Advanced Diploma in

Procurement and Supply

Module (L5M1)
Managing Teams and Individuals

Leading global excellence in procurement and supply

 Learning outcomes

Further reading

Session introduction

Activities

Case study, questions, etc

Session summary

CIPS Global Standard for

Procurement and Supply
Segments: 7.6, 9.4, 9.5, 9.6, 10.3

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Module Content Overview
This is a core module in the Advanced Diploma in Procurement and Supply.

Module purpose: On completion of this module, learners will be able to evaluate the different schools of
thought and the reasoning behind the variety of approaches to the management of themselves, individuals
and groups or teams within organisations.

Module aim: Management is the administration of an organisation, whether it be a business, a not-for-profit

organisation, or government body. Management includes the activities of setting the strategy of an
organisation and coordinating the efforts of its employees or volunteers to accomplish its objectives through
the application of available resources, such as financial, natural, technological, and human resources. In
keeping with other organisational functions, those who manage procurement and supply activity must
possess expertise in developing and fulfilling organisational and functional objectives. It is therefore, essential
that learners gain a wider appreciation of theories and techniques that relate to managing teams and
individuals involved with the procurement and supply function.

Final overall knowledge and skills: the holder of the Advanced Diploma in Procurement and Supply
will demonstrate:

Knowledge Descriptor (the holder….) Skills Descriptor (the holder will….)

Has practical, theoretical or technological knowledge Determine, adapt and use appropriate methods,
and understanding of a subject or field of work to find cognitive and practical skills to address broadly
ways forward in broadly defined, complex contexts. defined, complex problems.

Can analyse, interpret and evaluate relevant Use relevant research or development to inform
information, concepts and ideas. actions.

Is aware of the nature and scope of the area of study or Evaluate actions, methods and results.
work.

Understands different perspectives, approaches or

schools of thought and the reasoning behind them.

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Leading global excellence in procurement and supply

Module Learning Time
In arriving at a final number of learning hours, CIPS applies the TQT Criteria 1 (equal to 10 x credit value
rounded to nearest whole number) and split learning hours for each module into:

• Guided Learning Hours (GLH): which CIPS define as a measure of the amount of input time required
to achieve the qualification. This includes lectures, tutorials and practicals, as well as supervised study
in, for example, learning centres and workshops. GLH also includes the time required for learners to
complete external assessment under examination or supervised conditions.

• Self-Study Requirement (SSR): which CIPS define as other required learning as directed by tutors will
include private study, preparation for assessment and undertaking assessment when not under
supervision, such as preparatory reading, revision and independent research and wider reading of the
subject areas.

For this module:

• 12 Credits
• Module Learning Time (including assessment) = 120 hours
• GLH = 50 hours
• SSR = 70 hours
• Assessment = 3 hours

Assessment

• Constructed Response exam – 3 hours

• Pass mark – 50 %

1
Ofqual: Total Qualification Time criteria Condition E7 available at: https://www.gov.uk/government/publications/total-
qualification-time-criteria
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Leading global excellence in procurement and supply

Learning outcomes, assessment criteria and
indicative content
Learning outcomes help to define the scope, style and depth of learning within a module. Delivery
organisations, tutors and learners can see where development should be taking place and the areas and
disciplines that should be actively researched and/or reviewed during the associated study. The student will
be assessed against each learning outcome during the final assessment.

Assessment criteria are the key areas that will be assessed on the module. Learners and delivery
organisations and tutors should have these in mind during study and CIPS assessors will utilise them during
the final writing and marking of assessments.

Indicative content is an indication of the key areas that should be covered during the modular learning. This
should not be regarded as an exhaustive list and delivery organisations and tutors are encouraged to include
more content by way of regional cases and/or examples. Similarly, learners should not see this as a final
listing and should be encouraged to develop their knowledge through further reading around the indicative
areas of content.

Module Content Overview

Learning outcomes, assessment criteria and indicative content
1.0 Understand, analyse and apply management and organisational approaches Session Chapter
1.1 Analyse aspects of organisational behaviour 1 1
• The behaviour of people 1 1
• The process of management 1 1
• The organisational context in which the process of management takes
1 1
place
• Organisational metaphors 1 1
• The psychological contract: individual and organisational expectations 1 1
• Interactions with the external environment 1 1
Analyse contemporary approaches to management and organisational
1.2 1 1
behaviour
• Approaches such as:
o Organisations as a ‘socio-technical’ system
o The systems approach to organisational behaviour 1 1
o The contingency approach
o Postmodernism in organisations
1.3 Analyse the origins of management and organisational behaviour 1 1
• Classical approaches to organisational behaviour and management 1 1
• The development and application of scientific management 1 1
• Bureaucracy in organisational design and structure 1 1
• The human relations approach 1 1
1.4 Evaluate influences that shape organisational behaviour
• The individual 1 1
• The group 1 1
• The organisation 1 1
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Leading global excellence in procurement and supply

 • Societal influences and the wider environment 1 1
• The cultural environment and methodologies for assessing cultural types 1 1
Understand and apply approaches to managing individuals involved in the
2.0 Session Chapter
procurement and supply function
Analyse how the different behavioural characteristics of individuals can
2.1 2 2
impact on their management style and approach
• Understanding the differences among individuals 2 2
• Uniqueness and similarities between individuals 2 2
• Idiographic approaches to the development and measurement of
2 2
individuals
• Emotional intelligence 2 2
• Diversity in operations 2 2
• Managing diversity 2 2
• Emotional Intelligence - use emotional information to guide thinking and
2 2
behaviour, and to manage and/or adjust emotions.
Examine how the different learning styles of individuals can impact on their
2.2 2 2
management style and approach
• Learning as a formal and spontaneous process 2 2
• Explicit and tacit knowledge 2 2
• Cognitive theories of learning 2 2
• Approaches to knowledge management 2 2
Differentiate between the approaches to motivation in the management of
2.3 3 2
individuals
• Approaches such as:
o The meaning of motivation
o Extrinsic and intrinsic motivation
o Frustration induced and constructive behaviours 3 2
o Content theories of motivation
o Process theories of motivation
o Equity and goal theories of motivation
Analyse the major factors that can influence job satisfaction among
2.4 3 2
individuals
• The dimensions of job satisfaction 3 2
• Alienation at work 3 2
• Approaches to job design, enlargement and enrichment 3 2
• Flexible working arrangements 3 2
Understand and apply approaches to managing work groups or teams
3.0 Session Chapter
involved in the procurement and supply function
Examine the impact of work groups or teams on effective and efficient
3.1 4 3
performance
• Groups, teams and teamwork 4 3
• Group values and norms 4 3
• Group and informal groups 4 3
3.2 Analyse the stages of development of work groups or teams 4 3
• Reasons for the formation of groups/teams 4 3
• The work environment: size of the group, capability of the members, the
nature of the task, physical setting, communications and the use of 4 3
technology
• Theories on the stages of group/team development 4 3
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Leading global excellence in procurement and supply

3.3 Assess the characteristics of effective work groups or teams 5 3
• Characteristics of an effective work group 5 3
• Perspectives on team roles 5 3
• Stages of group dynamics and development 5 3
• Self-managed work groups/teams 5 3
• Virtual teams and remote working 5 3
• The benefits of cultural diversity 5 3
3.4 Analyse the nature of role relationships in work groups or teams 5 3
• The stakeholders of a procurement and supply function 5 3
• Role congruence and incongruence 5 3
• Intra group/team cohesion and conflict 5 3
• Positive and negative outcomes from conflict 5 3
• Behaviours to reduce conflict 5 3
• Developing effective groups/teams 5 3
• Relationship building based on different individual strengths 5 3
Understand and apply planning approaches for aspects of human resource
4.0 Session Chapter
management for the procurement and supply function
4.1 Define the role of human resource management in organisations 6 4
• Definitions of human resource management (HRM) 6 4
• HRM policies, activities and functions 6 4
• HRM as a shared organisational responsibility 6 4
Examine the skills and knowledge requirements for personnel in the
4.2 6 4
procurement and supply function
• Job analysis and job skills 6 4
• Identifying knowledge and skills for roles 6 4
• Human capital management 6 4
Identify the key components of a recruitment and selection plan to meet the
4.3 7 4
skills and knowledge needs of the procurement and supply function
• Drafting job descriptions 7 4
• Screening and assessing candidates to meet requirements 7 4
• The interview process 7 4
• The use of IT software solutions in recruitment 7 4
• The regulatory aspects of the employment of personnel in the
procurement and supply function
7 4
o Forms of discrimination and harassment
o Legislative regulation on employment practices
Identify a plan for training and development of personnel in the
4.4 7 4
procurement and supply function
• Cost and benefits of training 7 4
• Methods, delivery and evaluation of training 7 4
• Training needs analysis 7 4
• The application of personal development plans 7 4
• Performance review and appraisal 7 4
Understand the application of the individual capabilities required to manage
5.0 Session Chapter
the procurement and supply function
Examine self-development techniques that can be used to improve
5.1 8 5
individual performance
• Learning from mistakes 8 5
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 • Seek and accept feedback from others 8 5
• 360-degree reporting 8 5
• Maintain, promote and monitor personal and professional honesty and
8 5
integrity
• Managing up and coping with senior colleagues 8 5
• Emotional Intelligence - use emotional information to adjust emotions to
8 5
adapt environments or to achieve individual goals
Examine organisational change and approaches to successful change
5.2 8 5
management
• Recognise the need for change 8 5
• Understand and manage the strategic drivers for change 8 5
• Identify and minimise areas of potential conflict and/or resistance 8 5
• Promote team involvement and collective ownership of change solutions 8 5
• Promote and maintain a positive individual and team attitude to the
8 5
change process
5.3 Assess the requirement for and approaches to diversity in the workplace 9 5
• Maintain and promote best practice in valuing and respecting diversity 9 5
• Recognise the positive contribution that diversity can make to the work
9 5
place
5.4 Assess the requirement for and approaches to equality in the workplace 9 5
• Maintain and promote best practice in valuing and respecting equality 9 5
• Recognise the positive contribution that equality can make to the work
9 5
place
Final module recap and discussion
1, 2, 3,
10
4, 5

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Advanced Diploma in Procurement and Supply
Module 5M1 – Managing Teams and Individuals

Session 1
Understand, analyse and apply management and Assessment Criteria
organisational approaches 1.1, 1.2, 1.3, 1.4
Understand, analyse and apply management and organisational approaches
• Analyse aspects of organisational behaviour
• Analyse contemporary approaches to management and organisational behaviour
• Analyse the origins of management and organisational behaviour
• Evaluate influences that shape organisational behaviour

CIPS Global Standard for Procurement and Supply

Segments: 7.6, 9.4, 9.5, 9.6, 10.3

Analyse aspects of organisational behaviour

Analyse contemporary approaches to management and organisational behaviour

Analyse the origins of management and organisational behaviour

Evaluate influences that shape organisational behaviour

• Managers need to move through the fast-paced global business environment to direct
the efforts of the teams and individuals so that they can deliver effective and
sustainable organisational performance
• By examining different levels of the organisational context, managers can be aware of
organisational behaviour that results from both the internal and external
environments
• To be effective, managers must develop suitable management and organisational
approaches
• Managers should pay particular attention to how individuals and groups within the
organisation act, and how these actions reflect the behaviour of the whole
organisation
• If managers have a clear view of organisational behaviour, they can more easily
understand the management process within the organisational context and the tools
they can use to manage the people-organisation relationships
• The study of organisational behaviour provides an insight into individuals and teams in
the organisational context to help managers understand and predict challenges and
opportunities relating to human behaviour

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Leading global excellence in procurement and supply

 Analyse aspects of organisational behaviour:

The behaviour of people (cover each of the following using examples to illustrate advantages
and disadvantages and their typical uses – use locally based examples wherever possible and
where each would be typically used or appropriate and their characteristics):
• Organisational behaviour provides managers with a broad view of the things that
influence people’s behaviour, including:
o The individual
o The group
o The organisation
o The environment
• Organisational behaviour suggests that people ‘are’ the organisation
o Managers must therefore understand the nature of the behaviour of people in
order to be effective in their role
• Organisational behaviour gives managers a multi-disciplinary perspective on the
behaviour of individuals and teams in organisations

The process of management (cover each of the following using examples to illustrate
advantages and disadvantages and their typical uses – use locally based examples wherever
possible and where each would be typically used or appropriate and their characteristics):
• Key to delivering organisational performance
• Managers help to ensure that individual and team work tasks align with organisational
objectives
• Human resources present a unique challenge to the process of management as
individuals are not alike
• People processes can be standardised, but the individual’s response to them will be
unique
• The manager’s role is to create the right conditions for people to deliver the required
performance levels and to feel satisfied in their jobs
• Integrates the operational activity and needs of an organisation with the needs of an
individual to maximise effectiveness and efficiency of an organisation

The organisational context in which the process of management takes place (cover each of
the following using examples to illustrate advantages and disadvantages and their typical uses
– use locally based examples wherever possible and where each would be typically used or
appropriate and their characteristics):
• Includes both internal and external organisational systems and the wider business
environment
o Requires a holistic approach to understand the interconnection between
different systems
• The unpredictable nature of and lack of control over the external environment directly
affects the process of management and ability to positively affect people’s behaviours
• Structuration Theory (Giddens, 1986)
• Internal organisational environment – socially constructed system that develops from
a two-way interaction between the structure and behaviour of people working within
it
o Nadler and Tushman four quadrant matrix – basis of organisational responses
to demands from the operating environment
 Tasks
 Formal system
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  Culture
 People
o Application and examples of the matrix

Organisational metaphors (cover each of the following using examples to illustrate advantages
and disadvantages and their typical uses – use locally based examples wherever possible and
where each would be typically used or appropriate and their characteristics):
• Organisation and management theory can be explained using 8 contrasting metaphors
(Morgan, 1986):
o The machine
o The organisation
o The brain
o The culture
o The political system
o The psychic prison
o The flux and transformation (autopoiesis)
o The instrument of domination
• These metaphors can be used to view the dynamics of organisational behaviour from a
broad social perspective

The psychological contract: individual and organisational expectations (cover each of the
following using examples to illustrate advantages and disadvantages and their typical uses –
use locally based examples wherever possible and where each would be typically used or
appropriate and their characteristics):
• Alongside the written employment contract is the psychological contract
o Describes the perceived agreement and expectations between employee and
employer
o Is intangible
o Built on the actions and comments of both parties and how the understand
their relationship, resulting from:
 Experience from previous employment relationships
 Discussions during the recruitment process
 Discussion during 1-2-1 meetings or performance appraisals
 Decision or practices used by other teams or managers
 Public statements by organisation about employee treatment
o Describes the ‘give and take’ expectations in the relationship
o Examples of common expectations:
 Job security
 Career management and promotion prospects
 Development opportunities
 Fair pay and benefits
 Expected support from the line manager
o Application from a personal perspective
o A two-way process
 When determining organisational strategy, managers must consider
and protect the psychological contract, i.e. (CIPD):
• Employer brand
• Communications
• Learning and career development
• Management style
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 • Managing expectations
• Measuring employee attitudes

Interactions with the external environment (cover each of the following using examples to
illustrate advantages and disadvantages and their typical uses – use locally based examples
wherever possible and where each would be typically used or appropriate and their
characteristics):
• Managers must understand the internal and external organisational context
• External:
o General environment (STEEPLE)
 Political
 Economic
 Social and cultural
 Technological
 Legal
 Environmental
o Task environment - PESTLE factors which relate directly to the business in
which the organisation is engaged
 A direct impact on the organisation’s ability to achieve its strategic
goals
 Reflects industry conditions
 Unique to an organisation

Analyse contemporary approaches to management and organisational behaviour:

