
• What makes our customer service unique
• What our customers deserve that we shall deliver
• How soon we shall start with the ‘new’ service

Code of Conduct
• Primary purpose to:
– Indicate the spirit in which employees should perform their duties
– Promote exemplary conduct by all employees, including supervisors,
in public and private life

◦ An employee shall -
◦ Respect and protect every person’s dignity and rights as contained in the
Constitution
◦ Acknowledge the cultural and ethnic diversity within the department and
promote a culture of mutual tolerance
◦ Comply with the conditions of service as contained in all the directives
applicable in the dept
◦ Perform to the best of his/her abilities all duties and functions reasonably
assigned to him/her
◦ Use any asset of the dept entrusted to him/her with the utmost care
◦ Devote his/her time and attention during normal business hours to the
activities and affairs of the department
◦ Be true and faithful to the department in all dealings and transactions..

◦ An employee shall not -
◦ Commit an act, which will infringe any constitutional rights of another
employee
◦ Unfairly discriminate against any member of the public
◦ Abuse his/her position to promote or prejudice the interest of any political
party or interest group
◦ Conduct hi/herself in a disgraceful, improper, discourteous or unbecoming
manner towards any employee of the dept
◦ Wilfully makes an incorrect or false statement
◦ Absent him/herself from work without permission
◦ Intimidate or act violently towards any other employee or member of the
public
◦ Use the property of the dept for his/her personal benefit
◦ Engage in criminal activity
◦ Have in his/her possession liquor or illegal drugs

Code of Conduct:
Bark without a bite?
– Any employee who commits an act or omission in contravention of
the Code of Conduct, is guilty of misconduct and is liable to be
penalised in accordance with the Disciplinary Code and Procedure,
Resolution 2 of 1999 or any amendment or replacement thereof

Building & maintaining
effective teams

Effective teams
• People are probably an organisation's most important 'raw
material’.
• They only become resources or assets when they are
effectively utilised.
• Human talents remain an under-utilised potential until it is
activated by the organisation.
• Prof Ross Moss Kantor, Harvard University

Team-building and Supervision:
The Crucial Connection
• Supervisor guide organisational unit to accomplish specified
goals
• The supervisor guide and indicate direction
• Plan the functional route
• The supervisor is part of the team: will therefore share in its
trials and tribulations
• “A man on his own cannot achieve anything”
• (Samora Machel)

What is a team?
• Two or more people interacting interdependently (benefit
from multiple skills and experiences)
• Have common goal
• Members think they belong together
• Form a single unit
• Share common beliefs and attitudes
• Accept certain norms

Types of teams
• Formal (organisationally formed around common tasks, such
as directorates, committees, unions, etc.)
• Informal (formed around friendship, common interests, e.g.
clubs)
• Organisational, functional
• Cross-functional (brought together from various functional
areas)
• Self-directed work teams
• Virtual teams

Building an effective work team
• Team = Together Everybody Achieves More
• Team empowerment (‘esprit de corps’)
• Team development:
– forming, storming, norming & performing

The 17 indisputable laws of teamwork
• The law of significance – One is too small a number to achieve greatness
• The law of the ‘big picture’ – The goal is more important than the role
• The law of the niche – All players have a place where they add more value
• The law of ‘Mount Everest’ – As the challenge escalates, the need for
teamwork elevates
• The law of the chain – The strength of the team is impacted by the
weakest link
• The law of the catalyst – Winning teams have players who make things
happen

• The law of the compass – Vision gives team members
direction and confidence
• The law of the ‘bad apple’ – Rotten attitudes ruin a team
• The law of countability – Team mates must be able to count
on each other when it counts
• The law of the price tag – The team fails to reach its
potential when it fails to pay the price
• The law of the scoreboard – The team can make adjustments
when it knows where it stands
• The law of the bench – Great teams have great depth

• The law of identity – Shared values define the team
• The law of communication – Interaction fuels action
• The law of the edge – The difference between two equally
talented teams is Leadership
• The law of high morale – When you are winning nothing hurts
• The law of dividends – Investing in the team compounds over
time

Traits of Successful Team Builders
ENSURES
 Quality decision making
 Proper balance between planning and action
 Technical competence to complete the tasks
 A flow of good ideas
 That the team does not close in on itself
 That each individual has a clear role
 That team members are involved and participate
 That there is a clear sense of direction and purpose

