2. MANAGEMENT DEVELOPMENT PROGRAM (MDP)

4. PROGRAMME
Management Development Program
MODULE
MDP Day 3
SUBJECT
Motivation and Job Performance, Rep recruitments, Training and Development
FACILITATOR
Solace & Alex
COURSE DURATION
8hrs
CREDITS 30

5. OUTLINE 1. Motivation & Job Performance
2. Motivation & Job Performance - Applied
3. Rep Recruitment
4. Training & Development

6. MOTIVATION & JOB PERFORMANCE

7. MOTIVATION & JOB PERFORMANCE
Use job performance model to describe the three variables that affect an individuals performance: skill, valued outcomes, expectancies
Be able to explain that it is the other person’s view of their outcome that is critical to helping them motivate themselves
Be able to show how people work equally hard for different reasons

8. WHAT MOTIVATES YOU?
Right Now?
10 Years ago?
10 Years Hence 1 2 3 4 5

9. Agent’s
Viewpoint
 Manager's
Viewpoint

10. Agent’s
viewpoint
Manager’s

11. What motivates you? POWER INDEPENDENCE RECOGNITION ACHIEVEMENT
PRESTIGE
LEISURE TIME
PRESSURE
MONEY
SELF ESTEEM
FAMILY LIFE
SECURITY
PERSONAL GROWTH
Which of these are most important and in reality? Be careful not to confuse with sequence. Use 10 minutes.

12. MODEL OF JOB PERFORMANCE Skill (Ability and Belief in Ability) x Motivation (Valued outcomes and Expectancy) = Job Performance

13. SKILL X VALUED OUTCOMES X EXPECTANCY = JOB PERFORMANCE
Skill
Outcomes
Expectancy
Job
Performance
High 10 x =
Low 0

14. SKILL X VALUED OUTCOMES X EXPECTANCY = JOB PERFORMANCE
Skill
Outcomes
Expectancy
Job
Performance
High 10 x =
Low 0

15. WHAT WILL BE REQUIRED OF YOU?
Listen with sensitivity
Discipline
Realism
Timing

16. RECRUITING OVERVIEW

17. Session Outline Explain need to recruit
Explain need to recruit
Demonstrate analogy between recruiting and prospecting
Explain management team's recruiting role
Identify/utilize the name gathering process
Explain economic and vocational disturbance
Ideal recruit characteristics

18. Reasons for recruiting
………………………………………………………
……………………………………………………..
……………………………………………………………
…………………………………………………………
………………………………………………………….
Tease out of the trainees the reasons for recruiting before showing the best recruiting sources

19. Reasons for recruiting
Tease it out of the trainees

20. Large Number of People

21. BEST RECRUITMENT SOURCES
Your Agent
Your Unit Supervisors
Other Agents Or Managers
Centres Of Influence
Office Staff
Family and Friends
Job Alerting And Posting

22. The name gathering process
Analyse recruiting sources and gather names
Qualifying Names
Applying Candidates
Processing Names
Guide
*Processing names- admin processes, short list, scheduling, eliminates, call them.

23. WHO ARE OUR PROSPECTS?

24. Who are our Prospects ??? Unemployment Or Facing Threat
Unsatisfactory Income
Unsatisfactory working conditions
Career Searches

25. LOOK FOR PEOPLE WHO ARE VOCATIONALLY OR ECOMOMICALLY DISTURBED.

26. Unemployed or facing threat of unemployment
Proprietor whose enterprise is not prospering ( self-employed)
Contract job
Layoffs and redundancies
Employees in distress companies
Mergers and company reorganisations
Income Opportunity Unsatisfactory
Unsatisfied formal sector workers
Clerical and junior staff workers
Workers squeezed by rise in living costs
Lack or carrier progression

27. Working Conditions unsatisfactory
People affected by company transfers
Incompatible with boss
Dislikes to travel
Not getting satisfactory training or supervision
Work place politics
Routine and repetitive job
Not enough independence
Low prestige in present job
Extrovert tied down to a desk job in back room

28. People in Search of Career
No carrier goal
Just out of school
Ex-service people, particularly those who rushed into jobs without mature consideration

29. What are the Characteristics of the Ideal candidate ?
Trainer to seek views from participants on what they look out for in an ideal candidate.

30. Developing Recruiting Skills
Identify the steps in recruiting .
Distinguish between controllable and non-controllable sources
Pre-approach and present to a 'warm' nominator
Identify direct contact recruiting sources
Make an effective first contact

31. The Recruiting Process
Evaluate recruiting history
DIAGNOSIS
Develop recruiting goals
Create Profile Of Ideal Recruit
OBJECTIVES
Recruiting sources to be used
METHODS
Compare results to objectives and re-cycle
EVALUATIION

32. RECRUITING SOURCES

33. Session Outline What is an ideal recruiting source
Your top three sources
Analysing sources exercise
Summary

34. CHARACTERISTICS OF IDEAL RECRUITING SOURCES
Takes little time to cultivate before names flow
Produces good quality prospective agents
Requires minimal or no cost to you
Requires minimal amount of your time
Produces a large quantity of qualified names

35. CHARACTERISTICS OF IDEAL RECRUITING SOURCES
Produces non-recruiting benefits – e.g. Potential buyers .
Gives you qualifying information about the ‘name‘.
Produces a consistent flow of good candidates.
Is familiar with your company/agency.

