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MANAGEMENT DEVELOPMENT PROGRAM (MDP)
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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
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OUTLINE 1. Motivation & Job Performance
2. Motivation & Job Performance - Applied 3. Rep Recruitment 4. Training & Development
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MOTIVATION & JOB PERFORMANCE
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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
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WHAT MOTIVATES YOU? Right Now? 10 Years ago? 10 Years Hence 1 2 3 4 5
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Agent’s Viewpoint Manager's Viewpoint
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Agent’s viewpoint Manager’s
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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.
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MODEL OF JOB PERFORMANCE Skill (Ability and Belief in Ability) x Motivation (Valued outcomes and Expectancy) = Job Performance
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SKILL X VALUED OUTCOMES X EXPECTANCY = JOB PERFORMANCE
Skill Outcomes Expectancy Job Performance High 10 x = Low 0
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SKILL X VALUED OUTCOMES X EXPECTANCY = JOB PERFORMANCE
Skill Outcomes Expectancy Job Performance High 10 x = Low 0
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WHAT WILL BE REQUIRED OF YOU?
Listen with sensitivity Discipline Realism Timing
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RECRUITING OVERVIEW
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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
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Reasons for recruiting
……………………………………………………… …………………………………………………….. …………………………………………………………… ………………………………………………………… …………………………………………………………. Tease out of the trainees the reasons for recruiting before showing the best recruiting sources
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Reasons for recruiting
Tease it out of the trainees
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Large Number of People
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BEST RECRUITMENT SOURCES
Your Agent Your Unit Supervisors Other Agents Or Managers Centres Of Influence Office Staff Family and Friends Job Alerting And Posting
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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.
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WHO ARE OUR PROSPECTS?
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Who are our Prospects ??? Unemployment Or Facing Threat
Unsatisfactory Income Unsatisfactory working conditions Career Searches
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LOOK FOR PEOPLE WHO ARE VOCATIONALLY OR ECOMOMICALLY DISTURBED.
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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
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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
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People in Search of Career
No carrier goal Just out of school Ex-service people, particularly those who rushed into jobs without mature consideration
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What are the Characteristics of the Ideal candidate ?
Trainer to seek views from participants on what they look out for in an ideal candidate.
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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
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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
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RECRUITING SOURCES
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Session Outline What is an ideal recruiting source
Your top three sources Analysing sources exercise Summary
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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
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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.
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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
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SELECTION TOOLS/CONCEPTS
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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'
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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
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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
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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
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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
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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
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DECISION TIME Application - Interviews - Career orientation, etc
Application - Interviews - Career orientation, etc Get other information needed Reference checks – guarantor / police report
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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
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DEVELOPING YOUR SELECTION INTERVIEWS
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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
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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.
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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.
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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?
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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
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PRINCIPLES OF LEARNING AND TRAINING
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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
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Six Principles Of Learning And Training
1.Reinforcement And Extinction 2.Retention Of Learning 3.Transfer 4. Motivation 5. Participation 6. Knowledge Of Results
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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.
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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.
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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.
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TEAM ACTIVITIES Training Facilitator to refer to appendices for the various activities for the groups
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