AVOIDS
 Excessive focus on detail
 Hidden agendas and conflict
ALLOWS
 Mistakes
 Challenge within the supportive environment
DEVELOPS
 Review and feedback mechanisms
 Good listening skills
 A focus on achieving the task
Traits of Successful Team
Builders

‘Walk the talk’: Start with yourself!
• Do what is expected of you as supervisor
• You can change things - you may make a huge impact upon
the way in which your staff work
• You can shape your work environment
• Convince others that what you do is good

Secrets of working successful in a
team
• Secret 1: Make people feel stronger rather than weaker as a
result of your interactions with them
• Forget about ‘pecking orders’ of any type
• Recognise people’s strengths
• Honour and value people’s efforts
• Involve others in planning, problem-solving, and decision-
making

Secrets…cont.
• Secret 2: Do not use everyone’s suggestion merely to make
each person feel good; must be realistic/feasible
• Secret 3: Realise that most decisions are multi-valued, and
that various alternatives could lead to success; get
everybody’s perspectives
• Secret 4: Develop a common vision with your colleagues;
ensure all efforts are aligned with common sense of purpose

Three faces of a Supervisor
• Planner: long-term view; select an optimal plan for
implementation; allocate resources and timeframes
• Provider: access to information and resources; facilitate
empowerment & development
• Protector: security from poor management; gate-keeper,
filter; ensure job security,

Characteristics of
effective teams
• Atmosphere is close and friendly
• All members participate
• Commitment to team goals
• Common norms and behaviour
• Listen and share information
• Decisions are made by consensus

Characteristics of
effective teams…(2)
• Conflict is dealt with openly and resolved
• Continuous and objective feedback
• Clear division of labour and leadership
• Members are aware of their roles and able to monitor
themselves

Team Effectiveness
• Clear understanding of the team’s objective
• Clear expectations of roles and responsibilities
• A result orientation
• A high degree of co-operation and collaboration
• A high level of trust

Key factors to make a team successful
 A clear set of objectives, spelt out unambiguously by
management
 Metrics allowing team members to assess their performance
– showing the connection between the team’s work and key
organisational indicators
 Continuing training (incl. communication, group leadership,
interpersonal, etc.)
 Decision-making authority over how to reach goals
(incrementally)
 Team-based rewards and evaluation, not just individual
incentives
 (Harvard Business School, 2006)

Barriers to Team Effectiveness
 Unclear goals
 Unclear definition of roles
and responsibilities
 Lack of structure; design
 Lack of commitment
 Poor communication
 Poor leadership
 High turnover of team
members
 Dysfunctional behaviour

Empowering your staff!
• Individual achievement is a team-building ideal
• Best chance for a winning team is self-directiveness with
minimum interference from supervisor
• Give staff decision-making power
• Let them participate (brainstorming)
• Encourage consensus

a)a) Expectancy TheoryExpectancy Theory
 People will work hard if they think theyPeople will work hard if they think they
will achieve their goals by doing sowill achieve their goals by doing so
 ““I am motivated to do X, because theI am motivated to do X, because the
manager said I will be promoted if I domanager said I will be promoted if I do
it.”it.”
b)b) Reinforcement TheoryReinforcement Theory
 People perform behaviours for whichPeople perform behaviours for which
they are rewardedthey are rewarded
 ““The last time I did X the managerThe last time I did X the manager
praised me, thus I will do it again.”praised me, thus I will do it again.”
c)c) Goal SettingGoal Setting
 People perform behaviours in order toPeople perform behaviours in order to
achieve their goalsachieve their goals
 ““To be promoted I must do X.”To be promoted I must do X.”
MainMain
Theories ofTheories of
MotivationMotivation

Motivation: Consider the following:
 A supervisor cannot motivate
people directly (must be
intrinsic).
 A supervisor could, however,
create a conducive working
climate or environment, in
which he/she can incorporate
elements which encourage
people to be more efficient
(people do things correctly)
and more effective (people do
the correct things correctly).

 Some people are 'Some people are 'self startersself starters' while others' while others
constantly have to be encouraged and urged on -constantly have to be encouraged and urged on -
''kick starterskick starters'.'.
 People make decisions about the amount of energyPeople make decisions about the amount of energy
they are prepared to spend in return for a particularthey are prepared to spend in return for a particular
reward or punishmentreward or punishment..
Motivation: ConsiderMotivation: Consider (2)(2)

What motivates a person?
 Salary and benefits
 Working conditions
 Policy and procedures
 Status
 Job security
 Supervision and autonomy
 Office life
 Personal life
 Achievement
 Recognition
 Job interest
 Responsibility
 Advancement
Important!Important!
Learn to see the
difference between work
problems and personal
ones!

