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Extra resources for Poorly Performing Staff in Schools and How to Manage Them: Capability, competence and motivation
Sample text
This section considers external factors first since these should be taken into account or eliminated before going on to consider the individual. Job and its context It should be faced as a possibility that not all jobs can be done satisfactorily. Where a job has been done by previous incumbents satisfactorily, and providing the job has not changed and the previous occupant was not especially talented, then there may be no doubts about the job. However, where the job is a new one or has substantially changed, the possibility of an ‘undoable’ job should be considered.
Completing paperwork on time is a typical example. This is not to suggest that those with a natural ability for a task should not be given more of it to do, but rather to suggest that this should be seen as an explicit trade-off for being relieved of some other work. The basic principle is that the organisational messages while carrying out the job should be clearly reinforcing successful performance rather than ambiguous. Clearly delegated jobs for which individuals are correctly prepared and equipped and for the performance of which they are accountable and rewarded provides the basis for performance mattering to individuals.
3. 3 Possible solutions to problems with the job Problem Possible solution Aspects of the job • • • • • • The job Training Job redesign Training Job redesign Change of job Demotion/stepping down The person Most of this section is concerned with long-term problems of poor performance. However, many long-term problems begin as short-term problems which are either not recognised or not managed well. It is important, therefore, that short-term, temporary dips in performance are recognised and treated.