Approaches such as:

o Organisations as a ‘socio-technical’ system
o The systems approach to organisational behaviour
o The contingency approach
o Postmodernism in organisations
(cover each of the following using examples to illustrate advantages and disadvantages and
their typical uses – use locally based examples wherever possible and where each would be
typically used or appropriate and their characteristics):
• There are a number of contemporary management and organisational theories that
are core to understanding organisational behaviour (much of which is drawn from
historical debate)
• Advances in technology has led to significant change in management practices
• A new type of human organisation (‘participation’) has emerged which focuses on the
disruption of business norms and challenging organisational culture
o Managers must consider how they will manage individuals who are now less
likely to be permanent staff members
• Organisations as a ‘socio-technical’ system
o Trist and Bamforth’s (1951) research on the effect of technology on workers
led to socio-technical theory
 Identified how less efficient technical systems led to better
performance
 A system needs both effective technology and the co-ordinating social
dynamics, such as teamwork, work group autonomy and work that is
designed to be meaningful
• Projects (i.e. Lean, Six Sigma) focusing on business
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Leading global excellence in procurement and supply

 transformation often ignore such interactions
• Model of Organisation Balance (Foster, 2018) including the
following interrelationships:
o Organisational purpose
o The leader in me
o The talent within
o Harmonious communities
o Organisational habitat
o Organisational husbandry
o Creative adaption
o Energy transformation
o Organisational cycling
• Apply the model to an example project
• The systems approach to organisational behaviour
o Bertalanffy (1950) introduced the general theory of systems, including a series
of general principles to be used as a framework of analysis
o Systems theory is interdisciplinary
 The system as a whole cannot be understood by examining a single
component
 A single component cannot be understood by examining the whole
 An organisation must respond to demands from the external context,
adapting and improving its responses
 The organisational system itself will have an influence (positive or
negative) on the external environment in which it operates
 Application of systems theory in practice (Foster, 2016)
• Gaining access to different views of what is happening in the
organisation using cross-functional groups
• Adopting a holistic approach, and reviewing action from a
whole-organisation perspective
• Investigating connections with the help of line reports
• Encouraging collaboration between different teams
• Exposing individual team members and the team as a whole to
forces in the external environment
• The contingency approach
o States that the best solution to achieving behavioural change and
organisational effectiveness depends on ‘best fit’ within the context
o There is no universal best way to manage an organisation
 The choices that managers make about how best to design the
organisation to achieve strategic objectives are completely dependent
on the organisational system, subsystem and operating reality
o Examples of contingency models and theorists
 Otley (1980)
 Pugh et al (1969)
 Hickson et al (1971)
 Fielder (1967) – group situational favourability
• Leader-member relations
• Task structure
• Position power
 Galbraith et al (2001) – STAR Model
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 The organisation operating reality (Foster, 2016)

• 4 main elements:
o Connection
o Interdependence
o Dependence
o Interconnection
• Highlights the relevance of the contingency approach
• Postmodernism in organisations
o Difficult to define
o Critical of modernism, i.e. rejects systematic rationality in determining an
objective truth of human history and social norms
o Highlighted:
 There is no objective neutral reality
 There is no such thing as truth
 Scientific and technological knowledge leads to destruction and
oppression
 Reason and logic are simply abstract concepts
 Human nature is socially determined
 Language is not static and so meaning can change over a period of
time or depending on who is involved in discourse
 Theories that are used to explain the world force conformity and
disregard other perspectives
o Centred on the idea that truth in society is not absolute
o Allows managers to begin to explain the behaviour of individuals by
attempting to understand their interpretation of a situation, instead of
assuming that the individual is arguing against or confined by a universal
rational truth
o The postmodernist framework also challenges managers to shift their own
perspectives

Analyse the origins of management and organisational behaviour:

Classical approaches to organisational behaviour and management (cover each of the

following using examples to illustrate advantages and disadvantages and their typical uses –
use locally based examples wherever possible and where each would be typically used or
appropriate and their characteristics):
• Examples of classical theories of organisational behaviour and management:
o Taylor (1911) – principles of scientific management
o Weber (1905) – bureaucratic approach
o Mayo (1933) – Hawthorne effect (Human Relations movement)
• Classical approaches to management:
o Fayol (1949) – administration theory (14 principles):
 Division of work
 Authority and responsibility
 Discipline
 Unit of command
 Unity of direction
 Subordination of individual interest
 Remuneration
 The degree of centralisation
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  Scalar chain
 Order
 Equity
 Stability of tenure of personnel
 Initiative
 Esprit de corps
o Consideration of shifting social factors in contemporary organisational
environment

The development and application of scientific management (cover each of the following using
examples to illustrate advantages and disadvantages and their typical uses – use locally based
examples wherever possible and where each would be typically used or appropriate and their
characteristics):
• Taylor (1911) – considered as the founder of the rational-economic approach to
motivating individuals to perform in the organisational setting
o The search for efficiency in process, linking motivation to economic gain
o Also referred to as ‘machine theory’
• Key principles of scientific management approach:
o The development of efficient work structures is a scientific endeavour
o The recruitment, selection, training and development of workers is a scientific
process
o Work must be carried out in a prescribed way
o The focus is on quantity of output and eliminating inefficiency
o There should be increased salaries for improved levels of output
o Efficient work methods require precise co-ordination and control of work
o Work and responsibility are divided between management and workers
o Workers can be motivated to work efficiently and productively in return for
the opportunity to receive a high salary
• Today, scientific management is largely criticised, but should be considered in the
context of the era in which it was developed

Bureaucracy in organisational design and structure (cover each of the following using
examples to illustrate advantages and disadvantages and their typical uses – use locally based
examples wherever possible and where each would be typically used or appropriate and their
characteristics):
• Studies of bureaucratisation
o Weber (1978)
 Formal bureaucratic organisational design from a rational perspective
 6 characteristics of bureaucracy to deliver efficient administration:
• Hierarchical management structure
• Formal written communications
• Rigid division of labour
• Formal rules and regulations
• Technical qualification and competence
• Impersonality
 Arguments for and against de-regulation
 Argyris (1964) – productivity is a direct result of opportunities for
individuals to experience psychological growth in the organisational
environment
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 The human relations approach (cover each of the following using examples to illustrate
advantages and disadvantages and their typical uses – use locally based examples wherever
possible and where each would be typically used or appropriate and their characteristics):
• Focuses on human and social factors that affect behaviour; the interplay of the
informal networks and relationships that span the organisational system and work
• Developed from the ‘Hawthorne Experiments’ (1924 – 1932) led by Mayo
o Explored the impact of physical conditions on productivity
o Argues that productivity problems would be better resolved through human
rather than technical or structural means (human factors)
• Follett (1926)
o Believed that human models of leadership based on co-operation with
employees
o Coactive power – managers share power with team members (empowerment)
• McGregor (1960) ‘Theory Y’ Management
o Provide employees with freedom over decision-making
• Likert (1967) System IV Management Model
o Participative management approach in a social group setting to help satisfy the
psychological and social needs of employees
o Non-economic motivating factors
• Maslow (1970) Hierarchy of Needs
o Theory of human motivating factors
o The importance of human relationships in helping individuals to realise their
full potential
• Criticism of human relations approach

Evaluate influences that shape organisational behaviour:

The individual (cover each of the following using examples to illustrate advantages and
disadvantages and their typical uses – use locally based examples wherever possible and
where each would be typically used or appropriate and their characteristics):
• When an organisational entity develops, at its heart is the coming together of
individuals
• It is important to evaluate the influence of individual expectations and the external
context
• A manager’s role is to support the individual and to help them handle the various
influences on them
• How to avoid individuals becoming isolated
• Individuals are affected by and affect other individuals within an organisation
• Every individual is unique, so management style and approach need to adjust
• Job Motivation Theory – Adams (1963) considers fair treatment and parity amongst
employees
• Influence of behavioural norms and organisational culture
• Role of the manager is to balance the priorities of individuals with those of the
organisation

The group (cover each of the following using examples to illustrate advantages and
disadvantages and their typical uses – use locally based examples wherever possible and
where each would be typically used or appropriate and their characteristics):
• Groups are made up of individuals who depend on each other to deliver a goal
• Formal groups are established through organisational structure
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Leading global excellence in procurement and supply

 • Informal groups are the result of social needs of individuals working together
• Lewin (1947) considered group dynamics and interdependence:
o Interdependence of fate
o Task interdependence
• Lewin et al (1939) considered 3 different leadership models:
o Autocratic
o Democratic
o Laissez-faire

The organisation (cover each of the following using examples to illustrate advantages and
disadvantages and their typical uses – use locally based examples wherever possible and
where each would be typically used or appropriate and their characteristics):
• Complementary systems theory (Rowe, 2008) is rooted in sustainable economics
• Builds upon the contingency and systems approach through to the introduction of the
concept of complementarity
• Argues that the influences that shape organisational behaviour will have a minimum
impact on business performance if an individual manager adopts a particular practice
in isolation
o If accepted, promoted and supported throughout the organisation, integration
is possible
o Might apply to a democratic management approach

Societal influences and the wider environment (cover each of the following using examples to
illustrate advantages and disadvantages and their typical uses – use locally based examples
wherever possible and where each would be typically used or appropriate and their
characteristics):
• Societal influences (i.e. Brexit, ISIS etc.) have been thrown into clear focus
• Presents opportunities and challenges
o Examples
• The adoption of organisational behaviours that support agile principles, i.e.
o Individuals and interactions over processes and tools
o Working software over comprehensive documentation
o Customer collaboration over contract negotiation
o Responding to change over following a plan (The Agile Alliance, 2001)
• Agile methodologies offer a continuous improvement organisational response

The cultural environment and methodologies for assessing cultural types (cover each of the
following using examples to illustrate advantages and disadvantages and their typical uses –
use locally based examples wherever possible and where each would be typically used or
appropriate and their characteristics):
• Globalisation and internationalisation significantly affect organisational behaviour,
especially when managing cultural differences
• Managers must develop competencies and knowledge about the best ways to manage
the specific cultural needs of different groups and individuals
• Model of Cultural Dimensions (Hofstede, 2010):
o Power distance
o Uncertainty avoidance
o Individualism versus collectivism
o Masculinity versus femininity
o Long-term versus short-term orientation
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Leading global excellence in procurement and supply

 • Model of Cultural Classifications (Lewis, 1996):
o Linear-active
o Multi-active
o Reactive

See final case study for the module

• Use this to pull together all of the key elements discussed within sessions 1 to 9 of this
module, highlighting associated assessment criteria

Offer contextual case studies relevant to the region and industrial focus of the area
• Give students the opportunity to apply knowledge to areas of practical interest
relevant to their international region
• Help students to cement ideas and concepts through practical application of ideas,
theories and models

See short case studies within the associated Chapter of the CIPS Study Guide
• Use these to highlight key learning against assessment criteria

Student Exercises
 Use these to highlight key learning against associated learning outcomes for the
module

Students should leave this session with an understanding of the theoretical perspectives on
the multi-disciplinary subject of organisational behaviour. They should also be familiar with
how some of the key challenges facing management today can be resolved by applying
organisational behaviour as a management and organisational approach

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or transmitted in any form or by any means, in whole or in part, without the prior written permission of 17
CIPS.

Leading global excellence in procurement and supply

Advanced Diploma in Procurement and Supply
Module 5M1 – Managing Teams and Individuals

Session 2
Understand and apply approaches to managing
Assessment Criteria
individuals involved in the procurement and supply
2.1, 2.2
function
Understand and apply approaches to managing individuals involved in the procurement
and supply function
• Analyse how the different behavioural characteristics of individuals can impact on
their management style and approach
• Examine how the different learning styles of individuals can impact on their
management style and approach

CIPS Global Standard for Procurement and Supply

Segments: 7.6, 9.4, 9.5, 9.6, 10.3

Analyse how the different behavioural characteristics of individuals can impact on their
management style and approach
• Managers must adopt a process by which they can direct, influence and guide the
behaviour and work of individuals in the context of their organisation
• Managers can adapt their style and approach to successfully persuade others to
meet the objectives of the function
• Early theories of leadership focused on leader and leadership traits
o Trait theory (Stogdill, 1974) identified critical traits and skills for a leadership
role
o McCall and Lombardo (1983) identified 4 primary traits needed for good
leadership:
 Emotional stability and composure
 Admitting error
 Good interpersonal skills
 Intellectual breadth
o History of trait theory can be traced back to Great Man Theory
o Cognitive neuroscience to analyse the physiology of the brain and mental
processes – considers the link between brain function and cognitive
behaviour
• Behavioural theories seek to determine what styles and functional behaviours are
effective in motivating individuals to achieve particular goals, good communication,
team building and personal interaction
o Ohio State University Leadership Theory (Nystrom, 1978) classifies 2
independent relationship leaders-behaviour categories:
 Consideration
 Initiating structure
• Used to create 4 quadrants of leadership styles
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CIPS.

Leading global excellence in procurement and supply

 o University of Michigan study (Likert, 1967) identifies:
 Employee-centred leaders display supportive behaviours
 Focus on the human needs of employees
o The Leadership Grid (Blake and Mouton, 1985)
 Connects behaviour types and success
 Successful leaders adapt their leadership style according to each
situation

Examine how the different learning styles of individuals can impact on their management
style and approach
• Workforce diversity is a feature of the contemporary business environment and it
affects management style, i.e.
o Female participation
o Multiple generations
o Diverse sexual identities
o Alternate lifestyles
o Diverse ethnicities
o Type of work
o Professional and educational background
o Skilled or unskilled employee
o Domestic or home country workforce
• Individual employees are heterogeneous and individual differences matter when
managing people in the procurement and supply function
• Effective managers will:
o Be sensitive to and value individual differences
o Understand individual drivers
o Be respectful of contrasting needs
o Be skilled at managing relationships at work and aware of their own
individuality and its impact on others

Analyse how the different behavioural characteristics of individuals can impact on their
management style and approach:

Understanding the differences among individuals (cover each of the following using
examples to illustrate advantages and disadvantages and their typical uses – use locally
based examples wherever possible and where each would be typically used or appropriate
and their characteristics):
• Revelle (2000) research into differences:
o How knowing individual differences can support predictions of performance
outcomes
o Explaining the dynamics of individual differences
o Taxonomies of individual difference
• Descriptive characteristics of individual differences
• Methods for predicting future performance outcomes
o Aptitude tests (Sprung and Sprung, 2010)
o Biographical data (Owens, 1976)
o Measures of behaviour (Wernimont and Campbell, 1968)
o Cognitive ability (i.e. Progressive Matrices and Vocabulary Scales, Raven,
1981)
o Personality (i.e. Five Factor Model of Personality, Digman, 1990)
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Leading global excellence in procurement and supply

 o Graphology (Guion and Gottier, 1965)
• Outtz and Newman (2010) note that numerous factors contribute to differences in
performance outcomes
• Validity and reliability of tests
• Taxonomies of individual difference focus on personality traits
o Allport (1937) review of the influence of cognitive and motivational
processes
o Hierarchical Model of Personality (Eysenck, 1973)
 Extraversion versus introversion (E)
 Neuroticism versus emotional stability (N)
 Psychoticism (P)
• High scores, particularly on the P-scale can predict a number
of anti-social behaviours
 Personality results from a combination of both biological
predisposition and the effects of environmental conditioning on the
inherited trait
o Sixteen Personality Factor Questionnaire (Cattell, 2001)
 Surface traits
 Source traits

Uniqueness and similarities between individuals (cover each of the following using
examples to illustrate advantages and disadvantages and their typical uses – use locally
based examples wherever possible and where each would be typically used or appropriate
and their characteristics):
• An individual may be similar to others
• Similarity does not mean that individuals are the same
• Personality research seeks to explore:
o What parts of personality are constant and will not change regardless of
circumstances?
o How can we measure and compare individuals based on personality?
• Personality questionnaires are based on the Five Factor Model (CANOE):
o Conscientiousness
o Agreeableness
o Neuroticism
o Openness to experience
o Extraversion
• Personality is a relevant measure for understanding the behaviour of individuals in
organisations
o Kaiser and Hogan (2011) study

Idiographic approaches to the development and measurement of individuals (cover each

of the following using examples to illustrate advantages and disadvantages and their typical
uses – use locally based examples wherever possible and where each would be typically
used or appropriate and their characteristics):
• A philosophical approach
• Assumes that each individual has a unique psychological structure
• Rogers (1961) theory of personality
o The individual is at the centre of their experience with regard to their
relationships
o Humanistic approach to self-concept, based on:
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Leading global excellence in procurement and supply

  Self-worth
 Self-image
 Ideal-image
o The more balanced the individual is, the higher their sense of self-worth
becomes (highlights that personality change is possible and necessary)
• Psychoanalytical theory of psychosocial development (Erikson, 1950, 1963)
o 8 stages of psychosocial crisis that affects personality development

Emotional intelligence (cover each of the following using examples to illustrate advantages
and disadvantages and their typical uses – use locally based examples wherever possible and
where each would be typically used or appropriate and their characteristics):
• Most commonly associated with Model of Emotional Intelligence (EI) (Goleman,
1995)
o Suggests a psychological state beyond simple mental insight to manage and
positively express emotions
o 25% of cognitive intelligence is measured by intelligence quotient (IQ), the
rest is explained through EI
o Individual affects, and is affected by, the behaviours of others
o Job performance is affected by an individual’s ability to manage the effects
of personal behaviour
• Gardener (1983) – intrapersonal and interpersonal intelligence
o Helps better understand how an individual can chose between behaviours
and actions in a given circumstance
• EI has a significant impact on the management style and approach that managers
can adopt in response to individuals

Diversity in organisations (cover each of the following using examples to illustrate

advantages and disadvantages and their typical uses – use locally based examples wherever
possible and where each would be typically used or appropriate and their characteristics):
• Diversity of an organisation is the result of decisions made by both organisations and
individuals
• Attraction-Selection-Attrition (ASA) Model (Schneider, 1987)
• Diversity is driven by the need to take individuals from different backgrounds and
approaches to life and unite them in order to achieve organisational objectives
• The goal is harmony and alignment
• The reality is usually conflict, unconscious bias and uncomfortable revelations about
organisational justice
• To value diversity, organisations must demonstrate a deliberate and aggressive
determination to build diversity into the workforce
• McGregor-Smith Review (2017) highlights how the challenges facing the UK
economy means ‘inclusion’ in necessary to access the widest pool of talent
• Statutory requirements (i.e. Equality Act, 2010)

Managing diversity (cover each of the following using examples to illustrate advantages and
disadvantages and their typical uses – use locally based examples wherever possible and
where each would be typically used or appropriate and their characteristics):
• Managing diversity versus supporting inclusion (Miller, 2018)
o Diversity – recognising differences and seeking to leverage that difference to
achieve organisational objectives
o Inclusion – valuing and sharing differences and encouraging contribution
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CIPS.