Recognizing motivation
 Look particularly for signs that your staff feel useful,
optimistic, or able to take opportunities. Look for evidence
that your staff are satisfied in their jobs rather than anxious
or frustrated. Other indications:
 They freely volunteer effort and ideas, as well as other
contributions
 They always react well to requests and new assignments
 They work to achieve
 They seem to be happy at work
 They always respond frankly to questions

Warning signs and your response!
 Treat frequent absenteeism as warning signs of demotivation
 Keep work as varied as possible to avoid causing
demotivation
 Always ask staff for their opinions about decisions that affect
them
 Undertake to report back on any problems that they pinpoint
 If the supervisor does not play favourites, favours are less
likely to be sought
 Praise work well done, even if some targets are missed
 Learn from mistakes
 A ‘blame culture’ must be prevented - it kills team spirit

Organisational Behaviour Modification: Tangible
Application of Motivational Theories
• Uses reinforcement to shape desired behaviour.
• Reinforcement involves managing the environment, usually by linking a
positive consequence to a desired behaviour (to increase the likelihood of
it being repeated).
• Can also rely on negative reinforcement (removal of an aversive or
negative condition following desired behaviour) or even punishment or
omission of any reinforcement to shape behaviour.
• Linked to goals are rewards. In pursuit of continuous improvements in
quality, organisations are increasing their use of performance-based
compensation systems such as gain-sharing that focus on the total
business unit, rather than on individual pay-for-performance plans.

Motivation: Consider (3)
• People want to know - “what is in it for me?”
• If a person is able to make a choice between two or more
options, the person would usually choose the option which
he/she expects would lead to the most attractive result or
outcome

Absence of a Motivating Climate
 Over supervised or controlling
climate with too many rules,
regulations, restrictions,
dysfunctional bureaucracy and
punitive behaviour.
 It causes demotivation and
non-commitment which in
turn limits individual and team
efforts and performance, and
consequently organisational
performance and
effectiveness.

Motivation: Key principles
• Know your colleagues
• Be motivated yourself
• Set realistic, but challenging targets
• Remember that progress motivates; provide fair rewards;
give recognition

Dealing with Negativity
 Some people exude negativity.
They do not like their jobs or
managers and always complain
that they are not treated fairly.
The dept is always going down
and customers are worthless.
You can best address their
impact on you via avoidance.
 On the other hand, sometimes
normally positive people are
negative. Some of the time, too,
their reasons for negativity are
legitimate. You will take a
completely different tack with
these occasionally negative
people.

Dealing with Occasional Negativity
 Listen to complaints until you are certain
that they feel heard out and listened to.
Sometimes people repeat negative
sentiments over and over because they do
not feel like you have really listened to
them. Ask questions to clarify.
 If the reasons for negativity are legitimate,
offer your help to solve the problem.
Provide advice or ideas for how the issue
could be addressed (i.e. books, seminars,
counseling, HR Dept, etc.)
 If the reason is not legitimate show that you
care about their concern and about their
happiness at work, but that you disagree
with their assessment of the situation.
People will attempt to appeal to your
sympathetic nature. Do not spend time
listening or helping to address the negative
feelings - could encourage long term and
growing negative feelings & behaviour.

Dealing with Negative Workers
 Deal with genuinely negative people by spending as little time
with them as possible. Just as you set limits with the co-
workers whose negativity you believe is baseless or
unwarranted, you need to set limits with genuinely negative
people.
 Do not impact your positive outlook by listening to the
stories, or reviewing the history and the background about
the grievances purported to cause the negativity. negativity is
a choice. Negative people need a new career, a new outlook,
or counseling - They do not need you!
 If you are forced to work with a negative person, set limits.
Do not allow yourself to be drawn into negative discussions.
Avoid providing a sympathetic audience for the negativity.

Dealing with Negative Workers
 Suggest the negative person seek assistance from human resources
or their supervisor.
 If all else fails, talk to your manager or HR Director about the
challenges you are experiencing in dealing with the negative
person. They may have ideas and may address the issue with the
negative person’s supervisor.
 Persistent negativity, that impacts co-workers’ work is a work
behavior that may require disciplinary action.
 If negativity among employees is persistent, if the issues that
warrant negativity are left unaddressed, and the negativity affects
your ability to professionally perform your work, you may want to
consider moving on. Your current culture will not support your
desired work environment.