36. RECRUITING SOURCES Newspaper advertising Employment agencies
Nominators
Assistant Managers.
Office Staff
Personal observation (Self)
Policy holders
Other
Radio
Online
Friends and family
Agents referrals
Job alert

37. SELECTION TOOLS/CONCEPTS

38. SESSION OUTLINE
Define Selection/ rejection - eliminate candidates with high chance of failure
State several reasons for having a selection checklist
List two of the four conditions of selection
Explain that selection checklist development is based on principles of selection
Explain the purpose of each step in rejection selection flow chart
Understand the principle of rejecting 'out' and selecting 'in'

39. THE ‘RIGHT’ KIND OF CANDIDATE
% Eliminated
* Age 30 and over %
Employed %
Employed 1 year or more %
Net worth - S or more %
Living expenses 0 - $1 500 or more per month %
Life insurance - S or more %
University degree %
Member of 2 or more organisations %
If you see the eight criteria above for your candidates, only 4% will meet all criteria.
Source: 1992 US Ordinary Initial Career Profile (2nd edition) - LIMRA

40. THE DYNAMICS OF SELECTION
• The giving and getting of information and arriving at a mutual hiring decision
• Finding basic information to plan training
• Finding basic information about time and money needed to make the recruit successful
• Having information on which to assess likely success or failure
• Take in those who qualifies
• Past performance is a strong guide to future performance
• You'll not have long term value

41. CONDITIONS VITAL FOR EFFECTIVE SELECTION
Have more candidates than positions to fill
Use techniques that separate potential failures from potential successes with some degree of accuracy
Employ selection process that provides greatest returns *3 For input of time and money
Think in terms of manpower development rather than *4
Accept or reject decisions
Guide:
*1 Don’t recruit when desperate you will take in all
*2 Reject out and select in
*3 Efficiency
*4 Look for people with potential

42. PRINCIPLES OF SELECTION
Use tools accurate at predicting failure early in
selection process
Use tools requiring little time or money early in
Order tools so as not to destroy effectiveness or
later steps
Delay steps requiring consent of applicant
Maintain close contact with applicant
Construct a selection checklist

43. REJECTION/SELECTION FLOW CHART
1. Application collection 2. Initial briefing 3. Aptitude test 4. Market Survey 5. Interview panel should be 3 or 4 6. Reference check 7. Initial reps training 8. Signing of Probationers contract 9. Finally Field Activities Rejected Accepted
Information to the
Recruit and job
simulation

44. DECISION TIME Application - Interviews - Career orientation, etc
Application - Interviews - Career orientation, etc
Get other information needed
Reference checks – guarantor / police report

45. DECISION TIME Sum up all the evidence
Sum up all the evidence
Ask yourself "Am I prepared to invest my time and money in this person?
If yes - do a full career presentation, sell hard and review all good points of the job, agency and company and why you think they will be successful

46. DEVELOPING YOUR SELECTION INTERVIEWS

47. Session Outline
To develop interviews tailored to your needs in the following situations:
a structured selection interview;
a nominator interview
b) To role-play a selection interview
c) To evaluate and feedback on the role-play

48. Conducting Selecting Interview
Here are a few simple rules to follow for better, more effective selection interviews
The Candidate should talk most
Don’t be too quick to speak up if candidate falters or stops.
Give The Candidate a chance to think about what he or she is.
LISTEN
Keep Questions simple and direct
Encourage the candidate to summarize.
Ask probing questions.
GET COMPLETE ANSWERS
Stay away from leading questions that give hints.
Show little reaction as you can as it gives hints.
STAY NEUTRAL
Listen
1.The candidate should do most of the talking.
2.Don't be too quick to speak up if the candidate falters or stops. 3. Give the candidate a chance to think about what he or she is
going to say.
Get a complete answers
1.Keep questions simple and direct; address one question at a time.
2.Encourage the candidate to summarize by asking "Could you sum
that up in a couple of sentences?"
3.Ask probing questions ("How?" "Why?") when you need more
information.
Stay Neutral
1.Stay away from leading questions that give the candidate hints
about the answer you're looking for.
2.Try to show as little reaction as you can. Even the way you sit or
the expression on your face can tell a candidate what you think.