Leading global excellence in procurement and supply

 from a range of different perspectives
• Realistic Conflict Theory (Sherif, 1961) – to explain why inner group conflict,
negative prejudices and stereotypes occur
o To reduce prejudice and tension, it is necessary to force groups to work
together to achieve common goals
o A socio-psychological model
• Relative Deprivation Theory (Runciman, 1966) highlights that social rewards, i.e.
respect and esteem, can also contribute to inter-group conflict
• Social Identify Theory (Tajfel and Turner, 1986) suggest that prejudice occurs
because we tend to see ourselves as part of a group based on characteristics, i.e.
age, gender
o In-group
o Out-group

Emotional Intelligence (EI) - use emotional information to guide thinking and behaviour,
and to manage and/or adjust emotions (cover each of the following using examples to
illustrate advantages and disadvantages and their typical uses – use locally based examples
wherever possible and where each would be typically used or appropriate and their
characteristics):
• EI can be developed and improved over time and through age and experience
• Managers with highly developed EI generally focuses on an individual’s unique
abilities, rather than a uniform collective
• High-EI managers are more likely to delegate tasks and roles that will help
individuals to achieve their potential
• EI helps managers to understand other people’s emotions and resolve conflict
• By addressing emotional and social perceptions, managers can proactively create
the conditions for improved individual and group performance
• EI capability enable managers to control their emotional impulses and observe from
a different perspective
• EI can be used for negative purposes:
o Manipulation
o Undermining tactics
o Exposure to public embarrassment

Examine how the different learning styles of individuals can impact on their management
style and approach:
• Learning can be described as a cognitive and physical activity involving an
individual’s perception of an experience and their input to a situation in which they
discover a ‘personal relationship to and with people, things and ideas (Knowles et
al., 2015)
• Different individuals have different learning styles and strategies
• Kolb’s (1983) Lewinian Experiential Learning Model:
o Concrete experience
o Observation and reflection
o Abstract conceptualisation
o Active experimentation
• Learning Styles Questionnaire (LSQ) (Honey and Mumford, 1986) – exploring
learner’s behavioural tendencies:
o Activists
o Theorists
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Leading global excellence in procurement and supply

 o Pragmatists
o Reflectors

Learning as a formal and spontaneous process (cover each of the following using examples
to illustrate advantages and disadvantages and their typical uses – use locally based
examples wherever possible and where each would be typically used or appropriate and
their characteristics):
• Learning and development (L&D) in organisations focuses on providing
opportunities for individuals to contribute effectively to the achievement of
organisational objectives
• Purpose of L&D is to ensure that the right skills are employed in the right place at
the right time to achieve strategic objectives
• Methods used to facilitate, and co-ordinate learning include:
o Education
o Training
o Development
• Traditional reliance on formal training courses to provide ‘hard’ and ‘soft’ skills
o Disadvantages
• Focus should be on learning as a core component of human behaviour
• Multi-level Model of Strategic Human Resource Development (SHRD) (Garavan,
2007) – operates on four levels of dynamic content:
o Context
o Internal context
o Job value and uniqueness
o Professional expectations
• Peterson’s (2008) model of human resource development (HRD) – aims to drive a
culture of learning to help develop the human capital within an organisation
• Senge’s (1990) ‘The Fifth Discipline’ popularised ‘organisational learning’
• Levitt and March (1988) counter this with ‘spontaneous learning’ through:
o Behaviour based on routines
o Routines based on an interpretation of history and the anticipated future
o Behaviour depends on observed outcomes versus aspiration of the outcome
• Single loop learning – surface learning, remembering rather than understanding
• Double-loop learning – deeper learning that focuses on understanding and curiosity,
leads to innovative thinking and creativity (unlearning existing ideas)

Explicit and tacit knowledge (cover each of the following using examples to illustrate
advantages and disadvantages and their typical uses – use locally based examples wherever
possible and where each would be typically used or appropriate and their characteristics):
• The outcome of learning is knowledge
• Gaining understanding is different to knowledge, which is information or data
• Nonaka and Takeuchi’s (1995) concepts of knowledge:
o Tacit knowledge – subjective
o Explicit knowledge – objective
• Organisational Development (OD) is based on behavioural and social sciences
o 8 key premises of dialogic OD (Bushe and Marshak, 2009):
 Reality and relationships are socially constructed
 Organisations are meaning-making systems
 Language, broadly defined, matters
 Creating change required changing conversations
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Leading global excellence in procurement and supply

 Groups and organisations are inherently self-organising

Increase differentiation in participative inquiry and engagement

before seeking coherence
 Transformational change is more emergent than planned
 Consultants are part of the process, not apart from the process
• A dialogic OD intervention that offers a ‘collaborative and constructive inquiry
process’ is appreciative inquiry (AI) (Foster, 2017)
o Cooperrider and Srivastva’s (1987) AI and the 4D cycle to engage individuals
in the development of new knowledge to drive change:
 Discovery
 Dream
 Design
 Destiny

Cognitive theories of learning (cover each of the following using examples to illustrate
advantages and disadvantages and their typical uses – use locally based examples wherever
possible and where each would be typically used or appropriate and their characteristics):
• Approaches to learning:
o Behaviourism – observable behaviour
o Cognitive constructivism – examines mental processes
o Social constructivism – person-environment interaction of learning
 Social Cognitive Theory (SCT) (Bandura, 1961) – learners evaluate
new experiences in the context of their past experiences
 Social Learning Theory (Bandura, 1977) – person-environment
interaction of learning
 Transformative Learning Model (Mezirow, 1990) – the importance
of critical reflection in learning through:
• Instrumental learning
• Communicative learning
• Dialogic learning
 Neuroscience and neuroplasticity

Approaches to knowledge management (cover each of the following using examples to

illustrate advantages and disadvantages and their typical uses – use locally based examples
wherever possible and where each would be typically used or appropriate and their
characteristics):
• Expansion of knowledge management since the 1980s
• New knowledge is important in both the development of new products and services
and how organisations carry out operations
• Knowledge management is the tool by which new knowledge can be created and
applied
• Argote and Miron-Spektor’s (2011) framework for analysing organisational learning
and knowledge management
o Organisational experience interacts with the organisational context to
create knowledge
• Research in to knowledge management is split between cognitive and behavioural
approaches
• Knowledge management involves managing knowledge content and expertise,
whilst ensuring that organisational learning is ordered and accessible
• ‘Black box thinking’ (Syed, 2015)
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Leading global excellence in procurement and supply

 See final case study for the module
• Use this to pull together all of the key elements discussed within sessions 1 to 9 of
this module, highlighting associated assessment criteria

Offer contextual case studies relevant to the region and industrial focus of the area
• Give students the opportunity to apply knowledge to areas of practical interest
relevant to their international region
• Help students to cement ideas and concepts through practical application of ideas,
theories and models

See short case studies within the associated Chapter of the CIPS Study Guide
• Use these to highlight key learning against assessment criteria

Student Exercises
 Use these to highlight key learning against associated learning outcomes for the
module

Students should leave this session with an understanding of the different behavioural
characteristics and their impact upon management style and approach. The students
should know the roles of uniqueness, similarities and concepts such as EI and how these
are used to guide and develop thinking and behaviours. Finally, they should have an
appreciation of the importance of diversity within organisations and how this should be
managed

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or transmitted in any form or by any means, in whole or in part, without the prior written permission of 25
CIPS.

Leading global excellence in procurement and supply

Advanced Diploma in Procurement and Supply
Module 5M1 – Managing Teams and Individuals

Session 3
Understand and apply approaches to managing
Assessment Criteria
individuals involved in the procurement and supply
2.3, 2.4
function
Understand and apply approaches to managing individuals involved in the procurement
and supply function
• Differentiate between the approaches to motivation in the management of
individuals
• Analyse the major factors that can influence job satisfaction among individuals

CIPS Global Standard for Procurement and Supply

Segments: 7.6, 9.4, 9.5, 9.6, 10.3

Differentiate between the approaches to motivation in the management of individuals

• A key part of managing teams and individuals is enabling the organisation to achieve
its strategic goals by maximising the performance of its key competitive advantage
and its human resource
• Research suggests that this can only be achieved if the individuals in an organisation
are highly motivated
• Motivation theories attempt to show how managers can use the effort of individuals
who are a mix of both differences and similarities, and tailor the work context to
produce a cycle of positive work effort and motivation to deliver results

Analyse the major factors that can influence job satisfaction among individuals
• An individual who is well managed and supported in using their skills will deliver a
far greater return on investment than one who lacks opportunity and is dissatisfied
• It is unclear whether it is accomplishment that leads to job satisfaction or job
satisfaction that drives an individual to perform

Differentiate between the approaches to motivation in the management of individuals:

Approaches such as (cover each of the following using examples to illustrate advantages and
disadvantages and their typical uses – use locally based examples wherever possible and
where each would be typically used or appropriate and their characteristics):
• The meaning of motivation
o The internal and external factors that contribute to human behaviour,
workplace action and job performance
o People can be motivated to do a lot of things, but not all of them have
positive outcomes for the organisation
o This session considers the motivation to ‘work’
o The underlying idea of motivation is that the individual involved is not only
motivated to work, but also does the work with a willing attitude; this
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or transmitted in any form or by any means, in whole or in part, without the prior written permission of 26
CIPS.

Leading global excellence in procurement and supply

 should result in positive behaviours and performance outcomes
Motivation is often categorised as behavioural change, learning outcomes or
o
job performance
o Motivation is an individual choice that results from a complex web of
evolving and developing individual motives
• Extrinsic and intrinsic motivation
o There are plenty of generalisations about what motivates individuals in the
workplace, i.e. life circumstances, age, health, finances etc.
o Individual’s motivation can also be shaped by changes in society and cultural
factors
o Gibb (2018) highlighted motivational factors:
 Purpose
 Participation
 Belonging
o Motivation is unique and personal to an individual
o There are extremes and grey areas in motivation as in every aspect of
human behaviour, so managers must focus on the individual
o Extrinsic motivation – tangible outcome or benefit for work performance
o Intrinsic motivation – benefits linked to psychological outcomes, i.e. job
satisfaction or sense of achievement
o Most theories of motivation assume that humans have a high level of needs
that can only be met through the satisfaction they get from the work
environment

• Frustration induced and constructive behaviours

o Willingness to perform in a role will depend in part on whether a manager
and organisation is able to produce a work-motivation pattern that drives
job satisfaction
o Job satisfaction happens because of a variety of intrinsic and extrinsic
motivational factors
o If an individual is dissatisfied with their job and their needs/expectations are
not being met, they can react positively and negatively; ideally, they will
engage in constructive behaviours (i.e. look to fix the situation)
o Frustration can be a negative response to dissatisfaction through:
 Aggression
 Regression
 Fixation
 Withdrawal
o Managers should aim to recognise and address these behaviours and
underlying causes
o Proactive management is more likely to result in constructive behaviours
and individual job satisfaction

• Content theories of motivation

o Maslow’s Hierarchy of Needs
 Lower order psychological and safety needs
 Higher order needs for satisfaction
o Acquired Needs Theory (McClelland, 1976) – key themes:
 Need for achievement (nAch)
 Need for affiliation (nAff)
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CIPS.

Leading global excellence in procurement and supply

  Need for power (nPow)
o ERG Theory (Alderger, 1969) adapts Maslow into 3 categories:
 Existence needs
 Relatedness needs
 Growth needs
o Two-factor Hygiene Theory (Herzberg, 1987) – to understand the reasons,
events and feelings that affect motivation and job satisfaction:
 Working conditions
 Interpersonal relationships
 Supervision
 Company and policy administration
 Job security
 Salary

• Process theories of motivation

o Focus on the ‘what’ and ‘why’ of motivation
o Expectancy Theory (Vroom, 1964)
 What people expect specific actions to deliver when it comes to
achieving a desired outcome though these concepts:
• Expectancy
• Valence
• Value
o First level, performance related
o Second level, need related
• Instrumentality
 Criticism of the theory
o The Porter and Lawler Model (Porter and Lawler, 1968) brings together
content and process theories
 Considers the complex relationship between job satisfaction and job
performance through:
• Effort
• Performance
• Satisfaction
 Criticism of the model

• Equity and goal theories of motivation

o Equity Theory (Adams, 1963) considers that individuals compare their
exchange of labour and salaries with those around them (the referent
group)
 Inputs
 Outputs
 6 possible behavioural responses:
• Change in input
• Change in outcomes
• Cognitive distortion of inputs and outcomes
• Leaving the field
• Acting on others
• Changing the object of comparison
 Managers role is to manage an individual’s perceptions of equity
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CIPS.

Leading global excellence in procurement and supply

 while removing any differences in the organisational system
 Criticism of the theory
o Goal-setting Theory (Locke, 1968) – motivation through achieving
challenging goals, through:
 Goals must be challenging
 Goals should be specific
 Participation in goal setting
 6 incentives:
• Money
• Feedback
• Time limits
• Participation
• Competition
• Praise or reproof

Analyse the major factors that can influence job satisfaction among individuals:

• The dimensions of job satisfaction (cover each of the following using examples to
illustrate advantages and disadvantages and their typical uses – use locally based
examples wherever possible and where each would be typically used or appropriate
and their characteristics):
o Job satisfaction appears to be a multi-dimensional concept
o Dimensions of improving job satisfaction:
 Individual factors
 Social factors
 Cultural factors
 Organisational factors
 Environmental factors
o Strong links to motivation theories (i.e. Maslow, Herzberg)
o Research on job satisfaction:
 Judge et al (1997) – related to personality
 Arvey et al (1989) – related to genetic factors
 Clarke et al (1996) – related to age
 Mumford (1995) – 5 contractual areas of the employment
relationship
 Hackman and Oldham (1976) – Job Characteristics Model:
• Skill variety
• Task identity
• Task significance
• Autonomy
• Feedback
o Individual job profiles can be assessed for
motivational potential

• Alienation at work (cover each of the following using examples to illustrate

advantages and disadvantages and their typical uses – use locally based examples
wherever possible and where each would be typically used or appropriate and their
characteristics):
o Rooted in Marx (1844) ‘Economic and Philosophic Manuscripts’, I.e. an
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CIPS.