Managing and Solving Workplace
Negativity
 If the workplace is seething with hostility and negativity it is
up to you as Change Agent to help make the atmosphere
more positive, productive and supportive. As a manager,
supervisor, or staff member, you usually do not control the
situation that is causing the negativity. Perhaps no one in
your workplace does. How you address negativity depends on
whether you control it and how it started in the first place.
The timeliness of your intervention also has an impact.
 Addressing negativity prevents workplace violence, promotes
workplace safety, and creates positive employee morale.

When You Can Control or Influence the
Negativity
 If you know the underlying cause of the negativity is based on faulty
information, incorrect assumptions, deliberate misinformation, or that a
new policy or procedure is not understood correctly, you have some
control over the information, the situation, and the communication.
 Use a systematic problem-solving process to improve the identified areas
of negativity. Do this as quickly as you determine that negativity exists,
before negativity spiral out of control.
 Include employees closest to the negative situation in the problem-
solving process. Do a Cause Analysis so that all possible causes of the
negativity are identified; need to identify exactly what is causing the low
morale to have any chance of improving it. Solicit widespread input so
that solutions are “owned” across the dept. Involve as many people as
you can.
 At each step of the problem-solving process, communicate as much
information as you have about the negativity and the solutions. When the
solutions are rolled out, people are not surprised. They have participated
in the information exchange as each step or opportunity was discussed.

When You are Not in Control of the
Negativity
 Negativity often occurs when people are impacted by decisions and issues
that are out of their control. Examples of these include: transformation,
downsizing, understaffing that requires people to work harder, budget
reductions, and upper-management decisions that adversely impact staff.
 Identify any aspects of the situation that you can impact including
providing feedback about the negative impact that is occurring.
(Sometimes decisions are made and no one understands or predicts their
outcome.
 Be visible and available to staff. Proactively schedule group discussion
sessions.
 Challenge pessimistic thinking and negative beliefs about people, the
dept, and the work area. Do not let negative, false statements go
unchallenged. Provide the rationale, the corporate thinking, and the
events that are responsible for the negative circumstances.
 Ask open-ended questions to determine the cause, and the scope of the
negative feelings or reaction. Help people create options, feel included,
and feel part of the communication and problem solving.

Working with Negative Colleagues
 If the negativity emanates from an individual, you can:
 Inform the employee about the negative impact her negativity is
having on co-workers and the department. Use specific examples.
 Avoid becoming defensive. Do not take the employee’s negative
words or attitude personally.
 Focus on creating solutions. Focus on creating options for positive
morale.
 Compliment the individual any time you hear a positive statement
or contribution rather than negativity from him/her.
 If none of the above is working and the employee’s negativity is
impacting productivity, workplace harmony, and department
members’ attitudes and morale, consider disciplinary procedures.

The “Groupthink” Problem
 Where the cohesiveness is
such that it represses conflict
and disagreement that could
challenge the decisions of the
group.
 Groupthink causes poor
decisions to be made because
no one would speak out
against the apparent
consensus of the group.
 Unpopular views can serve a
positive purpose in groups,
since they cause the group to
re-examine the problem and
alternatives

"If your actions inspire others to
dream more, learn more, do more
and become more, you are a
leader."
- JQ Adams

Activity 2
• In small groups:
– Identify the key characteristics /skills
/competencies that should be present when you
manage people effectively.
– Develop at least two basic strategies to develop
your current weaknesses in managing people
effectively into strengths.
– Present these ideas on a flip chart.
© M.A.R.C. Consulting, 2012 149

Recruitment, Selection,
and Retention

The context
• Organisation must forecast its human resources requirements
to determine the number of employees to hire and the types
of skills they will need
• Forecasting includes current and future assessments
• Supervisor must ensure that number of employees matches
the workload
• Replacements are needed on a continuing basis

HR provisioning
 Cornerstone of effective human resource management
 Refers to those activities within an institution to ensure that it has
the right number of people with the right skills, knowledge,
qualifications, experience and attitudes to carry out effectively the
tasks necessary to meet institutional goals and objectives
 Involves interrelated processes:
 Job planning analysis and evaluation
 Recruitment
 Selection
 Placement and induction
 Probation
 Promotion and career pathing

