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- 1. CRITICAL THE MISSING LINK TO IMPROVE THINKING SKILLS PERFORMANCE Dr Renalde Huysamen ACU 2012 T: 051 401 9111 info@ufs.ac.za www.ufs.ac.za
- 2. BACKGROUND AND HISTORY OF THE UNIVERSITY OF THE FREE STATE 2009 M I 28 January 1904 1999 STUDENT HEAD COUNT 2009 GREY University College Growth Period 27241 PERMANENT STAFF: 2055 SERVICE LEVEL WORKERS 2012 UFS FOCUS 130 supervisors SERVICE DELIVERY 230 subordinates 2/3 CAMPUSES
- 3. LITERATURE REVIEW Skills in critical thinking are essential for employees as their internal and external customers need to be protected from unhelpful, unsubstantiated and harmful practices • Customers need to be assured that service-delivery is based on the best evidence, knowledge and practices in a given work related situation. Employees are expected to be problem solvers, but managers seldom isolate critical thinking as a specific skill in the work place. Developing the ability to think critically enhance performance. Some problems experienced in industry where management and subordinates omit to apply critical thinking are: • wrong decisions made • symptoms of problems are addresses instead of root causes being eliminated • action plans based on the wrong decisions are implemented • mistrust emerges between managers and shop floor workers (Huysamen 1997).
- 4. The national Council for Excellence in Critical thinking (Paul 2000) states that to develop the mind with respect to critical thinking requires extensive practice and long term cultivation. In the working situation a very effective way to practice critical thinking is through coaching on a daily basis.
- 5. THE RELATIONSHIP BETWEEN THINKING AND COMMUNICATION SKILLS-COACHING. Paul (2002) argues that communication in short is always a transaction between at least two logics The end result is a new creation; the sender's thinking for the first time now exists within the recipient's mind. TRANSFER OF TASK RELATED KNOW- HOW. Clur (1998:2) argues that the brain thinks in 'patterns of thought' established through experience. When the brain recognises a thought pattern, it knows what to expect. Clur (1999:3) argues that the transfer of task related know-how gained through job related experience can be facilitated, if the knowledge to be transferred is delineated and there is a clear understanding of the thinking steps followed in the process
- 6. SPECIFIC COACHING TECHNIQUES COULD THEN BE DEVELOPED TO: • Establish a standard in the mind of job related tasks required • See a personal advantage in meeting requirements • foresee and identify potential problems • visualise the impact on the process if requirements or standards are not met • take initiative to resolve problems and avoid mistakes • raise vital questions and problems, formulating them clearly and precisely • gather and assess relevant information • come to well-reasoned conclusions and solutions, testing them against relevant criteria • communicate effectively with others to figure out solutions to complex problems while sorting out unnecessary data;: and • ensure that parts of a situation is consciously reviewed
- 7. THE REALTIONSHIP BETWEEN PERFORMANCE MANAGEMENT, COACHING AND THINKING SKILLS The PM process should establish a shared understanding about what is to be achieved and how to achieve it through managing people in such a way that it increases the probability of achieving success (Armstrong ibid).
- 9. PLANNING THE PROCEDURE PILOT RECTORATE UNIONS FACILITATORS HR
- 10. one day workshop for supervisors the writing of the training material On- the- job coaching formal signing of the performance plans Training- Information Technology System
- 11. TECNIQUE: DAILY ROUTINE LEARNNG OBJECTIVES: Sequence daily tasks and activities in a logical sequence, explain the causes and effects of problems, take action to prevent mistakes: THE PERSONAL ADVANTAGE: (a)Plan your day correctly and complete all tasks (b)being aware of the consequences of not identifying and correcting mistakes(c)take action to prevent problems. ESTABLISH KNOWLEDG E ABOUT THE TASK: •What is the first task you must do? •What standards must you check? •What problems can you expect if requirements are not met? •What will be the effect if you do not identify and correct the problems? •What can cause the problems? •What action can you take to prevent the problem from happening? •What action must you take if there is a problem? •(taking each task in the performance plan) Celebration!