Leading global excellence in procurement and supply

 individual is detached from their work role and the perception of a lack of
‘person-job fit’
o Job satisfaction and alienation can also be considered distinct contracts, i.e.
an individual can be alienated from work whilst still being satisfied (Watson,
2003)
o Seeman (1959) – alienation is a multi-dimensional construction:
 Powerlessness
 Meaninglessness
 Normlessness
 Social isolation
 Self-estrangement
o Temperatism (Foster, 2018) – a framework of moral purpose for an
organisation
o Digital Taylorism (Schumpeter, 2015) – deskilling of the workforce as a result
of automation
o Shantz et al (2012) – alienation through emotional exhaustion and lower
levels of well-being:
 Introduction of voice mechanisms
 Person-job fit
 Meaningfulness of work
o Reducing alienation is fraught with difficulties

• Approaches to job design, enlargement and enrichment (cover each of the

following using examples to illustrate advantages and disadvantages and their
typical uses – use locally based examples wherever possible and where each would
be typically used or appropriate and their characteristics):
o Job design is an important contributor to an individual’s motivation and job
satisfaction
o Mechanistic model of job design – close management of how individuals
completed work tasks
o Job design to reduce alienation and job dissatisfaction:
 Job enlargement – increased duties and tasks of a job
 Job enrichment – increased autonomy and responsibility
o Zheltoukhova (2017) – individuals should derive meaning and satisfaction
from their jobs
o Job analysis – internal and external dimensions to consider to deliver a
suitable job design:
 Business purpose
 People capability
 Quality
 Speed
 Health and safety
 Productivity
 Sustainability
 Quality of working life
o The Expanded Boundaryless Talent Management Model (Foster, 2017)
 Divide employees into categories of shared talent profiles
 Customise job roles accordingly
 Include individuals who are not employed by the organisation

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Leading global excellence in procurement and supply

 • Flexible working arrangements (cover each of the following using examples to
illustrate advantages and disadvantages and their typical uses – use locally based
examples wherever possible and where each would be typically used or appropriate
and their characteristics):
o How individuals see their work and how work fits into their lives
o Can be formal arrangements as part of the contract or informal agreements
 Part time working
 Term-time working
 Job sharing
 Flexitime
 Compressed hours
 Annual hours
 Working from home on a regular basis
 Mobile working/teleworking
 Career breaks
 Commissioned outcomes
 Zero hours contracts
o Flexible Working Regulations (2014)
o Direct and indirect business benefits

See final case study for the module

• Use this to pull together all of the key elements discussed within sessions 1 to 9 of
this module, highlighting associated assessment criteria

Offer contextual case studies relevant to the region and industrial focus of the area
• Give students the opportunity to apply knowledge to areas of practical interest
relevant to their international region
• Help students to cement ideas and concepts through practical application of ideas,
theories and models

See short case studies within the associated Chapter of the CIPS Study Guide
• Use these to highlight key learning against assessment criteria

Student Exercises
 Use these to highlight key learning against associated learning outcomes for the
module

Students should leave this session with a knowledge of the approaches to motivation
when managing individuals. They should understand the different aspects of motivation
and associated theories and how these can be applied to help enhance motivation in the
workplace. They should also have an appreciation of factors that promote job satisfaction

Advanced Diploma in Procurement and Supply

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or transmitted in any form or by any means, in whole or in part, without the prior written permission of 31
CIPS.

Leading global excellence in procurement and supply

Module 5M1 – Managing Teams and Individuals

Session 4
Understand and apply approaches to managing work
Assessment Criteria
groups or teams involved in the procurement and
3.1, 3.2
supply function
Understand and apply approaches to managing work groups or teams involved in the
procurement and supply function

• Examine the impact of work groups or teams on effective and efficient performance
• Analyse the stages of development of work groups or teams

CIPS Global Standard for Procurement and Supply

Segments: 7.6, 9.4, 9.5, 9.6, 10.3

Examine the impact of work groups or teams on effective and efficient performance
• The volatile, uncertain, complex and ambiguous nature of the business environment
presents challenges for managing and developing effective work groups and teams
• Groups have meaning in the examination of organisational behaviour
• Teams and work groups are a key component of organisational life
• Effective teamwork will have a positive impact on overall organisational
performance
• Dysfunctional team dynamics will have a negative effect

Analyse the stages of development of work groups or teams

• By understanding and applying approaches to managing work groups and teams,
managers can more effectively manage the many factors that contribute to effective
group work
• The manager needs to understand the nature of groups and how to influence the
behaviour of people in groups and teams in order to enable them to effectively
collaborate and deliver objectives

Examine the impact of work groups or teams on effective and efficient performance:

Groups, teams and teamwork (cover each of the following using examples to illustrate
advantages and disadvantages and their typical uses – use locally based examples wherever
possible and where each would be typically used or appropriate and their characteristics):
• Groups, teams and teamwork are critical components of organisational behaviour
and management
• Differences between ‘teams’ and ‘groups’ (Hollenbeck and Spitzmuller, 2012)
• Group members may not share the same purpose, whereas a team is a group of
people who work together to achieve a common purpose
• Modern work tasks often require cross-functional co-operation and the team effort
results in a greater outcome than the sum of the individual parts
• Tensions and conflict within or between teams must be managed to ensure co-
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or transmitted in any form or by any means, in whole or in part, without the prior written permission of 32
CIPS.

Leading global excellence in procurement and supply

 operation
• Teamwork requires individuals to take a more holistic view of work tasks
• Team roles are rarely standalone and require interaction
• Effects of ‘complementarity’ – co-worker strengths and weaknesses
• Idiosyncrasy credits (Hollander, 1958)
• Haas and Mortensen (2016) consideration of the difference in teamwork in the
contemporary environment

Group values and norms (cover each of the following using examples to illustrate
advantages and disadvantages and their typical uses – use locally based examples wherever
possible and where each would be typically used or appropriate and their characteristics):
• In-group and out-group
• Group norms (Hogg and Reid, 2006) – enable individuals in a group to establish
cognitive constructs
• Group norms are a regulatory function in small groups (Postmes et al, 2001) and
cover a number of different group behaviours
• Social loafing (Thompson and Brajkovich, 2003)
• Characteristics of group norms:
o Acceptability to the majority of group members
o Significant aspects of group life are covered
o Group behaviour is the focal point of attention
o Degree of toleration regarding deviation from the norm
o Facilitate group management
o Need for conformity to norms indicates the status of the individual within
the group
o Compliance and non-compliance to the norms are rewarded or punished
• Purposes of group norms (Feldman, 1984):
o Define the nature of the group
o Make behaviour predictable
o Avoid embarrassing situations
o Ensure group survival
• Organisational socialisation – developing the individual’s relationship with the
organisation through 3 phases (Champoux, 2016):
o Anticipation
o Encounter
o Adjustment
• Classes of behaviour resulting from group membership:
o Required behaviour
o Emergent behaviour
• Conformity to group norms (Champoux, 2016)
o Compliance
o Personal acceptance
• Group members may act unexpectedly (Asch, 1951)
• ‘Groupthink’ (Janis, 1982)
o Criticism of ‘groupthink’
• Psychological collectivism and co-operative behaviours – trust and psychological
safety
• 4 purposes for group norms:
o Define the nature of the group
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Leading global excellence in procurement and supply

 o Make behaviour predictable
o Avoid embarrassing situations
o Ensure group survival

Formal and informal groups (cover each of the following using examples to illustrate
advantages and disadvantages and their typical uses – use locally based examples wherever
possible and where each would be typically used or appropriate and their characteristics):
• Within the formal structure of an organisation, both formal or informal groups can
form
• Formal groups
o Constructed and organised during the organisational design process
(organisation chart)
o May be created to deliver a particular work task
o Created following the patterns of the organisational structure and tasked
with achieving specific objectives determined by management
o Purpose is to co-ordinate work tasks
• Informal groups
o Not designed as a formal part of the organisation’s structure
o Develop as a result of group members coming together due to special
interests, expertise or shared activity
o Cross-functional
• Informal hierarchies and formal groups are being replaced with flatter structures
and matrix working
• Formation of groups depends upon:
o Spatial factors
o Communication and interaction
o Productivity
o Technology
o Climate

Analyse the stages of development of work groups or teams:

• For the manager of the supply and procurement function, the aim is to develop a
group of different individuals into a cohesive and united team, enabling high levels
of performance

Reasons for the formation of groups/teams (cover each of the following using examples to
illustrate advantages and disadvantages and their typical uses – use locally based examples
wherever possible and where each would be typically used or appropriate and their
characteristics):
• 4 key drivers for individuals to form a group or team:
o Security
o Self-esteem
o Power
o Goal achievement
• Formation of formal and informal teams requires co-operation between individuals
• Strengths-based teamwork (Buckingham, 2018)
• 6 social provisions of teams and groups:
o Attachment
o Social integration
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Leading global excellence in procurement and supply

 o Reliable alliance
o Guidance
o Reassurance of worth
o Opportunity for nurturance
• Individuals actively seek out social interaction, but it is not easy to develop effective
teams and harmonious relationships
o Group norms enable members to understand acceptable behaviours
o Managers can help by setting clear goals and expectations
• Security is one of the least-acknowledged reasons why an individual might join a
group
• Politics enable group members to get things done, increasing the influence and
impact of group actions in an intentional way
• Being part of a group provides the individual with an opportunity to evaluate their
performance against other people
• Groups and teams provide stability and certainty in the organisational framework

The work environment: size of the group, capability of the members, the nature of the
task, physical setting, communications and the use of technology (cover each of the
following using examples to illustrate advantages and disadvantages and their typical uses –
use locally based examples wherever possible and where each would be typically used or
appropriate and their characteristics):
• The conditions in which the group operates
• Information and communication technology changes have shifted the landscape
o From manufacturing to service-based industry (developed world)
 Virtual workspaces, flexible working etc.
• Healthy work environments must consider the following physical elements:
o Lighting
o Shift patterns
o Open plan office
o Monitoring
o Demographics
• Psychological factors should be considered, i.e. bullying, discrimination etc.
• Size of the group will affect team performance and increased size presents
challenges (i.e. communication and co-ordination)
• As group size increases, so do the amount of social interaction combinations
(Rogers, 2007)
• Key interpersonal skills to ensure effectiveness of a team:
o Collaboration and co-operation
o Communication and listening skills
o Negotiation and influencing skills
o Problem-solving
o Decision-making
• 4 classes of task performance variables (Hackman, 1969):
o Characteristics of the task
o Hypothesis and intentions
o Actual work activities or process
o Actual outcomes of the task
 Used to determine how the nature of the task will affect individual
and group performance and subsequent actual behaviours
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Leading global excellence in procurement and supply

 • Geographic location of team members and the role of physical distance in
intergroup relationships affect group cohesiveness
• 4 categories of theories that help explain relationship between physical setting and
human behaviour (Hutchinson, 2018):
o Stimulation theories
o Control theories
o Behaviour-setting
o Ecocritical theories
• Good communication is essential to effective teamworking and group functioning
o Team members encouraged to communicate face-to-face

Theories on the stages of group/team development (cover each of the following using
examples to illustrate advantages and disadvantages and their typical uses – use locally
based examples wherever possible and where each would be typically used or appropriate
and their characteristics):
• How cohesive and co-operative the team is will depend on where it is in its life cycle
and the level of team maturity
• 5 key phases of group development (Tuckman and Jensen, 1977):
o Forming
o Storming
o Norming
o Performing
o Adjourning
• Stages of group development in to a ‘real team’ (Katzenbach and Smith, 1993):
o Working group
o Pseudo team
o Potential team
o Real team
o High-performance team
• Not all groups are permanent, some may be temporary. The Punctuated Equilibrium
Model (Burnes, 2009) offers an alternative to the traditional smooth progression of
group development:
o Phase 1
o Transitional stage
o Phase 2
o Phase 3
• External influences can disrupt the progress of team development or affect team
performance

See final case study for the module

• Use this to pull together all of the key elements discussed within sessions 1 to 9 of
this module, highlighting associated assessment criteria

Offer contextual case studies relevant to the region and industrial focus of the area
• Give students the opportunity to apply knowledge to areas of practical interest
relevant to their international region
• Help students to cement ideas and concepts through practical application of ideas,
theories and models
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or transmitted in any form or by any means, in whole or in part, without the prior written permission of 36
CIPS.

Leading global excellence in procurement and supply

 See short case studies within the associated Chapter of the CIPS Study Guide
• Use these to highlight key learning against assessment criteria

Student Exercises
 Use these to highlight key learning against associated learning outcomes for the
module

Students should leave this session with an understanding of how work groups and team
can impact upon the effectiveness and efficiency of organisational performance. Team
dynamics and values are explored, and the students should understand how and why
teams are formed and how factors such as team size, capabilities and technology etc. can
impact upon them, both positively and negatively. Finally, the students will be exposed t a
range of theories on group and team development and should be able to apply these in
the context of their own workplace

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or transmitted in any form or by any means, in whole or in part, without the prior written permission of 37
CIPS.

Leading global excellence in procurement and supply

Advanced Diploma in Procurement and Supply
Module 5M1 – Managing Teams and Individuals

Session 5
Understand and apply approaches to managing work
Assessment Criteria
groups or teams involved in the procurement and
3.3, 3.4
supply function
Understand and apply approaches to managing work groups or teams involved in the
procurement and supply function
• Assess the characteristics of effective work groups or teams
• Analyse the nature of role relationships in work groups or teams

CIPS Global Standard for Procurement and Supply

Segments: 7.6, 9.4, 9.5, 9.6, 10.3

Assess the characteristics of effective work groups or teams

• A cohesive team can be exceptionally valuable to the function of the organisation
• Co-operative behaviour can result in the completion of essential strategic tasks to
help an organisation achieve its strategic objectives
• Co-operative behaviour between teams can provide the organisation with the
flexibility it needs to respond to challenging competitive forces
• Effective work groups and teams contribute to smooth systematic function,
innovation, high levels of employee engagement and commitment, and the
achievement of organisational goals

Analyse the nature of role relationships in work groups or teams

• A good relationship has beneficial outcomes that contribute to individual wellbeing
and organisational health
• A dysfunctional relationship can result in destruction and devastation
• Role relationships determine what information is shared, what promises are made
and kept, how willing an individual is to be influenced by others, how others are
willing to be influenced by the individual, and the level of reciprocity and trust

Assess the characteristics of effective work groups or teams:

Characteristics of an effective work group (cover each of the following using examples to
illustrate advantages and disadvantages and their typical uses – use locally based examples
wherever possible and where each would be typically used or appropriate and their
characteristics):
• The key to understanding the ‘group effectiveness problem’ is to be found in the on-
going ‘interaction process’ which takes place among group members (Hackman and
Morris, 1975)
• Inputs-processes-outcomes framework (Hackman and Morris, 1975):
o Team inputs
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Leading global excellence in procurement and supply

 o Team processes
o Outcomes
• Characteristics of effective teams identified in literature:
o Size
o Complementary roles
o Common purpose
o Interdependency
o Collective responsibility
o Sense of membership and responsibility
o Accountability
o Conflict resolution
• Effective groups exhibit lower levels of staff turnover and absenteeism; health and
safety metrics tend to be more positive; customer complaints and tsk errors tend to
be lower

Perspectives on team roles (cover each of the following using examples to illustrate
advantages and disadvantages and their typical uses – use locally based examples wherever
possible and where each would be typically used or appropriate and their characteristics):
• Each member of a team brings individual differences, personal attributes and unique
behaviours
• Belbin’s 9 team roles (a framework to understand individual team member
behaviour):
o Resource investigator
o Team worker
o Co-ordinator
o Plant
o Monitor Evaluator
o Specialist
o Shaper
o Implementer
o Completer Finisher
• In reality, teams will be determined by the skills available in the marketplace and will
be recruited on other criteria than team roles
• There is a need for teams to have a balance of behavioural influences
• Individual behaviour is rarely fixed, team members may cover a range of team roles
• Team management behaviour and role characteristics and Team Management
Wheel (Margerison and McCann, 1995):
o Controlling
o Advisory
o Explorer
o Organising
• Categories of skills that teams need (Katzenbach and Smith, 1993):
o Technical and functional skills
o Problem-solving and decision-making skills
o Interpersonal skills

Stages of group dynamics and development (cover each of the following using examples to
illustrate advantages and disadvantages and their typical uses – use locally based examples
wherever possible and where each would be typically used or appropriate and their
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or transmitted in any form or by any means, in whole or in part, without the prior written permission of 39
CIPS.