What is recruitment?
 “…those activities that influence the number and/or the types
of applicants who apply for a position and/or affect whether
a job offer is accepted” (Breauch, 1992:4).
◦ “…reflects the process of locating, identifying and attracting suitable
applicants” (Gerber, Nel & Van Dyk, 1998:90).
 Not the same as publicity (positive image; ‘branding’)

Forms of recruitment
• Informal recruiting (word-of-mouth or head-hunting; may be
discriminatory - become part of informal networks)
• Formal recruiting (equal opportunity demands equal access:
can only be achieved through public and open recruitment)

Guidelines for recruitment
• Advertisements serve to publicise both the department and
post
• Procedures should include –
• Format of the advert
• Who is responsible for placement
• Information that must be included
• What media adverts are to placed in
• Who should authorise the content and placement of adverts

Sources of personnel
 Prerequisites for appointment: legislation
 Determining factors:
 Info on number, quality and development potential of
existing personnel
 Estimates of expected decreases and increases in workload
 State of the labour market
 Expected changes (I.e. resignations, retirements, promotions,
etc.)
 Attitudes and opinions concerning careers in the organisation

Recruitment process
• Human resource inventory (forecasting)
• Job analysis
• Identify pool of job candidates from which to select most
suitable employees
• Select methods (i.e. newspapers, employment agencies, etc.)
• Specify requirements (e.g. job title, salary, duties, skills,
education/experience requirements

Recruitment process
• Obtain approval for an appointment in accordance with the
HR budget
• Update job descriptions and specifications
• Choose the most suitable recruitment medium
• Develop the recruitment advertisement
• Place the advertisement in the most suitable communication
medium

Recruitment process
• Set a closing date for responses
• Evaluate the applications
• Compile a short list of candidates for a preliminary interview
• Select a candidate based on the job description and
specification criteria
• Notify the successful and unsuccessful candidates and thank
them for their interest

Components of the job
Skill VarietySkill Variety
Task IdentityTask Identity
Task
significance
Task
significance
AutonomyAutonomy
FeedbackFeedback
Experienced
meaningfulness
of the work
Experienced
meaningfulness
of the work
Experience
responsibility
Experience
responsibility
Knowledge of
results from work
activities
Knowledge of
results from work
activities
Relationships are moderated
by employee growth need
strength
Relationships are moderated
by employee growth need
strength
High Internal
Motivation
High satisfaction
High work
quality
Low
absenteeism
and turnover
High Internal
Motivation
High satisfaction
High work
quality
Low
absenteeism
and turnover
Core Job
Characteristics
Core Job
Characteristics
Critical
Psychological
States
Critical
Psychological
States
Work
outcomes
Work
outcomes

Job evaluation: the foundation
Job analysis
- relates to all information
about the job
Job description
1. Job title and grade
2. Location
3. Responsibilities
4. Duties
5. Working conditions
6. Training
7. Salary scale
Job specification
1. Appearance
2. Training & qualifications
3. Intelligence
4. Experience
5. Emotional stability
6. Motivation
7. Age and health

The importance of a job description
• Recruitment
• Interviewing
• Orientation and Induction
• Training and Development
• Job evaluation
• Wage Compensation Surveys
• Performance Appraisal
• Restructuring and Outplacement
• Career Management

Recruitment: conditions
 TWO-WAY PROCESS:
 Public institutions search for potential applicants
 Applicants search for suitable institutions
 CONDITIONS NEEDED:
 Common communication medium (advertise in appropriate media)
 Applicants must be able to find a match between their characteristics and
requirements of the job
 Applicants must be motivated to apply
 HR planning & forecasting should precede any recruitment action
 Comprehensive job analyses are a prerequisite
 Full job specifications needed to ensure an accurate match
 Sources & methods must be adapted to each institution
 Both negative & positive aspects of job must be known to applicant
(realistic)

Sources: internal
 Present employees (reward,
promotion, loyalty,
“inbreeding”)
 Job advertisements (bulletin
boards, intranet, circulars,
etc.)
 Personnel records (scrutinise
for abilities, skills,
qualifications, potential)
 Skills inventories (job
requirements evaluated
against potential and the most
suitable person)

Sources: external
• Employment agencies
• “Head hunting”
• Referrals
• Internships / Experiential learning / RPL
• Professional associations
• Advertisements (radio, TV, newspapers, journals, etc.)
• Campus recruitment
• Exhibitions

Principles of advertising
 Should -
 not favour, prejudice or discriminate
 be fully in line with job content and not designed to suit
particular individuals
 widest possible number of applicants must be
attracted
 language and style must be clear and simple and not
discriminate any potential candidates, arbitrarily
 Through effective advertising, the organisation must
ensure that all potential applicants, especially people
from designated groups, are considered for
employment on the basis of their competencies, level
of training without regard to marital status, creed,
sexual orientation, HIV status, religion, culture, etc.

