8-STAFFING, SCHEDULING, JOB DESIGN, JOB DESCRIPTION AND PERFORMANCE APPRAISAL.pdf

BACHELOR OF MEDICAL LABORATORY SCIENCE: LABORATORY MANAGEMENT COURSE MODULE COURSE UNIT SOST SESSION 2 8-9 7 STAFFING AND SCHEDULING, JOB DESIGN, JOB DESCRIPTION, PERFORMANCE...

BACHELOR OF MEDICAL LABORATORY SCIENCE: LABORATORY MANAGEMENT COURSE MODULE COURSE UNIT SOST SESSION 2 8-9 7 STAFFING AND SCHEDULING, JOB DESIGN, JOB DESCRIPTION, PERFORMANCE APPRAISAL ü Read course and unit objectives ü Read and review study guide ü Proactively participate in online discussions ü Participate in weekly discussion board (Canvas) At the end of this unit, the students are expected to: Cognitive: 1. Explain the process of work analysis 2. Recognize the relationship between the needs of the organization, its people and the task to be performed 3. Describe major techniques for collecting and analyzing job design information. 4. Develop and write job performance standards 5. Design an appraisal measurement instrument and use the instrument in evaluating and judging job worker performance. Affective: 1. Listen attentively during online discussions 2. Demonstrate tact and respect when challenging other people’s opinions and ideas 3. Accept comments and reactions of classmates on one’s opinions openly and graciously. Psychomotor: 1. Participate actively during online discussions 2. Confidently express personal opinion and thoughts in discussion boards and online chats. JOB The job is the actual hands-on tasks to accomplish the duties and responsibilities for which we are paid. Jobs are the link between people and the organization. They encompass the expectations of both the company and the individual. Jobs are mechanisms through which work is done, products and services delivered, and all parties ultimately rewarded. Main determinants of job: Organizational factors: These include management styles, bureaucratic structure, products or services for technology requirement and the general economic health of the enterprise. People issues: These include people skills and limitations, motivational needs, behavior characteristics, expectation, work force availability and ability to function in the condition of the work environment. Legal and union requirement: These include legislative and labor rules and regulations. JOB DESIGN Job design is a process of organizing work into jobs. It includes the following: needs of the organization, needs of the people and the conjunction of these needs in the context of specific job parameters. (a) Organizational needs To survive as an ongoing entity, the organization must be concerned with the issues of productivity and efficiency. Productivity gains are actively being sought. Promising sources include technological advances in instrument output, specialization, evaluation of personnel qualifications and user-friendly work relations. Organizations need people who are technically and legally qualified to perform the tasks of the production process. The goal of job design is to match the right people with the right job to achieve a work force that is productive in both volume and economics. (b) People needs The most important element in meeting the productivity and efficiency needs of an organization is motivated and committed workforce, which is accomplished by considering  people needs in job design. Because the work people perform is one of the most important factor in determining the quality of their lives on and off the job, it behooves the manager to incorporate this factor into the design of the job. (c) Herzberg motivators Herzberg’s theory suggest that the following motivators should an integral part of a job design. Opportunity for achievement Recognition of one’s role in the success of the group Challenging work that reinforce employees’ confidence in their abilities Responsibility and the feeling that one is in control of one’s future The chance for advancement and personal growth (d) Job behavior factors There are five basic areas, or job behavior factors, in which a manager can intervene in the job design process to help satisfy human needs. The level of autonomy, interdependence, freedom and responsibility that the workers can exercise in performing their duties The variety of skills, talents and activities needed to perform the job Task identity Task significance The immediacy and clarity of feedback on the effectiveness of the employee’s performance JOB ENRICHMENT The term job enrichment is an attractive and useful theory that brings the motivational aspect of human relations into the workplace. Job enrichment is, in fact, increased control, responsibility and accountability in the work situation. It is an expanded role in the management functions of planning, directing and controlling as they relate to the duties and content of the job. Key points in job enrichment program: Skill variety if several points are combined that require a broad range of proficiency High task identity in which the workers can see the impact of their efforts on the final product Human interactions and respect, allowing the staff to deal directly with peers, supplier, customers and patients Autonomy in work procedures, work-flow and quality measurements Timely performance feedback JOB ANALYSIS The job design process involves analysis of the work that needs to be done and a plan to break the job down into identifiable units that can be assigned to individual workers with specific skills. Factors that must be considered in job analysis: Working conditions Technology Job specifications Availability of labor Personal interaction Legal Aspects Work-flow Work itself Work process Methods for obtaining information for analysis: Interview the workers, their supervisors and customers Hire a job analyst or supervisor trained in job design methodology to make observations Have workers fill out questionnaires and checklist