Leading global excellence in procurement and supply

 characteristics):
• Group dynamics relates to social group behaviours both within a group (intragroup
dynamics) and between groups (intergroup dynamics)
• Lewin research on group dynamics (B = f(P, E))
• Schutz’s (1958) Fundamental Interpersonal Relation Orientation (FIRO-B) requiring 3
core interpersonal needs:
o Affection/openness
o Control
o Inclusion
o Measures and predicts the level of interaction between team members
• Levinger’s (1983) 5 stage ABCDE model of relationship development:
o Acquaintance
o Build up
o Continuation
o Deterioration
o Ending

Self-managed work groups/teams (cover each of the following using examples to illustrate
advantages and disadvantages and their typical uses – use locally based examples wherever
possible and where each would be typically used or appropriate and their characteristics):
• Graen and Uhl-Bien (1995) – differences between teams and individuals in terms of
self-management
• Team – shared and individual responsibilities
• Self-managing teams are becoming more widespread in the contemporary business
environment
• Advantages of self-managed teams
o Decisions based on technical know-how
o Team processes
o Everyone is a leader
o Information flow
• Disadvantages of self-managed teams (potential negative behaviours)
o Resistance to change
o Discriminatory treatment of individuals
o Conflict leading to performance failure

Virtual teams and remote working (cover each of the following using examples to illustrate
advantages and disadvantages and their typical uses – use locally based examples wherever
possible and where each would be typically used or appropriate and their characteristics):
• Supported by increasingly sophisticated information technology network
• Organisational benefits of using virtual systems to facilitate group communication
and decision-making
• Challenges of and barriers to virtual teams
• Research themes in virtual team literature (Kirkman et al, 2012):
o Effects of communication medium/technology
o Relational demography (e.g. cultural values, country of origin etc.)
o Individual differences
o Task type/characteristics

The benefits of cultural diversity (cover each of the following using examples to illustrate
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or transmitted in any form or by any means, in whole or in part, without the prior written permission of 40
CIPS.

Leading global excellence in procurement and supply

 advantages and disadvantages and their typical uses – use locally based examples wherever
possible and where each would be typically used or appropriate and their characteristics):
• Cultural diversity can have a positive or a negative impact on group effectiveness
• Diversity enables the group to develop a more holistic view of a problem
• Diversity generates a more dynamic process of innovation and continuous
improvement
• Creates richer action outcomes
• Provides unique local market knowledge and insight
• Increases adaptability
• Provides increased opportunities for personal and professional growth

Analyse the nature of role relationships in work groups or teams:

The stakeholders of a procurement and supply function (cover each of the following using
examples to illustrate advantages and disadvantages and their typical uses – use locally
based examples wherever possible and where each would be typically used or appropriate
and their characteristics):
• The procurement and supply function are changing from a tactical to a strategic
function, which changes how the function is managed
• There is an increasing focus on customer service, continuity of supply, risk
management, product/service design, environmental waste management and
quality
• Key stakeholder roles (Lewis, 2011):
o Opinion leader
o Connectors
o Counsellors
o Journalists
• Mendelow Matrix (1981) to analyse stakeholder expectations:
o Low power/low interest
o Low power/high interest
o High power/low interest
o High power/high interest
• Guidance on relationship strategies (Johnson and Scholes, 2011) through adaptation
of Mendelow Matrix:
o Low power/low interest – minimal effort
o Low power/high interest – keep informed
o High power/low interest – keep satisfied
o High power/high interest – key player
• Stakeholders can have a significant effect on the performance and supply function
strategic plans

Role congruence and incongruence (cover each of the following using examples to illustrate
advantages and disadvantages and their typical uses – use locally based examples wherever
possible and where each would be typically used or appropriate and their characteristics):
• A work role relates to a distinct set of activities, which have both abstract and
tangible properties resulting from both socialisation and contextual factors
• If a team member is unclear about their role or there are conflicting role demands,
they will begin to experience performance issues
• ‘Congruence’ – the matching of experience and awareness (Rogers, 1951)
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or transmitted in any form or by any means, in whole or in part, without the prior written permission of 41
CIPS.

Leading global excellence in procurement and supply

 • ‘Incongruence’ – the result of experiencing feelings that are not aligned to your
actions (Rogers, 1951)
• Self-concept has 3 different components:
o Ideal self
o Self-image
o Self-esteem
• Inconsistency between self-image and ideal self, results in self-esteem being
affected
• In order for an individual to grow, the group environment would need to provide
them with the following (Rogers, 1951):
o Genuineness
o Acceptance
o Empathy
• Self-actualisation occurs when an individual is in a state of congruence
• Managers should be clear and articulate when setting out expectations of an
individual’s role and give guidance on duties and obligations

Intra group/team cohesion and conflict (cover each of the following using examples to
illustrate advantages and disadvantages and their typical uses – use locally based examples
wherever possible and where each would be typically used or appropriate and their
characteristics):
• Conditions for internal cohesion (Stein, 1976):
o There is a threat
o It involves everyone
o There is a solution
o There was some pre-existing cohesion
o The leader has authority
o Group needs are met

Positive and negative outcomes from conflict (cover each of the following using examples
to illustrate advantages and disadvantages and their typical uses – use locally based
examples wherever possible and where each would be typically used or appropriate and
their characteristics):
• Conflict can be seen as a way to address areas of incompatibility within a team and
individuals
• Conflict frames used to examine e a conflict (Pinkley, 1990):
o Dimension 1 – Relationship versus Task
o Dimension 2 – Emotional versus Intellectual
o Dimension 3 – Compromise versus Win
• Specific sources of conflict (Robbins, 1974):
o Communication
o Structure
o Personal factors
• Negative outcomes of conflict:
o Increased stress and anxiety
o Decreased productivity and satisfaction
o Negative feelings of defeat
o Individuals being demeaned or discriminated against
o Decreased morale
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or transmitted in any form or by any means, in whole or in part, without the prior written permission of 42
CIPS.

Leading global excellence in procurement and supply

 o A climate of mistrust
o Interrupted teamwork
o Reduced co-operation
• Positive outcomes of conflict:
o Better formation of ideas and concepts
o Increased breadth of exploration to find new solutions
o Surfacing inaccurate assumptions
o Improved levels of participation
o Creative thinking to overcome seemingly impassable barriers
o Better decisions
o Transparency of individual viewpoints
o Team learning
o Surfacing of individual beliefs and values

Behaviours to reduce conflict (cover each of the following using examples to illustrate
advantages and disadvantages and their typical uses – use locally based examples wherever
possible and where each would be typically used or appropriate and their characteristics):
• 5 styles of conflict management (Thomas, 1992):
o Competition
o Collaboration
o Avoidance
o Accommodation
o Compromise
• This model does not take into account the complexity of individual, group and
organisational factors that can result in conflict

Developing effective groups/teams (cover each of the following using examples to illustrate
advantages and disadvantages and their typical uses – use locally based examples wherever
possible and where each would be typically used or appropriate and their characteristics):
• To develop effective groups and teams, managers must be deliberate about
establishing and maintaining a team that is compatible in terms of individual
contributions
• Appraisal should be honest of where there are capability issues and role gaps
• Factors that contribute to the development of effective groups/teams:
o A common goal
o Team roles and responsibilities
o Clear deadlines
o Reporting and accountability
o Support
o Purpose and motivation
o Technology

Relationship building based on different individual strengths (cover each of the following
using examples to illustrate advantages and disadvantages and their typical uses – use
locally based examples wherever possible and where each would be typically used or
appropriate and their characteristics):
• Understanding how individuals develop beliefs about themselves (Dweck and
Molden, 2000):
o Entity theory – where individuals believe their intelligence is fixed and
unchangeable
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or transmitted in any form or by any means, in whole or in part, without the prior written permission of 43
CIPS.

Leading global excellence in procurement and supply

 Incremental theory – where individuals see their intelligence as something
o
that can be changed and improved through effort
• Focusing on the strengths allows individuals within teams to make use of their
talents
• Teams can also develop ‘languages’ by which members can talk about their
strengths and acknowledge where they need support
• Empowering individuals to develop relationships based on their individual strengths
allows for collaboration and agile working groups

See final case study for the module

• Use this to pull together all of the key elements discussed within sessions 1 to 9 of
this module, highlighting associated assessment criteria

Offer contextual case studies relevant to the region and industrial focus of the area
• Give students the opportunity to apply knowledge to areas of practical interest
relevant to their international region
• Help students to cement ideas and concepts through practical application of ideas,
theories and models

See short case studies within the associated Chapter of the CIPS Study Guide
• Use these to highlight key learning against assessment criteria

Student Exercises
 Use these to highlight key learning against associated learning outcomes for the
module

Students should leave this session with an awareness of the characteristics of effective
work groups or teams, including the different stages of group dynamics and development
and how cultural diversity can help to enrichen a team. They should also understand the
nature of role relationships and how conflict can have both a positive and negative
influence. Finally, they should have an appreciation of how the recognition and use of
different strengths can help to develop relationships to support effective team
development

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or transmitted in any form or by any means, in whole or in part, without the prior written permission of 44
CIPS.

Leading global excellence in procurement and supply

Advanced Diploma in Procurement and Supply
Module 5M1 – Managing Teams and Individuals

Session 6
Understand and apply planning approaches for
Assessment Criteria
aspects of human resource management for the
4.1, 4.2
procurement and supply function
Understand and apply planning approaches for aspects of human resource management for
the procurement and supply function
• Define the role of human resource management in organisations
• Examine the skills and knowledge requirements for personnel in the procurement and
supply function

CIPS Global Standard for Procurement and Supply

Segments: 7.6, 9.4, 9.5, 9.6, 10.3

Define the role of human resource management in organisations

• The purpose of human resource management (HRM) is to ensure that the right people
are available, in the right positions, at the right time, with the right skills and knowledge
to deliver goals and objectives
• This requires an investment in people, using the right human resource processes to
deliver the organisation’s purpose
• Strategic processing of workforce planning is needed to identify the people capabilities
the organisation needs now and in the future in order to remain competitive
• The concept of HRM originated in the United States in the 1980s and is relatively new in
the discipline of management science and the practice of human resource (HR) in
organisations
• Employees are increasingly expected to be innovative, flexible, creative and agile,
moving away from traditional hierarchical structures and authoritarian command and
control management styles
• Globalisation and a volatile business landscape increased the need for a close alignment
between the organisation’s people strategy and its business strategy
• As a management discipline, HRM developed due to a need from both practitioners and
academics to describe a fundamental change in the philosophy with which people were
managed within organisations

Examine the skills and knowledge requirements for personnel in the procurement and supply
function
• Managers of the procurement and supply function play a key role in the systematic and
continuous process of ensuring that personnel have the right skills and knowledge to
deliver organisational performance
• It is important to examine the skills and knowledge requirements for personnel to
ensure that the procurement and supply function has the capability to carry out its
strategic plans
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Leading global excellence in procurement and supply

 Define the role of human resource management in organisations:

Definitions of human resource management (HRM) (cover each of the following using
examples to illustrate advantages and disadvantages and their typical uses – use locally based
examples wherever possible and where each would be typically used or appropriate and their
characteristics):
• HRM is an umbrella term which includes a number of separate practices that contribute
to people management, including:
o Organisational development (OD)
o Human capital management (HCM)
o Learning and development (L&D)
o Talent management and succession planning
o People resourcing
o Reward and recognition
o Employment relations
o Wellbeing
o Corporate social responsibility (CSR)
• Fundamental principle of HRM: the organisation’s human resource provides its unique
source of competitive advantage
• Different views on HR include:
o Human perspective – focuses on driving employee satisfaction, increasing
motivation, developing the individual and rewarding for added value
o Resource perspective – emphasising the effective use of human capital to the
advantage of the organisation to deliver strategic goals
• No single agreed definition of HRM and different perspectives are grouped as:
o Hard model of HRM
 Logical and rational approach
 Focuses on managing the cost of HR in an organisation
 Organisational effectiveness
 Unitarist perspective
o Soft model of HRM
 Pluralist perspective
 Careful management of the employee relationship
 Investment and commitment in people as an organisational asset
 Employees should be supported to deliver high-quality performance
o Differences between hard and soft HRM

HRM policies, activities and functions (cover each of the following using examples to illustrate
advantages and disadvantages and their typical uses – use locally based examples wherever
possible and where each would be typically used or appropriate and their characteristics):
• HRM policies set out the approach and guidelines that the organisation will adopt when
dealing with key aspects of HRM strategy and functions
• Theories define the organisation’s philosophical approach to advancing people
management
• 6 key values expressed by HR policies (Armstrong and Taylor, 2017):
o Equity
o Consideration
o Organisational learning
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Leading global excellence in procurement and supply

 o Performance through people
o Quality of working life
o Working conditions
• HR policies relevant to the procurement and supply functions:
o Recruitment, selection and induction
o Reward
o Equality and equal opportunities
o Diversity and inclusion
o Health, safety and wellbeing
o Performance management
o Grievance and whistle-blowing
o Employee development and talent management
o Employment relationship
• People resourcing – fundamental to the HR function of ensuring that an organisation
has a flexible and agile workforce with the ability to deliver the organisation’s strategic
goals and provide competitive advantage now and in the future
o Activities include:
 Workforce planning
 Employer branding and value proposition
 Recruitment and selection:
• Identify a vacancy
• Attracting and identify candidates
• Selection process
• Employment offer
 Management of temporary and contractual workers
 Talent management and succession planning
 Absence and turnover management
 Employee induction and retention
 Managing workforce flexibility
 Termination, redundancy and downsizing
• Reward management – seeks to determine how the organisation chooses to recognise
the value that an individual and/or team contributes to the achievement of
organisational goals
o HR interventions that contribute to reward management include:
 Development of reward system architecture
 Design and implementation of job evaluation schemes
 Benchmarking to establish the rationale for grade and pay structures
 Maintenance of formal performance management processes
 Design and implementation of reward and recognition schemes,
including financial and non-financial rewards
 Arrangement of employee benefits schemes, including financial and
non-financial benefits
o Total reward is a combination of financial and non-financial rewards
o Internal and external factors influence reward strategy (examples)
• Employee relations – the creation of an implicit and explicit framework that enables
management and employees to work together to achieve organisational goals
o HR interventions in employee relations include:
 The maintenance of the psychological contract
 The documentation of the employment contract, including terms and
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Leading global excellence in procurement and supply

 conditions
Managing discipline and grievance processes

Enforcing health and safety standards

The development of employee communication strategies to improve

participation, including enhancing opportunities for employee voice
and involvement
 Devising programmes to improve employee commitment and
engagement
 The development of organisation-wide employment practices
o Communication is a key aspect of employee relations
 Employee voice mechanisms
• Upward problem solving
• Representative participation
o Strong employer-employee relationships will help an organisation to achieve its
strategic goals
o Poor employee relations can result in high levels of absence and employee
turnover
o Managers should engage in employee relations activities, i.e.:
 Encouraging employee development
 Providing feedback and support
 Developing a positive work climate
 Engaging in regular and transparent communication
 Rewarding employees in recognition for their contribution
• Human resource development (HRD) – concentrates on developing the capability of the
organisation’s workforce and co-ordinates employee development and learning
activities
o HRD interventions include:
 Organisational development and design
 Organisational change management and culture development
 Performance management, appraisal and improvement planning
 The management of intrinsic and extrinsic knowledge essential to the
organisation’s effectiveness
 Leadership and management development
 The development and maintenance of learning management systems
 The design and delivery of apprenticeship training
 Professional development, accreditation and qualifications
 The development of potential talent identified through talent
management and succession planning
 The delivery of coaching and mentoring programmes
o Many see HRD as a ‘luxury’ rather than strategically essential
o Speed of change in the global market place means that organisations need a
way to remain flexible and agile
o HRD makes sure that an organisation has the people capability to achieve its
medium- and long-term objectives to deliver organisational success now and in
the future

HRM as a shared organisational responsibility (cover each of the following using examples to
illustrate advantages and disadvantages and their typical uses – use locally based examples
wherever possible and where each would be typically used or appropriate and their
characteristics):
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Leading global excellence in procurement and supply

 • Line managers have a crucial role in implementing HRM activities at an operational level
• Although a centralised HRM function may exist, line managers must take devolved HRM
matters seriously, understand the HR tasks to be completed and work in partnership
with the HR function on employment relationship matters
• Shared responsibility for delivering HRM allows line managers to be responsive to issues
that arise when managing their people
• Individuals also have responsibility for some HRM activities, i.e. responsibility for their
own performance and personal development and career planning
• An organisation is responsible for developing an environment in which individuals can
make time to focus on their own learning and development

