CIM Revision Cards Managing Marketing Performance

Karen Beamish

• Publisher: Routledge
• Year: 2010
• ISBN:
  9781136418655
• Edition: 2
• Topic: Negocios y empresa
• Subtopic: Negocios en general

Designed specifically with revision in mind, the CIM Revision Cards provide concise, yet fundamental information to assist students in passing the CIM exams as easily as possible. A clear, carefully structured layout aids the learning process and ensures the key points are covered in a succinct and accessible manner. The compact, spiral bound format enables the cards to be carried around easily, the content therefore always being on hand, making them invaluable resources no matter where you are.

Creating the Organizational Context

DOI: 10.4324/9780080560977-1

Lerning Outcomes

9.63.1

Critically evaluate the techniques available for integrating teams and activities across the organization, specifically relating to brands and customer-facing processes, and instilling learning within the organization.

1.1

Appraise the requirements of a given set of tasks and their context, and assess the impact of relevant factors on the creation or development of a team to perform those tasks.

1.2

Determine the skills, characteristics and roles required within a team to carry out specific tasks effectively.

1.3

Prepare a plan showing how the team should be structured, selected, formed and developed to ensure effective performance.

1.4

Lead the work of individuals and teams to achieve their objectives and create effective working relationships both within their team and with other teams.

1.5

Critically evaluate the productivity, satisfaction and effectiveness of teams against their objectives using appropriate techniques.

1.6

Analyse the causes of any sub-optimal performance and recommend how to improve the team’s performance, including plans to improve motivation, commitment and loyalty.

Syllabus References: 9.63, 1.1–1.6

Teams

This unit relates to the role that marketing can play in creating an organizational environment that supports an effective implementation of the strategy developed in the Strategic Marketing Decisions Course Module.

• The unit calls on the concept of the Learning Organization, which is also relevant to Unit 8. Whilst individuals acquire knowledge, it is important to make this knowledge available where it is needed within the organization. At a more sophisticated level, individuals develop mental models; by sharing these across the organization, processes, particularly those involving, for example, innovation can become more efficient and effective.
• Logically, the starting point for organizational team building is a definition of the task or tasks to be performed.
• It is then important to consider the current position in terms of skills and resources, as these will impact on the options that the organization has. Gaps may be identified at this stage.
• The unit then considers how teams may be created, developed and managed effectively, often using groups of individuals as a starting point. In doing this, the importance of Leadership is also considered.

Key Definitions

A team

is a small number of people with complementary skills who are committed to a common purpose, performance goals and approach for which they hold themselves mutually accountable (Katzenbach and Smith, 1994).

Work roles

may be defined as, ‘The mix of tasks and responsibilities undertaken by individuals or executed within teams’ (Belbin, 2004).

Virtual teams

may be considered as ‘geographically virtual’ where team members are not physically located in relatively close proximity, or ‘temporally virtual’ separated by time either due to two or three shifts occurring in the working day, or due to shifts in time zones in global organizations.

Team roles

characteristic behaviour patterns ascribed to team members. The objective is to ensure a good balance of different team role types depending on the requirements of the project to ensure complementarity and to maximise team performance.

Gantt charts

a graphical technique for displaying work sequences, usually for a project.

Strategic choice theory

makes a distinction between formulation of strategy and its implementation. The formulation of strategy includes preparing a plan, the intended actions required to achieve plan objectives and forecasts the consequences of those actions. Implementation is the procedure of designing systems to ensure that plans are carried out (Stacey, 2003, p. 51).

Theory of the learning organization

is the basis of an outstanding organization when it is able to tap the commitment and capacity of its members to learn. Such learning is particularly effective in teams (Senge (1990) cited in Stacey (2003), p. 51).

Tasks

Projects, large or small, can be broken down into tasks, about each of which certain information is required.

Task Characteristics

• Be measurable in terms of cost, effort, resource and time.
• Result in a single (verifiable) end product.
• Have clear start and end dates.
• Be the responsibility of a single person.

Source: Brown, M., 2002

Task Information

• Description of task
• Necessary inputs or preconceptions
• Deliverables
• Particular resource requirements (with costs)
• Particular skill requirements
• Responsibilities
• Estimated time

Source: Brown, M., 2002

Team Roles and Contributions

Belbin concluded that there were only certain ways that people could contribute to teamwork and he used these on which to base his team roles.