about their work Talk with experts such as industrial engineers, employees, managers, instrument manufacturers and suppliers or peers from other laboratories Get employees to maintain logs or diaries of the steps and motions involved in their tasks Use a combination of these techniques APPLYING JOB DESIGN IN THE WORKPLACE The three most frequent everyday uses have to do with setting staffing levels, scheduling personnel and writing job descriptions. (a) Staffing It is the process of matching people with jobs that meet the goals and structure of the organization. Determining the types and ratio of employees needed is a major purpose of job design. It is contingent on the nature and kind of task that must be performed. Job specifications are usually listed as separate section on the job description and include two key components: 1. The skills, training and regulatory qualifications necessary to do the job 2. The physical demands of the work such as dexterity, heavy lifting, extended standing or bending and tolerance for temperature extremes. (b) Scheduling It is a distinct management activity requiring its own special techniques. Scheduling builds on staffing information and focuses on matching people on a day-to-day basis with the fluctuating workload of the laboratory. It determines where and when the employees work and usually results in a schedule posted on a periodic basis – daily, weekly or monthly. (c) Writing a job description Job description is a written statement that designates the tasks, duties, working conditions and reporting relationships for a specific job. It also establishes the authority for the worker to do the job and sets the boundaries and limitations of responsibilities. Job Description Objectives: Job description is a communication tool for assuring that the employee, supervisor and organization understand the duties of the position. (a) Employee Objectives Identify the duties, tasks and responsibilities of the job Provide orientation to the organization, supervisory and peer networks and workplace assignments Give guidelines and direction to the performance expectations of the organization Set the limits and boundaries of responsibility Assign the authority to act in performing duties (b) Organizational Objectives Decrease or minimize confusion, ambiguities and misunderstanding between employees and supervisors about job duties and expectations Recruit and select qualified personnel Design orientation, training and developmental programs Assign staffing levels and work schedules Determine performance standards and appraisal criteria systems Meet legal, professional and labor related contract obligations Establish the right point at which to intervene with corrective action when performance falls blow job requirements Set uniform company policy around job description to ensure and equitable wage and salary system and fair treatment of all employees. Criteria and Competency Based Terms that have come in and out of repute include “criteria-based”, “performance oriented” and “task specific”. Now a new concept is being imposed on the laboratory by the regulations of the Clinical Laboratories Improvement Act of 1988 (CLIA ’88) is “competency assessment”, which must be incorporated into the job description and performance appraisal system. All of these programs provide positive suggestions for writing job descriptions, specifically by forcing managers to think about the priorities, functions and goals for which job description and performance appraisal systems are designed. There is general agreement on three points regarding job descriptions: 1. They should be both inclusive and exclusive 2. They should be concise 3. They should contain only items that can be measured CLIA ’88 Competency Rules Employee competency assessment (ECA), as now required of the medical director and technical consultant by CLIA ’88 regulations, should not be a new duty of laboratory management. It is a function, like quality control and quality assurance, which was already being performed, even on an informal basis. A competency assessment and assurance program should consist of three stages: Employee selection: This involves application, interview and validation of qualifications and experience.  Orientation: The current orientation checklist for the laboratories looks strikingly similar to the observation lists being developed to meet ECA rules and serves as an example of an ECA tool already in use. Continuing education and in-service training: This program, an area in which the laboratory should already be strong, can be modified to ensure the continuous competency on the staff. Format: Writing the Job Description There is no single acceptable method for deciding what should be contained in a job description or its order of appearance. The personnel and payroll departments each have their own set of preferences, and the laboratory as well. Given the importance of this document as foundation for many activities, including recruitment, wage and salary administration, staffing, scheduling and the performance appraisal system, it should be as complete as possible, so as to serve as a quick data reference sheet while maintaining its summary nature. The following suggested list contains basic information that should be included on the job description. Identification and headings Job specifications Reporting relationships Duties Preparer Date of preparation and activation Approval signature (a) Identification and headings It includes the name of the staff, location at which work is performed and a short descriptive title of position. (b) Job specifications It is sometimes considered a separate document, but the job description should at least contain the elementary data. Job specification includes the formal education and experience qualifications for employment necessary to perform the duties and