Selection
• “…selection of the most suitable candidate, judged by
predetermined criteria, to be placed in a specific position.
• CRITERIA
• Requirements for the position (skills, experience,
interpersonal – job analysis)
• Qualifications
• Results of suitable selection tests (e.g. aptitude, stress)

Selecting suitable candidates
• Selection Committee
• Consider:
• Information based on valid methods for selection
• Training, skills, competence and knowledge requirements
• Needs of the dept/office
• Equity programme
• External factors (image, unions, conditions, etc.)

Short listing
 All applicants should be treated in an objective, confidential,
equitable and consistent fashion
 Successful candidates should be chosen on merit (ability to
meet requirements of the selection criteria)
 Selection procedures should pay strict attention to
employment equity guidelines
 Process should be carried out in such a way that decisions can
be objectively defended and justified if challenged

“Red flags” in CVs: Warning signs that may
require further investigation
• Time gaps in employment
• Vague answers, such as listing the province the employer was
in and not the full address
• Vague reasons for leaving the previous jobs
• Lack of employment history
• Inconsistencies in duration for studies
• Unclear or uncertified copies of documentation
• When references are not available
• (Brown, 1993 – Hiring Tips)

Preliminary screening
• Example of Screening Grid
• Job Title:
• Salary:
• Report to:
• Summary of duties:
• Skills requirements are:
• Educational/experience requirements are:
• Physical examination results:
• Psychometric tests:

Interview
“…aimed at evaluating candidates to obtain as much information as possible, as well
as at providing the candidates with the necessary information concerning the work
and benefits”.
• Question Formats
• Structured (a predetermined checklist for questions, asked of all applicants)
• Semi-structured (combination of structured and unstructured questions)
• Unstructured (questions are made up during the interview)
• Behavioural (questions limited to hypothetical situations. Evaluation is on the
solution and the approach of the applicant)
• Stress (A series of harsh, rapid-fire questions intended to upset the applicant;
useful for stressful jobs, such as handling complaints)

Interviewing
• Interviewing techniques
• Problem (case study)
• Jury / Group
• Stress (physical tests)
• Influencing Factors
• Poor communication (language…)
• Compilation of the interview panel
• Bias (personal prejudices)
• Environment (free from disturbances…)

Are there any indications that background checks should be done more extensively? Yes / No
12. Overall recommendation to appoint: (1) Definitely not hire (2) Weak potential (3) Good potential (4) Definitely hire
11. Persistence (determination to follow through with tasks initiated)
10. Loyalty (commitment to people and the organisation)
9. Dependability (ability to win trust of others through dedication to
responsibilities)
8. Interest level (general enthusiasm)
7. Ambition and drive (goal-directed energy that is behaviourally oriented)
6. Appearance (physical presentation, including grooming and dress)
5. Maturity (sound judgement; ability to make decisions and act on them)
4. Sociability (ability to relate with and interact with others)
3. Effective verbal expression (ability to express ideas and concepts
clearly)
2. Self confidence (strong assurance of one’s ability to perform)
1. Intelligence (learn by experience; adaptability to new situations)
7654321Areas
Poor Average Outstanding
Applicants name: Date:

Interviewing principles
• Steps:
 1. Determine how applicants will be screened (criteria)
 2. Determine questions and sample answers
 3. Develop a guide for the interview itself
• Consider the “Wow!” factor
Name of
candidate
Communicati
on/
interpersonal
skills (20)
Qualificatio
ns (35)
Experien
ce
(30)
Computer
skills
(15)
Total
(100)
P Maharaj 15 30 18 4 67
SK Mofekeng 10 23 28 5 66
JP Pieterse 8 22 18 14 62

Emotional Intelligence:
EQ more important than IQ!