Team Roles

• Implementer
• Co-ordinator
• Shaper
• Plant
• Resource investigator
• Monitor–evaluator
• Team worker
• Completer

Adapted from Belbin (2004)

Contributions to Teamwork

• Co-ordinating the efforts of the team
• Creating ideas
• Motivating and driving the team forward
• Exploring resources
• Evaluating options
• Organizing the work
• Following up on detail
• Supporting others
• Providing expertise

Adapted from Belbin (2004)

Stages in Team Development

Adapted from Tuckman (1977)

Forming

Everyone in the embryonic team is yet to feel emotionally attached to it. Members tend to feel a certain degree of anxiety as roles and relationships within the team are established. Group members make an initial assessment of interpersonal relationships and norms within the group and on identification and characteristics of tasks.

Norming

In this stage, group bonding, team spirit and cohesion develop. Level of commitment to each other, and to the team, increases. People feel sure about their team identity and role. Group norms develop. Problems over the demands of particular tasks, and task allocation, have been resolved and conflict diminishes.

Storming

In this phase people understand their function within the team and team relationships settle. Sub-groups may start to form leading to potential for conflict as group members begin to know each other. There may be some conflict not only over leadership but also over how the leader will operate.

Performing

The team has fully committed to achieving its goals. They are flexible and collaborate freely and willingly. Now that people feel comfortable with each other and their work role, they can devote a substantial amount of emotional, as well as physical, energy to the project. Creativity thrives.

Evaluating Teams

The Characteristics of High-Performing Teams

Adapted from Wheelan (1999)

• Members are clear about, and agree with, team goals.
• Members are clear about the role they are asked to play; have the ability, and skills necessary, to accept, agree to and accomplish the assigned or chosen task.
• High degree of interdependence exists, as many team tasks require co-operation.
• The leader’s style changes as necessary to meet group needs as they arise.
• A very open communications structure (people as well as systems) facilitates the participation and contribution of all members of the team who can provide constructive feedback to each other with the focus on individual performance.
• Time is spent initially on planning and reaching consensus on how decisions are to be made and problems will be solved.
• Team solutions and decisions are implemented and they have in place methods by which implementation of decisions is evaluated. This results in rapid detection of poor decisions or indeed poor implementation.
• Norms of behaviours encourage creative and innovative performance.
• Suitable structure – as small as is possible to achieve objectives. Sub-groups are encouraged and are not seen as threatening.
• Highly cohesive with co-operative members who can accommodate conflict.

Motivation Theories

Table 1.1

Herzberg (1996).	Suggested that people are motivated to work in co-operation with others by both extrinsic motivators, such as money, and intrinsic motivators, such as recognition for achievement, responsibility, advancement and personal growth
Maslow (1954)	Maslow in his hierarchy of needs (see CIM Stage 2) suggested that when an organization creates conditions in which people can satisfy their ‘self-actualisation’ needs (the highest level in his hierarchy of needs), then they are powerfully motivated to work for the good of the team and of the organization.
Schein (1988)	One of the several authors to consider three categories of relationships. These are ’coercive’, where individuals only do the bare minimum to evade punishment and ‘utilitarian’ where the individual does enough simply to earn the desired level of reward. The final category is a ‘normative’ form of relationship where individuals value what they are doing for its own sake, as they believe in it. In this situation the individual’s ideology matches that of the organization and this acts as the highest level of individual motivation for the benefit of the organization.

Developing Teams

Moxon (1994) suggests that teambuilding involves the following:

• Regular meetings to establish and review processes, procedures and objectives. Effectiveness will decline if this is not undertaken.
• Sessions specifically on addressing issues. Strengths and the causes of successes are examined rather than simply focusing on weaknesses and their causes. The foc...

Table of contents

• Cover Page
• Title Page
• Copyright Page
• Contents
• Preface
• Introduction: Managing Marketing Performance
• 1. Creating the Organizational Context
• 2. Managing Change and Internal Marketing
• 3. Managing Change and Internal Marketing
• 4. Implementing the Business Strategy Through Marketing Activities
• 5. Implementing the Business Strategy Through Marketing Activities
• 6. Implementing The Business Strategy Through Marketing Activities
• 7. Management Techniques for the Marketing Function
• 8. Management Techniques for the Marketing Function
• 9. Measurement, Evaluation and Control