working conditions. Working conditions are the environment (outside or inside, unusual physical or sensory demands), and schedule hours. (c) Reporting relationships In this area, the person or position to whom the employee reports is specified, along with the supervisory responsibilities of the job. (d) Duties This section, the heart of the document, lists the duties, tasks, responsibilities and functions that define the job. (e) Authority scale As stated previously, each item on the duty list should be assigned an authority scale code to clarify the latitude the individual has in carrying out assignments. (f) Performance and evaluation criteria The wording of a job duty is important because it serves as the basis for the performance appraisal system. Responsibilities must be written in a clear manner that provides an understanding of the person’s duties. (g) Approval signatures  The person who wrote the job description should be identified, along with the date the description was prepared or modified and the effective date. Necessary signatures for final approval should be amended. These may include the supervisor, laboratory manager, medical director and the administrator responsible for the laboratory. The personnel manager may also sign the form to verify that it meets he established format of the facility. PERFORMANCE APPRAISAL The performance appraisal process represents the formal communication system used by an organization to assess and provide feedback to employees about job performance expectations. To be effective, a performance appraisal system of any kind must have five components: 1. A person expected to perform a job with a designated job description 2. Standards and criteria that clearly state what is expected and how it is measured 3. A measurement instrument to compare actual performance with the desired behavior 4. A judge or assessor trained and competent in using the measurement instrument to do the appraisal 5. A feedback mechanism (conference, information report and so on) to share the results of the review, take corrective actions and arrive at an agreement on a plan for the future. Appraisal can affect an employee’s: 1. Morale 2. Motivation 3. Self-esteem Advantages of Performance Appraisals š Foster good communication š Provide constructive feedback š Clarify job requirements š Provide an opportunity to refine job skills š Define performance expectations š Promote behavioral modification š Identify educational needs š Provide documentation for promotion, compensation, and termination decisions š Promote recruitment and retention š Protect the organization from discrimination lawsuits š Provide an opportunity to share departmental and organizational visions š Encourage teams to improve the way their organization operates Disadvantages of Performance Appraisals š Encourage competitiveness š Produce stress š Require large financial investment š Consume significant time for managers with many employees Key Elements/ components in Employee performance appraisal 1. technical competency 2. efficiency 3. adherence to policies 4. observance of safety rules 5. communication skills 6. customer service 7. punctuality 8. professional behaviour PERFORMANCE STANDARD VERSUS PERFORMANCE CRITERIA Performance standards provide a measurement against which similar object can be compared. Standards from a particular job are derived from the information obtained through job analysis and the duties listed on the job description, which is then combined with the management plan of the institution to develop performance standards for each level of employment. A performance criterion is a standard, test guideline or rule upon which decision or judgment about job performance can be based. SOURCES OF PERFORMANCE STANDARDS Performance standards are a major component of the management control functions and of many management programs, such as management by objectives and total quality management. A crucial element of these programs and a point continually emphasized is the importance of participation by all members of the organization in the development and design of objectives and performance standards. The perpetual and cyclical nature of the management process tied to the development of job standards are demonstrated in the following schematic model: Management plan Job analysis and design Job description and management plan Job standards and measurement instrument Actual job performance Feedback Corrective action: management plan, job analysis and redesign, revised job description and so on Job standards GOALS OF WRITING PERFORMANCE STANDARDS Performance standards and criteria must clearly define acceptable performance, detail work that falls below expectations and recognize exceptional achievement. To meet these specifications, performance standards should satisfy the following four goals: 1. Be relevant to the actual job and tasks being done  2. Allow for fair comparison between different positions 3. Ensure consistent application of organizational programs for which the performance appraisal system is used 4. Be objective, which is not only a goal of fairness but also a requirement for the compliance with the laws and regulations of such agencies. Competency assessment methods 1. Direct observation § The employee’s techniques are watched during the examination process § allows the observer to see if the employee is following the SOP. § the observer uses a custom-designed checklist § checklists are used when there are specific, observable items, actions or attributes to be observed. 