Examine the skills and knowledge requirements for personnel in the procurement and supply
function:

Job analysis and job skills (cover each of the following using examples to illustrate advantages
and disadvantages and their typical uses – use locally based examples wherever possible and
where each would be typically used or appropriate and their characteristics):
• Evaluating the scope and work required for a particular job role in comparison with
other jobs in the organisation
o Provides a framework for determining pay and grade levels
o Helps to develop job description and/or role profiles
o Offers a structured approach that provides the manager with information about
a potential job role
 Purpose
 Structure
 Content – which can be collected through:
• Documentation
• Information
• Experience
• Direct observation
o Job holder interview provides information about the main tasks of the job, how
they are executed (including illustrative examples)
 Helps identify knowledge, skills and abilities required
 Attribution Theory (Doyle, 2002)
 Co-variation Model of Attribution Theory (Kelley, 1967)
• Consensus
• Distinctiveness
• Consistency
o Job holder questionnaire
 Useful if a large number of vacancies in positions that require job
analysis
 Cost effective and can produce information quickly
 Job Element Method (Primoff, 1958)
 Position Analysis Questionnaire (PAQ) (McCormick et al, 1972)
• Job elements
o Information input
o Mental process
o Work output
o Relationships
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Leading global excellence in procurement and supply

 o Job context
• The quality of PAQ profiles depends on the person who is filling
out the PAQ and how familiar they are with a particular role
• Job analysis methods focusing on psychological characteristics
of a job holder and their perspective
o Threshold Traits Analysis System (TTAS)
o Fleishman Job Analysis Survey (Fleishman and
Mumford, 1991)
o Occupation Reinforcer Pattern (ORP) (Borgen et al,
1968)
o Cognitive task analysis (CTA)
 Declarative knowledge versus procedural
knowledge
 Generative knowledge
 Self-knowledge

Identifying knowledge and skills for roles (cover each of the following using examples to
illustrate advantages and disadvantages and their typical uses – use locally based examples
wherever possible and where each would be typically used or appropriate and their
characteristics):
• Organisations must determine the skills and knowledge that will deliver acceptable
standards of performance and help the function to achieve its targets and goals
• Skills and knowledge analysis provides the basis for recruitment and selection, and also
learning and development interventions
• The process starts with a review of the business strategy and the creation of a
workforce plan
o Determines whether the function will have the right people in place, with the
right skills
• The role types are then identified, grouped together for simplicity
o CIPS Global Standard
 5 levels of competence
• Tactical
• Operational
• Managerial
• Professional
• Advanced professional
 Can be used to determine the knowledge and skills needed for each
role and identify capabilities that a job holder should have
 4 pillars (11 themes)
• Infrastructure
o Position and influence
o External environment
o Technology
• Process
o Spend management
o Contracting
o Sourcing
• Performance
o Delivering outcomes
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 o Metrics and measurements
• People development
o Delivering individuals and teams
o Developing self and personal skills
o Ethics in procurement and supply
 CIPS on-line assessment tool which maps 40 job profiles against the
Global Standard
o Line managers should review the skills and knowledge required at each stage of
the Procurement Cycle
 Helps to identify skills gaps for particular roles and establish the level of
critical skills within the organisation

Human capital management (cover each of the following using examples to illustrate
advantages and disadvantages and their typical uses – use locally based examples wherever
possible and where each would be typically used or appropriate and their characteristics):
• Human Capital Theory (Schultz, 1961)
o People are an organisational asset
o Knowledge, skills and abilities of individuals create economic value
o Intangible value within an organisation is driven by intellectual property and
customer equity
o The knowledge and skills of individuals are considered intangible under HCT
• Human capital approaches examine how competitive advantage can be sustained
through the deployment of its human capital resource
• Barney (1991) suggests that in order to create competitive advantage a resource must
be:
o Valuable
o Rare
o Imperfectly imitable
o Non-sustainable
• Human capital in an organisation is firm specific
• HCT proposes that higher reward levels can be justified for individuals who can
demonstrate higher skill levels
• Becker (1964) argues that training type will determine whether an individual’s training
cost is covered by an organisation (usually firm-specific)
• Becker (1994) added the dimension of ‘wellbeing’ to human capital research
• Intellectual and social capital
o Contributes to innovation and ultimately competitive advantage
 Social capital (Bourdieu, 1986)
• The means by which ideas and knowledge are shared between
individuals and across the organisation
• Contributes to the development of human capital
• Antons and Piller (2014) five functions of attitude that lead to the rejection of new
ideas:
o The ego-defensive function
o The value-expressive function
o The social-adjustive function
o The knowledge-restrictive function
o The utilitarian function
• Issues with Becker’s approach to HCT
o Focuses on non-cognitive abilities
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 o Definitions of general skills are rather general to an industry and not applicable
to the whole workforce
• HCM enables line managers to make use of the capabilities within the procurement and
supply function to continuously improve and develop processes and procedures to
improve performance outcomes
• HCT proposes that releasing creativity and innovation can improve levels of customer
satisfaction and organisational productivity, reduce employee turnover and absence
levels and promote sustainable advantage
o Crocker and Eckardt (2013) suggest a reverse relationship
• Employee development helps with:
o Employee productivity
o Employee earnings
o Job performance
o Reducing employee turnover
o Job satisfaction
o Employee attitudes
o Employee empowerment
o Teamwork
o Employee commitment
o Organisational performance
o Generation of employee capabilities
o Problem-solving skills
• Increased global complexity has resulted in development of employee agility
o Job rotation
o Lateral transfers
o Close skill gaps
o Keep employees motivated and stimulated

See final case study for the module

• Use this to pull together all of the key elements discussed within sessions 1 to 9 of this
module, highlighting associated assessment criteria

Offer contextual case studies relevant to the region and industrial focus of the area
• Give students the opportunity to apply knowledge to areas of practical interest relevant
to their international region
• Help students to cement ideas and concepts through practical application of ideas,
theories and models

See short case studies within the associated Chapter of the CIPS Study Guide
• Use these to highlight key learning against assessment criteria

Student Exercises
 Use these to highlight key learning against associated learning outcomes for the module

Students should leave this session with an understanding of human resource management
and theories, including the functions and activities involved with HRM and how/why it should
be a shared responsibility within an organisation. They should also consider the importance
of job analysis and the appropriate knowledge and skills required for a role, exploring the
notion of HCM and why this is important for an organisation and its employees
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All rights reserved. Copyright© 2018 CIPS. Content may not be copied, reproduced, published, altered
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Leading global excellence in procurement and supply

Advanced Diploma in Procurement and Supply
Module 5M1 – Managing Teams and Individuals

Session 7
Understand and apply planning approaches for aspects
Assessment Criteria
of human resource management for the procurement
4.3, 4.4
and supply function
Understand and apply planning approaches for aspects of human resource management
for the procurement and supply function
• Identify the key components of a recruitment and selection plan to meet the skills
and knowledge needs of the procurement and supply function
• Identify a plan for training and development of personnel in the procurement and
supply function

CIPS Global Standard for Procurement and Supply

Segments: 7.6, 9.4, 9.5, 9.6, 10.3

Identify the key components of a recruitment and selection plan to meet the skills and
knowledge needs of the procurement and supply function
• The field of recruitment and selection (R&S) has developed considerably since the
introduction of HRM in the 1980s
• R&S has been affected by the introduction of web-based assessments, social
networking and globalisation
• People resourcing is an increasingly specialised field

Identify a plan for training and development of personnel in the procurement and supply
function
• The training and development of personnel in the procurement and supply function
involves a series of activities and experiences
• More recently, learning theories have been embraced, engaging with self-directed
and work-based processes to improve the adaptive potential of the workforce
• Training and development practices have now shifted towards more flexible,
decentralised and informal learning opportunities

Identify the key components of a recruitment and selection plan to meet the skills and
knowledge needs of the procurement and supply function:

Drafting job descriptions (cover each of the following using examples to illustrate
advantages and disadvantages and their typical uses – use locally based examples wherever
possible and where each would be typically used or appropriate and their characteristics):
• Provides clarity on the scope of a vacant job
• Needs to display the organisation’s employer brand, communicate key information
about the organisation as a potential employer
• A reference point for the successful candidate about the role tasks, responsibilities
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 and accountabilities
• It is derived from the job analysis and should contain:
o Job title
o Position in the organisation
o Purpose of the job and areas of responsibility
o Main duties and tasks
o Qualifications, education, training and experience required
o Soft skills and characteristics needed
o Location and travel requirements
o Reward, i.e. remuneration and benefits
o Scope for personal and career development
• Use language relevant to the job role and industry (but not organisation specific
acronyms or terminology)
• Accuracy of job description is essential
• Review with key stakeholders for accuracy
• Reviewed and updated regularly to ensure it remains relevant
• CIPS 40 job profiles against the CIPS Global Standard (2017) as a point of reference
• Once agreed, the job description can be used for recruitment

Screening and assessing candidates to meet requirements (cover each of the following
using examples to illustrate advantages and disadvantages and their typical uses – use
locally based examples wherever possible and where each would be typically used or
appropriate and their characteristics):
• Undertaken once recruitment process is complete and closing date for applications
has passed
• Recommended that completed ten days after closing date
• Screening and assessment criteria need to balance attracting high quality candidates
without setting the criteria standards too high
• Examples
o Education and qualifications
o Work experience
o Skills and knowledge
o Personality traits
o Competencies
• Essential criteria – candidates MUST be able to meet criteria to fulfil job role
• Desirable criteria – factors that separate strong candidates from weaker ones and
are not essential
• Pre-screening of applications removes any applications that are incomplete or do
not meet predetermined criteria
• Candidate assessment tests:
o Personality tests
o Aptitude tests
o Emotional intelligence tests
o Intelligence tests
• Short list of potential candidates – a panel reviews applications against agreed
criteria

The interview process (cover each of the following using examples to illustrate advantages
and disadvantages and their typical uses – use locally based examples wherever possible and
where each would be typically used or appropriate and their characteristics):
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Leading global excellence in procurement and supply

 • Most widely used and familiar selection assessment
• Enables an organisation to select a candidate with the ability to perform the job role
they are being interviewed for and who can add value
• Two-way conversation between perspective employee and representative from the
procurement and supply function
• Candidates can review their expectations against the realities of the job and clarify
responsibilities and opportunities
• Robust and structured interviews will avoid unconscious bias – everyone involved in
the interview process should therefore be appropriately trained in interviewing skills
and fully briefed on the job requirements and procedures in place
• Weaknesses of interviews
o Green (2018) – unsystematic way information is gathered
o Roth et al (2002) – meta analysis examining how interviewers are influenced
by applicant demographics
o Anderson and Shackleton (1993) six common weaknesses:
 Self-fulfilling prophecy
 Stereotyping
 Halo and horns
 Contrast
 Similar-to-me
 Personal liking
• Types of interviews (strengths and weaknesses)
o Unstructured
 Schmidt and Hunter (1998) – determine predictive validity
 Armstrong and Taylor (2017) identify many disadvantages
o Semi-structured
o Structured (competency-based interviews) use a defined framework and
predetermined questions
o Experience-based
 Often have higher levels of validity than situational-based
• Note taking is recommended for legal reasons and reviewed alongside other
assessment data
• Validity and reliability of the interview often depends on the interviewer’s skills
• Dipboye et al (2012) and Pulakos et al (1996) research on variances in validity
• Stewart and Payne (2008) research on automatic and unconscious judgements made
by interviewers
• Dual Process Theory (Chaiken and Trope, 1999) – two distinct systems of
information gathering to make judgements
o Automatic and unconscious judgements
o Use of deliberate information gathering and processing
• Interviewing is a skill which requires training and support
• The interview process also allows for demonstration of the employer brand
• All candidates should be treated respectfully and provided with timely feedback

The use of IT software solutions in recruitment (cover each of the following using examples
to illustrate advantages and disadvantages and their typical uses – use locally based
examples wherever possible and where each would be typically used or appropriate and
their characteristics):
• Use of the internet to advertise positions and attract potential candidates
• CV sifting
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Leading global excellence in procurement and supply

 • Online assessments and production of automated reports
• IT software solutions now used for R&S:
o Candidate sourcing
o Applicant tracking
o Candidate relationship management
o Pre-recruitment assessment and background checks
o Interviewing software
o Recruitment evaluation
o Offers and induction
• Advantages to using IT software in R&S:
o Reduced time to hire
o Cost efficiency
o Administrative efficiency
o Recruitment quality
• Emerging AI for recruiting innovations (Bersin (n.d)):
o Automated CV screening
o Blind hiring
o Talent rediscovery
o Recruitment chatbots
• Important to identify which recruitment process problem that software is trying to
resolve

The regulatory aspects of the employment of personnel in the procurement and supply
function: forms of discrimination and harassment, legislative regulation on employment
practices (cover each of the following using examples to illustrate advantages and
disadvantages and their typical uses – use locally based examples wherever possible and
where each would be typically used or appropriate and their characteristics):
• Statutory employment laws and regulations govern the relationship between the
organisation and its employees
• Within R&S, key areas of employment law relate to: discrimination, the right to work,
criminal record checks and data protection
• Forms of discrimination and harassment
o UK Equality Act 2010
 Indirect discrimination
 Direct discrimination
o Examples of harassment
 Undermining or unjustified criticism
 Malicious rumours
 Comments or jokes on protected characteristics
 Humiliation
 Pranks and threats
 Physical violence and unwelcome sexual advances
o Any complaints should be dealt with promptly
• Legislative regulation on employment practices
o Pre-employment check
 Role of employment practice
 Legal requirements to consider
o Contracts of employment
 Role of employment practice
 Legal requirements to consider
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Leading global excellence in procurement and supply

 oData protection
 Role of employment practice
 Legal requirements to consider
• Local (national) laws determine employment laws and regulations that apply
o Multi-national managers must educate themselves on all relevant employment
laws
• Throughout the employment lifecycle, different employment laws and regulations will
apply

Identify a plan for training and development of personnel in the procurement and supply
function:

Cost and benefits of training (cover each of the following using examples to illustrate
advantages and disadvantages and their typical uses – use locally based examples wherever
possible and where each would be typically used or appropriate and their characteristics):
• It is difficult to evaluate the intangible factors of behaviour change, improved skill or
increased knowledge
• The cost and benefits of training can however be captured using existing evaluation
mechanisms within an organisation
• Arnold et al (2005) suggested three levels of interdependent activity required:
o Assessment of needs
o Design and delivery
o Transfer and evaluation
• Hambin (1974) and Kirkpatrick (1959) offer taxonomies of training evaluation:
o Reaction
o Learning
o Behaviour
o Results or organisation
o Ultimate value or return on investment (ROI)
 Criticisms of evaluation models
• First questions first
• Correlation between the levels
• Unreliability of self-reporting
• Evaluation is part of the learning process
• Training outcomes are not linear
• Training is just one component
 Formula for ROI = Net Benefits/Costs X 100
 Full cost of the training intervention must be understood
 Financial outcome, advantage variables and calculation measures:
(Foster, 2017b)
• Sales performance
• Process improvement
• Productivity
• Cost to acquire a customer
• Customer retention rate
• Revenue renewal rates

Methods, delivery and evaluation of training (cover each of the following using examples to
illustrate advantages and disadvantages and their typical uses – use locally based examples
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Leading global excellence in procurement and supply

 wherever possible and where each would be typically used or appropriate and their
characteristics):
• Training methods, delivery and evaluation are stages of the learning and
development cycle
• When designing training and development plans, it is useful to keep the end result in
mind
• It is important to consider the most influential process of learning to deliver
sustainable performance improvements
• Several methods can be adopted during learning interventions:
o Active engagement
o Modelling
o Experiential learning
o Reflection
o Application to the workplace
o Practice
o Feedback
o Assessment
o Skills development
o Knowledge content
• On-the-job training
o Methods to support on-the-job training
• Peer learning
• Online learning
• Experiential learning
• Use of technology to support learning
• Anderson (2007) Model of Value and Evaluation
o Highlights the contribution that training, and development makes to an
organisation and demonstrates the value of learning
o Evaluation neds to be aligned to the function and strategic priorities of an
organisation