"Emotional Intelligence is a master aptitude, a capacity that
profoundly affects all other abilities, either facilitating or interfering
with them."-- Daniel Goleman
• Building EI has a lifelong impact. A person who learns to learn is
much more apt to succeed. EI has proven a better predictor of
future success than traditional methods like the GPA, IQ, and
standardized test scores.
• Researchers have concluded that people who manage their own
feelings well and deal effectively with others are more likely to live
content lives.
• Happy people are more apt to retain information and do so more
effectively than dissatisfied people. And in organisations, the
inclusion of EI in training programmes has helped employees
cooperate better and motivate more, thereby increasing
productivity and profits.

EI encompasses 5 characteristics & abilities
 Mood management:
handling feelings so they're relevant to the situation and you react
appropriately
Self-awareness:
knowing your emotions, recognizing feelings as they occur
Self-motivation:
"gathering up" your feelings and directing yourself towards a goal, despite
self-doubt, and impulsiveness
Empathy:
recognizing feelings in others and tuning into their verbal & nonverbal
cues
Managing relationships:
handling interpersonal interaction, conflict resolution & negotiations

Appointment…(1)
 Public Service Act, Chpt IV, Sections 9-13:
 No person shall be appointed permanently unless he/she –
 Is a SA citizen
 Is of good character
 Complies with health requirements as may be prescribed
(without discrimination)
 Due regard to equality and other democratic values
 Evaluation shall be based on training, skills, competencies,
knowledge and the need to address imbalances of the past to
achieve a broadly representative Public Service

Appointment…(2)
• Important! If the date of the final approval of the nominated
candidate is not finalised, no applicant may be informed of
the outcome of the process
• Unsuccessful applicants must be informed that they have a
right to request reasons and that legal remedies are available

Placement
• “…the process by which the staff member is placed in a
certain job for optimal individual and institutional goal
achievement in accordance with the individual’s own
potential and needs”.

Induction
 “…process through which a new employee learns how to
function efficiently and effectively within a new
organisational culture by obtaining the information, values
and behavioural skills associated with his or her new role in
the institution”.
 Objectives
 To make a new employee more rapidly productive
 To reduce fear of the unknown and insecurity
 Helping to create realistic employee expectations
 Creating job satisfaction and positive attitude towards the
employer
 Saving time of supervisors and colleagues (asking questions,
guidance etc.)

Benefits of induction
 Higher job satisfaction
 Lower labour turnover
 Greater commitment to dept
values and goals
 Higher performance as a result of
faster learning times
 Fewer costly and time-consuming
mistakes
 Reduction in absenteeism
 Better customer service through
heightened productivity
 Improved manager/subordinate
relationships
 Better understanding of
departmental policies, goals and
procedures

Induction: Who is responsible?
• The Supervisor (all job-related information necessary to
enable them to function efficiently and effectively)
• Head of Department (policies, vision)
• HR Dept (employment contract)
• Mentor (guide, coach, illustrate)
• Shop stewards or staff representative (labour issues, e.g.
grievances)
• New employees (participate, feedback)

Content of Induction Programmes
 An overview of the institution (vision, value system,
standards, strategies, etc.)
 Overview of policies and procedures (management, lines of
communication. etc.)
 Compensation (salary scales, bonuses, leave, etc.)
 Fringe benefits (medical aid, housing, retirement, etc.)
 Health and safety (use of equipment, accidents, procedures,
etc.)
 Labour relations (rights, responsibilities, unions, discipline,
grievances, etc.)
 Facilities (parking, cafeteria, etc.)

Induction: Role of Middle Managers
 Explain functions of the
department, directorate
and sections (holistic
perspective)
 Tasks and responsibilities
 Policy, procedures, rules
and regulations
 Viewing of the workplace
 Introduction to colleagues

Probation Period
• Part VII, Section E of PS Regulation (2000), and Labour
Relations Act 66 of 1995 (Item 8, Schedule 8)
• Usually one year (depending on level)
• Important!! Requires regular, scheduled, formal and written
performance feedback
• Training, counselling required throughout the probation
period

Promotion
– CONSIDERATIONS:
• Seniority
• Performance appraisal (merit)
• Closed/open system
• Labour legislation
• Departmental policies
• Result of a grievance procedure

Promotion: Challenges
• Performance related (merit) or political?
• Sufficient budget?
• Was the post advertised (internally/externally)?
• Unbiased selection procedures?
• Motivation of staff: Promotion opportunities or ceiling?
• Career management in place?
• Counseling and realistic career expectations