49. Conducting Selecting Interview
Here are a few simple rules to follow for better, more effective selection interviews
The Candidate should talk most
Don’t be too quick to speak up if candidate falters or stops.
Give The Candidate a chance to think about what he or she is.
CONTROL THE INTERVIEW
Check of evaluation of candidate as you progress.
Change evaluations immediately after interview if necessary.
Summarize evaluations of the last page.
COMPLETE THE EVALUATION
TAKE NOTES
Take notes about everything.
Use the notes as reminders to ask questions.
EQUAL OPPORTUNITY
Control the interview
1.Keep the conversation focused on the topics that you want to
discuss.
2.Be careful not to spend too long on anyone topic.
3.If the candidate asks a question unrelated to the interview, make
a note and answer the question later.
Complete the Evaluation
1. Check off your evaluation of the candidate as you progress
through the interview.
2. Immediately after the interview, go back through your evaluations and change
them if necessary.
3. Summarize your evaluations on the last page of this guide.
Take Notes
Take notes about everything, even if you don't think it's important at the time Use your notes as reminders to ask the candidate additional questions.
Equal Opportunity
1. Be sure to ask the same questions of all candidates.
2. Ask only job-related questions.
Be sure to ask the same questions of all candidates.
Ask only job-related questions.

50. What Makes An Answer Complete???
For each incident, find out: • What led up to the incident? • What did the candidate do in the situation? • What was the result of the incident?

51. Discuss The Major areas in an interview form (Sample)
Communication Ability
Ability To Control Situation
Interpersonal Relation
Time Management and Administrative Ability
Ethnics And Professional Development
Goals and Achievement Motivation
Independence And Self Reliance

52. PRINCIPLES OF LEARNING AND TRAINING

53. Session Outline Identify six principles of learning
Recognise they are essential to adult learning
Realize/demonstrate value of using principles
Relate the learning principles to performance analysis

54. Six Principles Of Learning And Training
1.Reinforcement And Extinction
2.Retention Of Learning
3.Transfer
4. Motivation
5. Participation
6. Knowledge Of Results

55. Principles Of Learning And Training
1. REINFORCEMENT AND ELIMINATION
Learning is enhanced if the behaviour of an individual is reinforced. It takes place when actions leads to a desired result.
2. RETENTION
To maintain desired behaviour patterns, do original training carefully and then emphasize complete learning.
3. TRANSFER
Its not enough to impart knowledge and develop skills. Learners must apply in actual activity or office.
Reinforcement and Elimination
Learning is enhanced if the behaviour of an individual is reinforced. Reinforcement takes place when an action leads to a desired result (a payoff). The desired result serves as the reward and the tendency to repeat the action is reinforced. If there is no reward, the tendency to repeat is weakened (eliminated).
Retention
To maintain desired behaviour patterns, do original training carefully and then emphasize complete learning
Transfer
It's not enough to impart knowledge and develop skills; learners must transfer knowledge and skills from the classroom or office to actual activity in the field.

56. Principles Of Learning And Training-
4. MOTIVATION
People learn best when there is motivation. They will direct their activities towards obtaining what they want.
5. PARTICIPATION
We never know what learners have learnt until they perform. (take some action)
6. KNOWLEDGE RESULTS
People learn best when there is knowledge of results.- (feed back) the sooner the better..
Motivation
People learn best when there is motivation for learning. They will direct their activities toward obtaining the things they want.
Participation
We never know if or what people have learned until they perform. Unless the learner actually does something (takes some action), very little learning takes place.
Knowledge of Results
People learn best when there is knowledge of results (feedback) - the sooner, the better.

57. A COMPLETE TRAINING PROCEDURE
P-E-S-O-S
A COMPLETE TRAINING PROCEDURE
PREPARE
EXPLAIN
SHOW
OBSERVE
SUPERVISE
1."Prepare" the agent to Learn. Put the individual at ease and establish a favourable learning situation. Stimulate interest and create desire to learn by stressing advantages to the agent. State the objective of the training session. Explain why mastery of this job is important both now and throughout his/her career.
2."Explain" the What, Why and How to the Agent. State clearly the specific job to be learned. Explain each important part or step of the job. Stress key points or things that must be done a particular way to make the job effective. Cover no more at anyone time than the person can master. Be clear, thorough and patient. Have the agent repeat to you what you have said so that you know he/she knows.
3."Show“ the Agent How to do the Job. Show the agent what to do and how to do it by doing it yourself. Use all materials and perform all skills in the same way the agent is to use and do them. Demonstrate the entire job carefully, completely and patiently. Discuss and answer questions.
4. "Observe" as the agent Tries Out the job. Have the agent tell and show you what is to be done and why. Have the agent explain key points of how the job is to be done. Congratulate him/her on progress, correct errors, demonstrate again and retrain. Continue drill and discussion until you know the person knows how and can do the job.
5. "Supervise" as the agent continues to do the job. Set up and maintain records of training and work progress. Discuss problems and results in the office and observe his/her work in the field regularly on a scheduled basis. Analyse and diagnose needs for retraining and conduct continuous training on the basis of the agent's needs, abilities, and progress to date.

58. TEAM ACTIVITIES
Training Facilitator to refer to appendices for the various activities for the groups