Training needs analysis (TNA) (cover each of the following using examples to illustrate
advantages and disadvantages and their typical uses – use locally based examples wherever
possible and where each would be typically used or appropriate and their characteristics):
• Must be approached systematically to ensure that capability gaps are identified
• Bertalanffy’s (1950) General Systems Theory and the ‘scientific doctrine of
wholeness’
• Should be analysed with the view to providing stability to the organisational system
• Must tie in with the procurement function’s future strategy and plan
• Care must be taken to avoid ‘analysis paralysis’
• Seddon and Brand’s (2008) Vanguard Method – check the organisational system
from the outside in
o Check
o Plan
o Do
 Helps to identify potential development solutions
 Maps organisational needs that focus on improving the value of
human capital
• Hayden (2018) recommends the RAM Model to ensure alignment between training
and development
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Leading global excellence in procurement and supply

 o Relevance
o Alignment
o Measurement
• Reviews what tasks need to be completed and how job tasks will evolve over time
• Potential methods of data collection for TNA
o Interview/focus groups
o Documentation including business plans etc.
o Employee and manager surveys
o Skills data from virtual learning environment or HR information system
o Competence framework analysis
• Much of this data is sensitive and subject to data protection regulations
• Tasks review to identify capabilities necessary to achieve job requirements
• Feedback from key stakeholders regarding key capability gaps
• Human capital resources capabilities
o Knowledge
o Skill
o Attitude
• Output of TNA will form the basis of the training and development strategy and
business plan
o Strategically important gaps should be identified first
o Some training will be mandatory for all
o Other training will be selective
o Budgets for individualised training needs

The application of personal development plans (cover each of the following using examples
to illustrate advantages and disadvantages and their typical uses – use locally based
examples wherever possible and where each would be typically used or appropriate and
their characteristics):
• No longer an expectation of a ‘job for life’
• Protean career (Hall, 1986) – career development based on the search for self-
fulfilment
• Personal development has become more holistic and focuses on continuous
improvement for the purpose of personal growth
• A key challenge for organisations is how to support personal development agendas
against the organisation’s agenda to deliver success
• Should be created by individuals in discussion with their manager
• Variety of personal development plan templates available
• Continuing Professional Development (CPD) tools
• Advantages of a multi-dimensional context approach to personal development
• Whole person development (WPD)
o Physical
o Emotional
o Professional
o Social
o Spiritual
o Psychological

Performance review and appraisal (cover each of the following using examples to illustrate
advantages and disadvantages and their typical uses – use locally based examples wherever
possible and where each would be typically used or appropriate and their characteristics):
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 • At an individual level, setting targets and objectives enables managers to manage
and measure employee performance
• Performance appraisal
• Good performance management practices are strategically aligned and integrated
into day-to-day operations
• Regular, effective feedback from managers is required to ensure that targets set are
directly linked to the delivery of strategic objectives
• Reviewing individual performance is a key part of managing at a tactical and
strategic level
• Links in the performance management chain:
o Past performance
o Objectives
o Rating
o Judgement
o Feedback
o Future performance
• Performance reviews used for:
o Development
o Administration
• Examples of limitations and complaints about performance review and appraisal
processes, i.e.
o Too mechanistic and measurement of success if hard to quantify
o Link to annual pay rises is outdated
o Impossible to set goals for complex tasks where there is a requirement for
collaborative working
o Determining the right number of objectives is difficult
o Language used can distort ratings – unconscious bias
o Resource cost of the process
o Can be unwieldy
• Porter and Lathan (2012) – focus on the quality of employee’s behaviour or learning
goals
• Kluger and Nir (2010) – managers should be trained to give appreciative feedback
focused on employee strengths
• Kluger and DeNisi (1996) – Feedback Intervention Theory

See final case study for the module

• Use this to pull together all of the key elements discussed within sessions 1 to 9 of
this module, highlighting associated assessment criteria

Offer contextual case studies relevant to the region and industrial focus of the area
• Give students the opportunity to apply knowledge to areas of practical interest
relevant to their international region
• Help students to cement ideas and concepts through practical application of ideas,
theories and models

See short case studies within the associated Chapter of the CIPS Study Guide
• Use these to highlight key learning against assessment criteria

Student Exercises
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Leading global excellence in procurement and supply

  Use these to highlight key learning against associated learning outcomes for the
module

Students should leave this session with an understanding of the key components of a R&S
plan so that the skills and knowledge required for a role are met within the procurement
and supply function. The different stages of the R&S process should be understood and
how technology can be used to assist. Finally, they should know why a T&D plan for
personnel is necessary and how training can be delivered. It is important that TNA is
understood and how appropriate performance appraisal can be used to support
individuals and the organsiation

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Leading global excellence in procurement and supply

Advanced Diploma in Procurement and Supply
Module 5M1 – Managing Teams and Individuals

Session 8
Understand the application of the individual
Assessment Criteria
capabilities required to manage the procurement and
5.1, 5.2
supply function
Understand the application of the individual capabilities required to manage the
procurement and supply function
• Examine self-development techniques that can be used to improve individual
performance
• Examine organisational change and approaches to successful change management

CIPS Global Standard for Procurement and Supply

Segments: 7.6, 9.4, 9.5, 9.6, 10.3

Examine self-development techniques that can be used to improve individual performance

• Steps should be taken to grow or develop
• CPD is mandatory as members of a professional body (i.e. CIPS) to ensure that an
individual’s skill and knowledge is up to date
• Navigating change is no longer a logical flow of adopting new structural and
technical systems, it now depends on the capability of managers and team members
to develop, collaborate and co-operate effectively

Examine organisational change and approaches to successful change management

• Change is making something different or altering something
• Change is neither a good thing or bad, it is the outcome of change that makes the
change bad or good
• Change is a management discipline that is shifting towards dealing with more
complex problems with immediacy
• Change is part of the everyday fabric or organisational life

Examine self-development techniques that can be used to improve individual

performance:

Learning from mistakes (cover each of the following using examples to illustrate advantages
and disadvantages and their typical uses – use locally based examples wherever possible and
where each would be typically used or appropriate and their characteristics):
• Self-development ensures that individuals are taking responsibility for their own
development and that learning opportunities are personalised
• Decisions are made based on the information available – no one chooses to make a
bad decision
• Self-development requires evaluation of progress in terms of willingness to take
risks, make mistakes and evaluate development as an incremental improvement
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Leading global excellence in procurement and supply

 • Syed (2015) – destructiveness of the need to reframe and contort mistakes
• Festinger (1957) developed Cognitive Dissonance Theory
• Reflection and reflective writing is central to CPD
• Kolb (1976) highlighted that effective managers have an ability to learn and can
adapt to change
• Harford (2011) – success always starts with failure
• Be prepared to challenge conventional thinking and seek out new ideas, responding
flexibly
• Palchinsky principles
o Variation
o Survivability
o Selection
• Edmondson (2004) openness in evaluating and detecting mistakes provides an
opportunity for coaching, building quality relationships and improving performance
• Schon (1983) ‘reflection-on-action’

Seek and accept feedback from others (cover each of the following using examples to
illustrate advantages and disadvantages and their typical uses – use locally based examples
wherever possible and where each would be typically used or appropriate and their
characteristics):
• Seeking out and accepting feedback can be hard
• Offers an opportunity for individuals to make choices about their behaviour, reveals
barriers to achieving potential
• In order to perform, individuals need (Wigert and Hartner, 2017):
o Job clarity and priorities
o Ongoing feedback and communication
o Opportunities to learn and grow
o Accountability
• Feedback provides direction to realise potential and improve performance in a
specific context
• Feedback can be unappealing as it reflects an image as others perceive and for
which, an individual may not be aware
• Self-Perception Theory (Bem, 1972)
• Individuals can feel distress (Higgins, 1987) if the feedback does not match their
ideal self
• Ryckman (2004) highlights inconsistency between self-perception and feedback may
result in a negative reaction
• Feedback is required to create a learning environment
• Transformative learning (Meizrow et al, 1990)
o Frames of reference
o Critical-dialectical discourse
o Habits of mind
• Non-reflective action when reflecting on feedback (Kember et al, 2000)
o Habitual action
o Thoughtful action
o Introspection
• Constructive feedback can provide great insight

360-degree reporting (cover each of the following using examples to illustrate advantages
and disadvantages and their typical uses – use locally based examples wherever possible and
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Leading global excellence in procurement and supply

 where each would be typically used or appropriate and their characteristics):
• Gathers feedback from different people and asks for assessment of an individual
against a set of competencies
• Rater anonymity
• Widespread use in management development, talent management and
performance management interventions
• Uses of 360 degree feedback affecting HR decisions
• Effective 360 degree feedback process provides the basis for continuous feedback,
self-appraisal and personal development
• Can contribute to a culture of accountability and support a learning environment
that prioritise personal development and growth
• A successful feedback process will:
o Have buy-in from senior leaders
o Measure what is meaningful
o Ensure everyone understands the process
o Develop a safe feedback culture
o Do something with the feedback
• Issues with 360 degree feedback
o Ineffective processes
o Poor questionnaire design
o Lack of participant briefings
o Ineffective administration
• Greater use of web-based 360 degree feedback reporting tools
• A supportive environment is required to provide direction for the development
activities that can be taken in response to the feedback – i.e. coaching

Maintain, promote and monitor personal and professional honesty and integrity (cover
each of the following using examples to illustrate advantages and disadvantages and their
typical uses – use locally based examples wherever possible and where each would be
typically used or appropriate and their characteristics):
• CIPS Code of Conduct
• Personal and professional honesty and integrity can be achieved through:
o Avoiding conflicts of interest
o Fair and transparent conduct with suppliers
o Avoiding corrupt practices
o Developing a clear policy on accepting gifts
o Other policy considerations
• Managers are expected to maintain, promote and monitor honesty and integrity and
are best placed to identify risks to integrity and to proactively manage the
workplace – i.e. responding to instances of improper conduct, misconduct and
corruption
• Personal behaviour outside of work is also important
• Work integrity has significant strategic benefits
• Professional honesty and integrity is achieved through:
o Lead by example
o Set clear expectations
o Apply values and human rights
o Make confident decisions
o Communicate with employees
o Value employees
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Leading global excellence in procurement and supply

 o Develop their skills

Managing up and coping with senior colleagues (cover each of the following using examples
to illustrate advantages and disadvantages and their typical uses – use locally based
examples wherever possible and where each would be typically used or appropriate and
their characteristics):
• In reality, there may be internal conflict, competition and antagonism in an
organisation
• Managers need to understand the nature of power and influence in organisations to
manage up and cope with senior colleagues
• Procurement and supply function is often seen from a functionalist perspective, but
should also identify individuals who can be useful allies or a source of power
o Legitimate power
o Expert power
o Referent power
o Relative power
• P&S managers need to work closely with senior colleagues and their line managers,
adopting a strategic focus, using the hierarchical fundamental consultancy
objectives (Turner, 1982):
o 1. Provide requested information
o 2. Provide solution to given problems
o 3. Conduct diagnosis that may redefine problem
o 4. Provide recommendations
o 5. Assist implementation
o 6. Build consensus and commitment
o 7. Facilitate board learning
o 8. Improve organisational effectiveness
• Levels 6-8 are essential to managing up
• Managers should take time to reflect on issues of functional contribution,
organisational change and the capability of the P&S function to propose strategies
and tactics that may develop power and influence going forward
• By including P&S as a strategic function, managers can improve the way their
influence is perceived
• P&S integration challenges
o Number of stakeholders
o Shifting boundaries
o New regulation
o Volatility of markets
o Short term financial reporting
• Ways to manage up and cope with senior colleagues
o Identify and focus on what senior managers care about
o Build effective relationships
o Use the language of the business
o Focus on strategic problems and opportunities
o Shift budget to high-impact programmes
o Develop their skills
o Navigate the power plays

Emotional Intelligence (EI) - use emotional information to adjust emotions to adapt

environments or to achieve individual goals (cover each of the following using examples to
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Leading global excellence in procurement and supply

 illustrate advantages and disadvantages and their typical uses – use locally based examples
wherever possible and where each would be typically used or appropriate and their
characteristics):
• Interpersonal intelligence – ability to understand someone else’s desires,
motivations and intentions
• Intrapersonal intelligence – ability to understand our own feelings, motivations and
fears
• When an individual makes choices about their behaviour and actions based on their
EI, they can use this information to adjust their emotions, adapt to new
environments or achieve individual goals
• Being able to adapt and develop an emotional response is the result of an ability to
recognise and control instinctive reflexes and understand specific cues
• To develop EI, individuals must interpret emotions in relation to a specific stimuli

Examine organisational change and approaches to successful change management:

Recognise the need for change (cover each of the following using examples to illustrate
advantages and disadvantages and their typical uses – use locally based examples wherever
possible and where each would be typically used or appropriate and their characteristics):
• Organisations must respond to change that is happening at all levels (Senior and
Swailes, 2010):
o Formal subsystem:
 Management
 Strategy
 Goal and objectives
 Operations
 Technology
 Organisational design
 Processes
o Informal subsystem:
 Organisational culture
 Politics and influence
 Leadership
o Inputs from the external environment may be transformational
 Materials
 Resources
 STEEPLE
o Stability of the formal and informal subsystems may prompt the need for
change
o Outputs’ will determine whether an organisation is successful
 Competitive advantage
 Employee satisfaction
 SWOT
o Trend of developing continuous improvement programmes (i.e. Lean, Six
Sigma)
o Dynamic Capability Theory – highlights the organisation’s ability to
assimilate, develop and remodel workforce capability in response to rapidly
changing internal and external environments
o HRM practices that support the development of dynamic capabilities
(McCracken et al, 2017)
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Leading global excellence in procurement and supply

  Job rotation
 Management experience
 Absorptive capacity
 Organisational learning
 Innovative capabilities
 Marketing capabilities
 Managerial vision
 Transformational leadership
o Transactional leadership

Understand and manage the strategic drivers for change (cover each of the following using
examples to illustrate advantages and disadvantages and their typical uses – use locally
based examples wherever possible and where each would be typically used or appropriate
and their characteristics):
• Organisational strategy is influenced by a number of internal and external drivers
• Strategic drivers vary and depend on organisational context
• The growth of digital technology led to a disruptive strategic driver for change
• 2008 credit crunch led to a shift in strategic drivers within the financial services
• Other examples of strategic drivers
• The current business environment should be evaluated to identify potential for
strategic drivers of change
• Contemporary debates on future trends in P&S
o Increased automation of purchasing processes and use of data analytics to
develop supply chain tiers
o Shift to strategic procurement
o Identifying supply chain value
o Increased partnership working behaviours
• Identify new ways of working and generate ideas about how to respond to strategic
drivers for change
• All change programmes need clear objectives to allow for monitoring of progress
o Response to strategic change drivers can have unintended consequences
• Some aspects of strategic drivers for change are outside the control of managers
• Some strategic drivers can be influenced and managed
• Strategic drivers can be identified as part of an interdependent, inter-reliant and
inter-connected system (French and Bell, 1998)
• SOAR as a strategic planning framework:
o Strengths
o Opportunities
o Aspirations
o (measurable) Results

Identify and minimise areas of potential conflict and/or resistance (cover each of the
following using examples to illustrate advantages and disadvantages and their typical uses –
use locally based examples wherever possible and where each would be typically used or
appropriate and their characteristics):
• Resistance to change is often cited as a reason why change efforts fail
• Reasons for resistance:
o Lack of commitment to change initiative
o Overt conflict
o Non-compliance or disruptive behaviours around the planned change
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Leading global excellence in procurement and supply

 • Conflict and resistance often arise
• Kubler-Ross (1969) change curve:
o Denial
o Anger
o Bargaining
o Depression
o Acceptance
• Resistance to change and conflict are a natural part of the change cycle and should
not be dismissed
• Employees take time to fully transition to a place where they feel confident and
have fully integrated change

Promote team involvement and collective ownership of change solutions (cover each of
the following using examples to illustrate advantages and disadvantages and their typical
uses – use locally based examples wherever possible and where each would be typically
used or appropriate and their characteristics):
• Change management is most successfully navigated when those individuals who are
affected by the change own it and are involved in it
• Organisational development is a people-led change method based on behavioural
and social science resulting in collective ownership of change solutions
o Action Research (Lewin, 1947)
 Combines organisational knowledge-building with effective action to
develop change solutions
• Situational
• Collaborative and participatory
• Evaluative
 The iterative Action Research cycle