1.1. Resources, Job Information and TrainingResources, Job Information and Training (adequate to get the job(adequate to get the job
done?)done?)
2.2. Job Challenges and Opportunity for AdvancementJob Challenges and Opportunity for Advancement (advancement(advancement
opportunities, interesting?)opportunities, interesting?)
3.3. Relations with Supervisors and Co-workersRelations with Supervisors and Co-workers (helpful,(helpful,
assignments)assignments)
4.4. Comfort and working conditionsComfort and working conditions (physical, stress, workload,(physical, stress, workload,
working hours)working hours)
5.5. FinancialFinancial (salary, job security, benefits)(salary, job security, benefits)
6.6. Departmental policiesDepartmental policies (how to improve?)(how to improve?)
7.7. Overall questionsOverall questions (positives and negatives, improvements?)(positives and negatives, improvements?)
Useful Exit Interview Question AreasUseful Exit Interview Question Areas

Personal competencePersonal competence, incl:, incl:
** Self-Awareness:Self-Awareness: Recognizing own emotionsRecognizing own emotions
** Self-ManagementSelf-Management: Using awareness of emotions to manage response to: Using awareness of emotions to manage response to
different situations and people.different situations and people.
Social competenceSocial competence, incl:, incl:
* Social Awareness:* Social Awareness: Understanding the perspectives of other peopleUnderstanding the perspectives of other people
including their motivations, their emotions, and the meaning of what theyincluding their motivations, their emotions, and the meaning of what they
do and say.do and say.
* Relationship Management:* Relationship Management: Using awareness of one's own emotions andUsing awareness of one's own emotions and
the emotions of others to manage relationships to a successful outcome.the emotions of others to manage relationships to a successful outcome.
Emotional IntelligenceEmotional Intelligence
Appraisal measures (PersonalAppraisal measures (Personal
& Social)& Social)

Is a systematic effort byIs a systematic effort by
employers to createemployers to create
and foster anand foster an
environmentenvironment thatthat
encourages currentencourages current
employees to remainemployees to remain
employed by havingemployed by having
policiespolicies andand practicespractices
in place that addressin place that address
their diversetheir diverse needsneeds..
The Issue ofThe Issue of
RetentionRetention

The retention challenge
 Although the Public Service offers stability, security, good
health care benefits and a strong pension, government jobs
are often viewed as being bureaucratic and frustrating.
 The level of trust that citizens have for Government (and its
workers) is relatively low. Hence, most departments have
problems in recruiting new quality employees to the public
work force (PS Commission Report).
 To ensure that the public sector workforce remains
competitive and staffed with quality employees, decision-
makers should understand the complexities of the
recruitment and retention challenges that they face.

‘Branding’ the Public Service as ‘Employer-
of-choice’
 From an organisation's perspective, its brand, equity,
philosophy, vision, mission, culture, and values have a direct
bearing on talent attraction and retention.
 Other related attributes that impact employee retention
include high demand on performance, need for new
competencies, broader, deeper and diverse job expectations,
need for re-skilling and re-deployment, career offerings and
growth prospects, goal and role clarity, policies and
processes, and organisational communication

Why do people seek positions in the Public
Service?
• (1) timing of the job offer was right (89%)
• (2) opportunity to apply academic background and related
education (69%)
• (3) career opportunities within the PS (48%)
• (4) salary (41%)
• (5) opportunity to serve the public (41%)
• (6) the good reputation of the department making the offer
(29%)
• (What about the availability of jobs?)

What will keep you in the Public Service
once employed?
• Clear Sense of Direction and Purpose
• Caring Management
• Flexible Benefits and Schedule Adapted to my needs
• Open Communication
• A Charged Work Environment
• Performance Management
• Recognition and Reward
• Training and Development opportunities

Job ‘turn-ons’ and ‘turn-offs’
 Main turn-ons:
 Challenges
 Change on the job
 Opportunities for growth with the employer
 Rewards system based on performance
 Autonomy to complete work assignments
 Most unattractive employment attributes:
 Rules and regulations
 Policy manuals
 Long meetings
 Job descriptions and duty statements
(Research undertaken by Towers Perrin, 2003).

Declared Drivers of Loyalty
• 93% Open and honest communication
• 93% Strong teamwork
• 88% Giving employees recognition
• 88% Job Interest / Variety
• 87% Rewarding the right people
• 86% Having visible values lived

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