- 12. FINDINGS The process and performance plan documentation were acceptable: The requirements for performance is now clearly communicated. The process and specifically the coaching assisted us to communicate requirements in such a way that the men accepted the requirements When people signed their performance plans it seemed that they not only understood what they are signing and why, but that they felt that they had the opportunity to have an input in their daily tasks.
- 13. FINDINGS The coaching sessions were informative: The techniques helped me to explain myself better. We went through the tasks together and they helped me jot down all the tasks as well as the activities for each task. We re- negotiated their tasks during the coaching, raise vital questions and problems, formulating them clearly and precisely . People do not ask for help or know how to solve problems by themselves
- 14. FINDINGS Planning performance: We compiled the tasks with the help of the facilitators and then read it back to people to ensure understanding. Even people who have been working here for long time still make mistakes We had the opportunity to explain how important their tasks are The workers were very positive when they signed the performance plans Signing the plans is easy if we do the coaching before the time and negotiate the tasks and the standards through the training before the time. People trusted the document in itself as well as the supervisors' intentions. People trust PM because of the coaching done before the time. The coaching lead to negotiations as well as a better understanding of the daily work for everybody. We did it as a group and this also worked well because they could help to remind each other on specific tasks that they do.
- 15. CONCLUSION After analysing the implementation processes used for the implementation of a performance management systems for service level workers, the final conclusion which could be made is that the application of critical thinking skills through a process of coaching contributed to the fact that the staff accepted the new performance management system. The framework proved to be effective and that it assisted supervisors to implement PM successfully.
- 16. T: 051 401 9111 info@ufs.ac.za www.ufs.ac.za
Notas do Editor
- Unless a "thinking environment" is created in which employees are empowered to fully understand their respective tasks, be aware of the required standards of these tasks, know why it is required of them and be able to solve problems and make decisions the implementation of a performance management system will not ensure that services will be delivered effectively. Employees need to think critically about their responsibilities, if not, they will not accept responsibility and accountability for service delivery.
- Arguments predicts future events, establishes what is or what was the case, or show why a certain action should occur. The implication for management is that they could influence the thinking of subordinates through face- to –face two-way communication. This type of communication could be used to predict future events, establish current job related requirements and managers could explain why things are required in a certain way.KNOW HOWFor example, on seeing a green traffic light ahead, a driver knows the light will change form green, to orange, to red. The brains pattern-making ability enables people to learn from experience and make meaning of incomplete information. However, it has many disadvantages. Thinking is influenced by emotions. In times of change and when placed in stressful situations, people develop 'mental blocks' that inhibit effective critical thinking and problem solving. People think differently and interpret information differently. On seeing a red traffic light one driver may slow down to avoid having an accident. Another driver may increase speed, in anticipation that the light will soon change to green (Clur 1999:2). similarly, tacit knowledge, experience and the critical thinking utilised influence employee behaviour.Rave and Prasser (1996) argue that tacit knowledge, by its very nature, is very difficult to transfer or communicate.
- establish a standard in the mind of job related tasks required (Huysamen 1997, Clur 1999) cultivating the standards of critical thinking like significance, clarity, precision, logic (Paul and Elder 2001a)see a personal advantage in meeting requirements (cultivating breadth as a standard of critical thinking as defined by Paul and Elder 2001a)foresee and identify potential problems (Lipe and Beasly 2004 and cultivating deductive and inductive and analogical reasoning as defined by Pesut and Herman 1999:237, as well as fairness relevance as defined by Paul and Elder 2001a)visualise the impact on the process if requirements or standards are not met (cultivating if-then-thinking as defined by Pesut and Herman 1999); andtake initiative to resolve problems and avoid mistakes (cultivating the following standards of critical thinking -clarity, accuracy, relevance, evidence as defined by Paul and Elder 2001a)raise vital questions and problems, formulating them clearly and precisely (Paul and Elder 2001b :1)gather and assess relevant information (Paul and Elder 2001b: 1)come to well-reasoned conclusions and solutions, testing them against relevant criteria (Paul and Elder 2001b:1)communicate effectively (Paul 2002, Wiig 1997, Evans 1990, Clur 1999, Huysamen 1997,Allen 1997) with others to figure out solutions to complex problems (Paul and Elder 2001b:1) while sorting out unnecessary data (cultivating accuracy as a standard of critical thinking (Paul and elder 2001a); and ensure that parts of a situation is consciously reviewed (cultivating logic as a standard of thinking as defined by Paul and Elder 2001a).Of particular interest in the South African situation is coaching is more difficult when the participants are from different cultures and people differ in their ability to cope with cognitive complexity. In such situations the manager must accept different communication norms, seek to understand others, and verify that coaching was successful.