Promote and maintain a positive individual and team attitude to the change process
(cover each of the following using examples to illustrate advantages and disadvantages and
their typical uses – use locally based examples wherever possible and where each would be
typically used or appropriate and their characteristics):
• Individuals can adopt two mindsets (Dweck, 2012):
o Growth mindset
o Fixed mindset
• An individual’s attitude towards change is as dependent on mindset as it is upon
situational challenges that need to be navigated
• A positive individual and team attitude can create a work environment focused on
curiosity, learning, self-development, innovation, support and well-being
• Actions that managers can take to develop self and others (Foster, 2016):
o View challenges as opportunities
o Adopt a non-judgmental approach
o Focus on Broaden and Build schema
o Develop interpersonal skills
o Appraise personal attitudes and belief systems
o Make employees well-being a desirable goal
o Explore new ideas and possibilities
o Practice creative problem-solving
• Self-efficacy
• Collective efficacy
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Leading global excellence in procurement and supply

 • Enhancing self-efficacy and employee readiness for change (Andrew and
Mohankumar, 2017):
o Systematically setting targets
o Employee voice
o Managing expectations
o Performance reviews

See final case study for the module

• Use this to pull together all of the key elements discussed within sessions 1 to 9 of
this module, highlighting associated assessment criteria

Offer contextual case studies relevant to the region and industrial focus of the area
• Give students the opportunity to apply knowledge to areas of practical interest
relevant to their international region
• Help students to cement ideas and concepts through practical application of ideas,
theories and models

See short case studies within the associated Chapter of the CIPS Study Guide
• Use these to highlight key learning against assessment criteria

Student Exercises
 Use these to highlight key learning against associated learning outcomes for the
module

Students should leave this session with an overview of self-development techniques and
how these can be used to help develop and improve personal performance. They should
also understand the different approaches to change management, their inherent strengths
and weaknesses and how change should be managed to minimise resistance. Finally, they
should know the importance of collective ownership of change solutions and how a
positive attitude to a change process can be achieved

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Leading global excellence in procurement and supply

Advanced Diploma in Procurement and Supply
Module 5M1 – Managing Teams and Individuals

Session 9
Understand the application of the individual
Assessment Criteria
capabilities required to manage the procurement and
5.3, 5.4
supply function
Understand the application of the individual capabilities required to manage the
procurement and supply function
• Assess the requirement for and approaches to diversity in the workplace
• Assess the requirement for and approaches to equality in the workplace

CIPS Global Standard for Procurement and Supply

Segments: 7.6, 9.4, 9.5, 9.6, 10.3

Assess the requirement for and approaches to diversity in the workplace

• Diversity in the workplace relates to the differences between individuals:
o Race
o Gender
o Ethnicity
o Age
o Religion
o Sexual orientation
o Disability
• Differences should be cultivated to encourage creative ideas and perspectives
• Inclusion relates to the organisational culture and norms that influence diversity
• Compelling research shows a correlation between diversity and performance
• Organisations that underuse the talent potential of employees are less effective and
have access to a narrower talent pool for the key skills and knowledge required to
achieve their strategic goals

Assess the requirement for and approaches to equality in the workplace

• Organisations need to develop policies and processes to ensure that they fulfil their
legal obligations and statutory duties under the Equality Act 2010 or UN Convention
on the Rights of People with Disabilities, and the Human Rights Act 1998
• Equality is about creating a fairer workplace
• Equality Act 2010 protects against discrimination of:
o Age
o Disability
o Gender reassignment
o Marriage or civil partnership
o Pregnancy and maternity
o Religion or belief
o Sex
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Leading global excellence in procurement and supply

 o Sexual orientation
Assess the requirement for and approaches to diversity in the workplace:

Maintain and promote best practice in valuing and respecting diversity (cover each of the
following using examples to illustrate advantages and disadvantages and their typical uses –
use locally based examples wherever possible and where each would be typically used or
appropriate and their characteristics):
• An inclusive workplace encourages individuals to be themselves at work
• Workplace diversity requires the right structures, systems and processes in place to
support and promote inclusion
• Practices that increase the value of and respect for diversity (Green et al, 2018):
o Diversity training
o Financial assistance
o Specific initiatives
o Support for the physically disabled
o Developing an inclusive climate
• Despite legislation, inequality is still widespread in the UK
o Requires extension of inclusion beyond the minimum standards
o Develop a strategy focused on wellbeing and employee engagement
• The Equality Act 2010
• Discrimination in the recruitment process result in individuals being denied access to
jobs and the organisation may miss out on a wider pool of talent potential
Recruitment processes should treat applicants fairly and avoid indirect and direct
discrimination through:
o Defining the job
o Advertising a job
o The application process
o Selection, assessment and interview process
• Even if successful in securing a job, employees can face discrimination in their
performance rating, treatment from co-workers and managers and diminished
promotion prospects
• Weaknesses in the employee life cycle as a result of unconscious and conscious bias
o Self-fulfilling prophecy
o Stereotyping
o Halo and horns
o Contrast
o Similar-to-me
o Personal liking
• Legislation covers key elements of the employment contract, but organisational
practices must also be used to enhance cultural competences:
o Equality representatives
o Monitoring
o Accommodating individual needs
o Language
o Addressing bullying and harassment
• Induction training and development are important parts of addressing value and
respect for diversity
• Diversity and inclusion training can cover a number of key learning outcomes to
educate employees on valuing and respecting individual differences
• Forms of diversity training:
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Leading global excellence in procurement and supply

 o Awareness training
o Skills training
o Should aim to address conscious and unconscious bias
• Purpose of diversity training is to create an inclusive workspace where individuals
are able to collaborate effectively
• Skills training supports individuals in building their interpersonal skills – to help
improve communication with others from different backgrounds and reduce
unconscious bias
• Training has had a positive effect on cognitive, attitude and skill-based outcomes
(Kalinoski et al, 2013)
• Research indicates that mandatory diversity training has not resulted in more
women and minorities in management positions (Dobbin and Kalev, 2016)
o Negative messaging and legal jeopardy
o Perceived brainwashing
o One-off events, so little opportunity to apply in practice
• Recommended ways for effective diversity training (Blackman, 2018)
o Start with the ‘why?’
o Combine awareness and skills training
o Make training voluntary
o Encourage mentoring
o Diversity in all training
o Inclusivity
o Monitor and measure
• Participant needs should be taken into account
• No legal requirement for organisations to have a diversity policy in place, although it
is considered best practice if diversity is to be valued and respected
• By collaborating with employees to develop a diversity policy, organisations can help
to support the adoption and implementation of the policy
• The policy should be promoted and communicated widely
• The policy needs to be monitored and reviewed to establish how effective it is in
achieving its aim

Recognise the positive contribution that diversity can make to the work place (cover each
of the following using examples to illustrate advantages and disadvantages and their typical
uses – use locally based examples wherever possible and where each would be typically
used or appropriate and their characteristics):
• Adopting an approach that is fully open to ideas, opinions, skills, experiences and
differing approaches to organisational challenges and opportunities will lead to a
more flexible and agile organisational response to market demands
• CEOs may see inclusion and diversity as an enabler of growth and value creation
(Stiffler and Dominy, 2017)
• Voicing a commitment to diversity and inclusion at the top of an organisation can
help to spur initiatives that will deliver an agenda beyond the minimum standards
• Alignment needed between diversity goals and specific organisational growth
priorities, with the belief that diversity contributes directly to performance
• Surface level and deep level diversity (Green et al, 2018)
• To unlock the potential value of diversity and inclusive working practices, businesses
must know what works within the context of the organisation
• Statistical correlations between diversity and performance or financial returns (Hunt
et al, 20180)
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Leading global excellence in procurement and supply

 • Contextual factors, high heterogeneity of research study characteristics, sample size
and significance of minority group representation on corporate boards should all be
considered
• Levels where diversity can positively contribute (Ozbilgin et al, 2014):
o Shareholder value
o Stakeholder value
o Regulatory context
o Global value chain
• Benefits of diversity:
o Access to wider talent pool
o More flexible and agile workforce
o Broader understanding of foreign and global markets
o Ability to respond to the needs of a diverse customer base internationally,
nationally and locally
• Data to support the creation of an inclusive culture can be difficult to collect and
quantify, so both qualitative and quantitative measures are required
• Unique perspectives and ways to approach challenges is a result of diversity which
benefits the organisational decision making and contributes to individual learning
and development
• Exposure to different ideas increases the opportunity for all individuals to access
innovative solutions and deeper understanding of problems
• Diversity can be seen as a key strategic asset and contributes to the effective use of
human capital (Alcazar et al, 2013)
• Diversity can ultimately lead to increased:
o Job satisfaction
o Perceptions of farness
o Commitment to an organisation
o Levels of productivity at an individual level
• As well as reduced staff turnover, ultimately diversity is the ‘right thing to do’
• A diverse approach to decision-making is needed for organisations to deliver high-
quality solutions more quickly
• A more diverse employee base with different perspectives and experiences can also
help to prevent groupthink and social loafing
• Proactive promotion of diversity can increase the employer brand and enhance
corporate reputation
o Examples of the impact on reputation for big brands
• Diversity of the customer base – ability to engage and respond with a diverse
external customer leading to a more personalised customer experience
• Culture-specific knowledge can help an organisation navigate new market segments
and properly manage customer relationships
• Improving representation of diverse talent will make a positive contribution to the
organisation through innovation and creativity

Assess the requirement for and approaches to equality in the workplace:

Maintain and promote best practice in valuing and respecting equality (cover each of the
following using examples to illustrate advantages and disadvantages and their typical uses –
use locally based examples wherever possible and where each would be typically used or
appropriate and their characteristics):
• Inequality can be identified through:
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Leading global excellence in procurement and supply

 o Direct discrimination
o Indirect discrimination
o Discrimination by perception
o Harassment
o Victimisation
• An organisation’s leadership has to ensure:
o Equality policies are fully implemented and communicated throughout the
organisation
o All employees are aware of their responsibilities
o Appropriate training is provided
o Support at all levels
• Equality should be monitored as part of internal quality assurance procedures
• Any incidences should be recorded
• An organisation’s equality policy applies to any independent contractors, volunteers
or visitors
• Line managers should receive basic training on their obligations
• Diversity initiatives, i.e. equality days, conferences and seminars
• Performance appraisals are a common source of discrimination (Sarma, 2016)
o Conscious and unconscious bias
o Availability of advice for managers (i.e. virtual management portal or online
hub)
• Monitoring of selection, turnover, absence and career progression of individuals
with protected characteristics
• Ways to support an inclusive climate:
o Providing and encouraging coaching, mentoring or development
opportunities for individuals with protected characteristics
o Overtly supporting, communicating and advertising support for individuals
o Encouraging and supporting team members attendance at organisational
equality events
o Providing updates and reports on equality metrics and using data insights to
drive discussions
• In an inclusive climate, efforts should be made to support individuals with protected
characteristics into management positions
• It may be useful to appoint an equality and diversity co-ordinator or champion
• Stages of handling discrimination in the workplace:
o Raise and receive complaints and concerns about discrimination
o Investigate the complaint
o Decide how to handle the matter
o Take action
o Avoid discrimination in the future
• Key principles relating to equality:
o All employees have equal value
o Recognise, respect and value difference
o Foster positive attitudes and relationships
o Observe good equalities practice
o Foster a shared sense of inclusion and belonging
o Set high expectations
o Challenge prejudice and stereotyping
• Elements of an equality policy:
o Behaviour requirements
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Leading global excellence in procurement and supply

 o Recruitment and selection
o Training and development
o Talent management and succession planning
o Remuneration and benefits
o Reporting
o Rights, roles and responsibilities
• Organisations and networks that can support equality in the UK:
o Equality and Human Rights Commission
o ACAS
o CIPD
o Equality and Diversity Forum

Recognise the positive contribution that equality can make to the work place (cover each
of the following using examples to illustrate advantages and disadvantages and their typical
uses – use locally based examples wherever possible and where each would be typically
used or appropriate and their characteristics):
• Advantages of promoting equality are similar to the positive contribution made by
diversity
o High levels of employee morale
o Good corporate reputation and employer brand
o Ability to attract and recruit top talent
o Contribution from employees to strategic objectives
o Motivated, engaged and committed employees
• Competitive advantages from equality and fairness (Ashok, 2014)
o Enhanced creative outputs
o Retaining talent
o Improving service offered
o Legal compliance
• Mayer et al (2017) correlation between tangible outcomes and a culture of inclusion
• A diverse hiring policy allows organisations to increase the size of potential talent
pool and access to creative and talented employees
• Inequality can contribute to major distortion in the value that is placed on
individuals with protected characteristics
• Equality helps promote individual and collective productivity
• Issues from inequality
o Ongoing conflict and tension
o Higher staff turnover
o Lack of access to scarce skills
o Absenteeism
o Reduced employee engagement and commitment
o Costly legal cases
o Reputation
• Equality is part of an organisation’s CSR regarding guaranteed fair treatment for all
employees
• Equality can contribute towards improved mental and physical health and provide a
socially rich organisation
• Equality reduces conflict in an organisation, improves networking and collaboration
with others regardless of background
• A workplace where everyone has the opportunity to achieve their potential and
where individual strengths are recognised, raises performance standards and
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Leading global excellence in procurement and supply

 promotes social cohesion
• A diverse workplace encourages employees to embrace different viewpoints and
beliefs and to broaden thinking

See final case study for the module

• Use this to pull together all of the key elements discussed within sessions 1 to 9 of
this module, highlighting associated assessment criteria

Offer contextual case studies relevant to the region and industrial focus of the area
• Give students the opportunity to apply knowledge to areas of practical interest
relevant to their international region
• Help students to cement ideas and concepts through practical application of ideas,
theories and models

See short case studies within the associated Chapter of the CIPS Study Guide
• Use these to highlight key learning against assessment criteria

Student Exercises
 Use these to highlight key learning against associated learning outcomes for the
module

Students should leave this session with an appreciation of the requirements for and
approaches to diversity and equality within the workplace. They should be comfortable
with the ways to maintain and promote best practice with respect to both diversity and
equality, understanding the importance of both and how they can contribute to improved
effectiveness for an organisation and its employees

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or transmitted in any form or by any means, in whole or in part, without the prior written permission of 77
CIPS.

Leading global excellence in procurement and supply

Advanced Diploma in Procurement and Supply
Module 5M1 – Managing Teams and Individuals

Session 10
Assessment Criteria:
Final module recap and discussion All assessment criteria
for module

All learning outcomes for the module as discussed in sessions 1 to 9

CIPS Module Study Guide for Module L5M1 – Chapters 1, 2, 3, 4 and 5

CIPS Global Standard for Procurement and Supply
Segments: 7.6, 9.4, 9.5, 9.6, 10.3

Discuss the overall aims of the module:

Module aim:

Management is the administration of an organisation, whether it be a business, a not-for-

profit organisation, or government body. Management includes the activities of setting
the strategy of an organisation and coordinating the efforts of its employees or volunteers
to accomplish its objectives through the application of available resources, such as
financial, natural, technological, and human resources. In keeping with other
organisational functions, those who manage procurement and supply activity must
possess expertise in developing and fulfilling organisational and functional objectives. It is
therefore, essential that learners gain a wider appreciation of theories and techniques
that relate to managing teams and individuals involved with the procurement and supply
function

Discuss the final assessment

Format
• Constructed Response exam – 3 hours
• Pass mark = 50%

Content and question types

• Use the sample questions provided for types and formats of questions

See final case study for the module

• Use this to pull together all of the key elements discussed within sessions 1 to 9 of
this module, highlighting associated assessment criteria

All rights reserved. Copyright© 2018 CIPS. Content may not be copied, reproduced, published, altered
or transmitted in any form or by any means, in whole or in part, without the prior written permission of 78
CIPS.

Leading global excellence in procurement and supply

 Offer contextual case studies relevant to the region and industrial focus of the area
• Give students the opportunity to apply knowledge to areas of practical interest
relevant to their international region
• Help students to cement ideas and concepts through practical application of ideas,
theories and models

See short case studies within the associated Chapter of the CIPS Study Guide
• Use these to highlight key learning against assessment criteria

Student Exercises
 Use these to highlight key learning against associated learning outcomes for the
module

On completion of this module, learners will be able to evaluate the different schools of
thought and the reasoning behind the variety of approaches to the management of
themselves, individuals and groups or teams within organisations

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or transmitted in any form or by any means, in whole or in part, without the prior written permission of 79
CIPS.

Leading global excellence in procurement and supply