2. Indirect Observation - is gathering information through means other than looking at actual samples of employee work. § surveys § exit interviews § focus groups RATING METHODS USED IN PERFORMANCE APPRAISAL 1. Graphic Rating Scale - most popular method. - A graphic rating scale provides a ranking scale (usually 1 to 5) for unsatisfactory to outstanding performance 2. Essay Appraisal - the evaluator answers a series of questions about the employee’s performance in essay form. 3. Checklist Scale - a series of questions is asked and the manager simply responds yes or no to the questions 4. Ranking Method System š also called stack ranking š employees in a particular department are ranked based on their value to the manager or supervisor. 5. Behaviorally Anchored Rating Scale (BARS) ü The BARS focuses on employee behaviors and avoids any evaluation of attitudes. FORMAT USED FOR PERFORMANCE APPRAISAL The format for the performance appraisal is varied as that for job descriptions. Both, however, have certain sections in common. These include the following: Identification information A list of objectives from previous review record A section with the appraisal measurement instrument A place for setting goals and objectives for the next review cycle An area for comments by the person being appraised A closing section related to promotions, salary increase, date of next review and signatures of the employees, evaluator and administration Performance Appraiser: The immediate supervisor Higher level managers Employee Coworkers The opinions of subordinates The most sought but elusive inputs from customers and suppliers Independent experts from assessment centers outside and inside the organization Other Types of Performance Appraisals: 1. Self-appraisal § Employees may be provided with a copy of the same form used by the manager § Ratings and scores can then be easily compared. 2. Peer-to-peer appraisal § require trust among employees working together. § Coworkers are asked to evaluate each other. § risky when conflict exists among employees 3. 360-degree evaluation The evaluation is often performed anonymously and invites open, constructive in- depth feedback from all levels, i.e., peers, subordinates, supervisors, customers, and self EVALUATION INTERVIEWS Following these guidelines, the appraiser should be able to conduct an interview that is fairly relaxed, non-threatening, business-like and beneficial to both parties. Norman Maier, a well-known authority in this area, has identified three types of appraisal interviews. The particular format selected by the appraiser should match the temperament of employees. Tell and sell method: The strategy in this session is to inform the worker of the results of the performance appraisal and then persuade the person to change. This method is considered useful only in dealing with young or inexperienced employees. Tell and listen method: The key here is to share the results of the review with the employee and then actively solicit his or her opinion and feelings. The meeting is designed to be give and take session, with each participant gaining from the encounter. Conference suggestions are designed to make the conference as productive and rewarding as possible:  Emphasis should be on behavior and performance improvement Time should be allocated for an unhurried and complete review and explanation of the measurement instrument Sufficient advance notice should be given to allow for preparations The appraiser should convey to the employee the feeling that he or she is important and that his or her concerns and presence are a top priority of the appraiser. Remove furniture, noise and distance barriers and be sure that body language and non- verbal clues and signals match verbal expressions Remember that feedback means input from both sides Be specific and consistent Listening is far more important than speaking Remember that this is only one part of the total communication loop Open and end on the positive aspects of the employee’s performance and contribution to the success of the organization Questioning and Discussion Strategy Techniques designed to bring the employee into the conversation focus on how questions should be worded. Because the primary goal of the performance review is to have employees assume responsibility for the establishment and achievement of performance goals, their active participation in the conference is essential. The following suggestions apply to most situations in which one person is being questioned by another to gain information and feedback on a topic including job and customer interviews. Open ended questions Reflective questions that demonstrate that you have been listening to their comments Directive questions that solicit additional information or seek to clarify a point Judging Performance: Guidelines for Appraising Poor Performers 1. Don’t wait until appraisal time to address a poor performer. 2. Ensure that the employee has a current copy of his or her job description and performance standards. 3. During the interview, give examples of poor performance to support your assessment and the consequences of the behavior. 4. Prepare a list of specific changes you would like him or her to make and the time frame in which to correct the behavior. 5. Present the information in a manner that shows confidence in the employee’s ability to improve. 6. Set measurable standards for improvement and plan together how this can be accomplished. Cause of poor performance: š Poor performance may not always be due to technical incompetence. Performance may be affected by: 1. distractions 2. excessive workloads that pressure or hurry the employee 3. insufficient initial orientation or training  4. resistance to change—some people may not want to use new procedures (“We’ve always done it this way, why change?”). 5. Absence of SOPs or failure to update them 6. Poorly written procedures 7. Job descriptions that are not clear Clinical Diagnosis and Management by Laboratory Methods by John Bernard N. Henry The Basics of Performance Management by Jerry L. Harbour Total Quality Management by Ramasamy, Subburaj Clinical Laboratory Management by Lynne S. Garcia