Performance Management

The process of management involves making a ‘continuous judgement on the skills, behaviours activities and contributions of staff’ (Mullins, 2010). As such, performance management is focused on not only improvement as a group, or team, but also at organisational levels, and is used to facilitate employee development.

As a student, my academic performance is measured in several ways within my university. Primarily, this measurement is done through assessments in the form of assignments and exams, whereby the grade achieved is used by the university as a reflection of our academic capabilities and how well the students are doing at that particular point in time and what aid is required to get them to the next level. As a result, the results are often used to decide whether students will need additional aid, usually in the form of the Learning Development Unit, in order to improve e their grades.

The process of assessment itself is usually undertaken by the lecturers, who set assignments to be completed and then mark and review them. They would then be involved in deciding whether a student does require additional help. However, assigned personal tutors also take a role within the performance management process, with students seeking them for development advice as a result of receiving assessment grades. For example, a student may decide as a result of their module grades that they are more suited to another course entirely which is better compatible with their skills, and such decisions would be made as a result of mentoring through the personal tutor.

In turn, there are various skills required to be an effective mentor. As illustrated by Timesonline.co.uk (2008), many people seek skilled and experienced individuals to aid them in becoming ‘more rounded’ individuals. The article further states that mentors are sought in order to gain the benefit of ‘transferring new skills and knowledge’ and creating better networking opportunities, often aiding even directors of companies in improving their products or services and honing personal skills.

As a result, to deliver such benefits, mentors must possess a wide range of key skills and qualities. These include, firstly, the mentor having experience, in order to advise mentees of the best course of action to take within their field. In turn, mentors would also require strong communication skills, being not only good at listening, but sensitive and empathetic, in order to not only engage their mentee, but to create a strong relationship in which they are able to guide taking account of all information, in in order to give the best possible advise. Mentors should primarily stimulate action within their mentee, encouraging them to come up with a solution rather than telling them what to do, in order to allow the person to develop their own skills and grow as an individual.

I personally had a mentor at school in the form of one of my teachers, who aided me in making life and career route decisions at points where I was unsure of what to do One such decision was aided and advised in was choosing a university course best suitable for my skills and developing a career route plan. Such advise not only made me sure of myself, but also gave me specific aims and goals to achieve. This resulted in an increase of motivation, spurring me to do well within my education in order to achieve the goals that I had set for myself. As a result, I feel my mentor was not only empathetic and sensitive to my views, but provided a wealth of experience that helped me take the best possible course of action.

References

Mullins, L J. (2010) Management and Organisational Behaviour. 9th ed. Essex: Pearson

Timesonline.co.uk (2008) Entrepreneurs: a mentor can tune your skills [online] Available from: http://business.timesonline.co.uk/tol/business/entrepreneur/article3778514.ece [Accessed 08 May 2011]