- There is a void in the literature on the relationship between PM and thinking skills.
- Before the implementation of phase 1 it is necessary to plan the project. This is done by involving a pilot group to test the training material used in phase 1. All stakeholders involved in the project participate in the design of the material, namely, management, unions, facilitators, the pilot group and Human Resources personnel.
- The project is implemented in 5 phases. Phase 1: Involves a one day workshop for supervisors on critical thinking and coaching with the aim to draw up a training programme for on the job coaching and designing performance plans over a period of 4 weeks. This theoretical training of supervisors ensures that supervisors understand the cognitive development process and are equipped to provide on the job coaching. The supervisors are trained on the coaching techniques. They are then able to utilise the following techniques to transfer know how.Technique for explaining requirementsTechnique for feedback/action planning meetingsTechnique for establishing the daily routineCoaching on the job is then incorporated as a key performance area for supervisors.Phase 2: Involves the writing of the training material for the on the job coaching. Facilitators and supervisors co-design the performance plans of subordinates; focussing on ‘tasks’ and ‘standards’ for each employee. Phase 3: Involves the on the job coaching over a period of 2 weeks. During this coaching supervisors are assisted by two facilitators. During the coaching work related problems are solved and decisions made to improve service delivery. This phase is characterised by active discussions between supervisors and subordinates. Where people have homogenous tasks, coaching takes place in small teams. After the training the performance plans of subordinates are finalised and changes are where necessary.Phase 4: Involves the formal signing of the performance plans by both parties. After six months celebration sessions are hold. Phase 5: Involves training supervisors on how to utilise the Information Technology System.
- It is clear from these findings that the process assisted to establish a standard in the mind of job related tasks required (Huysamen 1997, Clur 1999) and cultivate the standards of critical thinking like significance, clarity, precision, logic (Paul and Elder 2001a). Subordinates and supervisors came to well-reasoned conclusions and solutions (performance plans) while testing their planning against relevant criteria (Paul and Elder 2001b:1)
- One person reported that one of our Professors did not give the lab's key and therefore she can't clean if access not given. As her supervisor I asked the Professor to open the office. The problem is now solved, the Professor now understand what is the implication if he does not provide the key and the cleaner understands why the office was locked. (The Professor said it was due to the fact that he was scared to open office because of exam papers lying around). This helped me as the supervisor because I do not have the time to check their day to day problems.One example was the daily cleaning of the vacuum cleaner (where they have to clean the bag). The coaching helped the person to understand what could go wrong if they do not do it. The coaching provided people with the opportunity to explain requirements and raise vital questions and problems, formulating them clearly and precisely (Paul and Elder 2001b :1) and gather and assess relevant information (Paul and Elder 2001b: 1). Supervisors and subordinates could come to well-reasoned conclusions and solutions, testing them against relevant criteria (Paul and Elder 2001b:1). The coaching provided an opportunity for more effective two-way communication (Paul 2002, Wiig 1997, Evans 1990, Clur 1999, Huysamen 1997,Allen 1997) with others to figure out solutions to complex problems (Paul and Elder 2001b:1) while sorting out unnecessary data (cultivating accuracy as a standard of critical thinking (Paul and elder 2001a).
- Mistakes-for example, a cleaner not putting a water bottle into the fridge. It is clear that when people visualise the impact on the process if requirements or standards are not met (cultivating if-then-thinking as defined by Pesut and Herman 1999) they are much more motivated. They see a personal advantage in meeting requirements (cultivating breadth as a standard of critical thinking as defined by Paul and Elder 2001a).Planning performance through critical thinking skills and coaching ensure that parts of a situation is consciously reviewed (cultivating logic as a standard of thinking as defined by Paul and Elder 2001a).