Managing for Excellent Performance

Performance Management is For!

Coaching Rewarding Disciplinary Action Performance Appraisal Documenting performance

Performance Management - Toima

Coaching model
Review status of objective Talk about performance Identify how the employees performance presents problems or obstacles Solicit input Discuss changes Clarify how you can help Agree on action plan Schedule follow-up Reaffirm and validate
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Coaching and Rewarding

Give clear direction and training
Tell them give written instructions? Show them Let them do the task you observe

Provide feedback
Check in

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Coaching and Rewarding

Follow Up Regularly
Can be informal and frequent Set regular meetings to discuss work Make small corrections subtly and frequently

Communicate changes promptly

Changes in expectations Changes in process

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Coaching and Rewarding

Good Job!
sometimes rewarding is that simple. Make it personal. Send an email and copy your boss too. Celebrate! Go out to lunch, ice cream, coffee and you dont have to talk about work! Ask for them to do something similar again. Mention specific successes on an appraisal.

Performance Management - Toima

Interim coaching
Rather than wait for the annual review or the completion of the review cycle; it is imperative that the managers provide ongoing performance feedback. Performance feedback discussion is ongoing and should take place whenever necessary. Normally they consist of brief and informal discussion
Performance Management - Toima

When to provide interim Coaching

When strengths and Accomplishments are recognized
Employees need to know that you recognize and appreciate what they are doing well

When performance needs improvement

If performance is slipping for any reason or targets have been missed, the manager needs to speak with the employee immediately and coach for improvement

When Growth and development are necessary

When the employees must grow and develop to meet the current and future demands if their jobs

When projects &/ or priorities change

Proper communication of whatever changes are happening

Performance Management - Toima

Why provide Interim Coaching

Feedback keeps good performance on track by recognizing and reinforcing positive behavior. It enables employees to improve their performance by letting them know how to direct or change certain behaviors to achieve success It enables the employees to grow and develop In reviewing and updating goals, feedback enables employees to adjust their work efforts and shift their focus as company priority and goals change

Performance Management - Toima

Guidelines for useful performance feedback

Feedback should be descriptive rather than evaluative Feedback should be specific rather than general Feedback should be directed towards behavior that can be addressed Feedback should be well timed Feedback should be owned by the giver Feedback should be based on observed behavior Feedback should be balanced

Case study
INTERIM COACHING

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What to do when coaching doesnt work

Disciplinary Action for Classified Staff
1. 2. 3. 4. 5. Verbal Warning Written Warning Letter of Reprimand Suspension/Demotion Termination

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ROLE PLAY
Assignment

Create a role play of your own, focusing on any of the performance or disciplinary issue and provide a solution
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Goals: Howd you do? Whats to come?

Were goals reached?
Be Specific Explain reasons for not meeting goals

Setting goals Goals should:

Be Specific - Be Measurable Be Challenging - Be Realistic Have a deadline

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S.M.A.R.T. Goals
Specific

Measurable
Attainable/Agreed Upon Realistic/Relevant

Time-bound
Alignment

Performance Management - Toima

The SMART model The objectives and action plans should be:

S =SPECIFIC.
Your objectives and action plans should have enough specificity that if you put them away and came back to review them in a week or two, youll know what it meant.
The action plans should provide enough clarity to enable you and your supervisor to understand and agree on how to meet your performance and development plans.

The SMART Model

The objectives and action plans should be:

M =MEASURABLE.
Will you be able to say objectively I did what I said I was going to do while including a description of how well you did? Measures should be described in terms of:
Quantity (How many, how much, % increase, etc) Quality (some measure of satisfaction, often from the perspective of others) Cost (your actions resulted in a specific cedis or % reduction in cost/expenses). And Timeliness (typically an objective to improve the speed of a service or product or the completion of a project).

The SMART Model

The objectives and action plans should be:

A =ACHIEVABLE
Do your objectives and action plans provide enough motivational stretch making them a challenge to accomplish rather than impossible to reach? Must be attainable Must be meaningful Must be appropriate to the situation Should not be unreasonably high or employee may give up

The SMART Model

The objectives and action plans should be:

R =RELEVANT
Do your action plans tie back to your career interests and your work units, departments, and organizations objectives? It is important to enjoy what you are doing, find meaning in what you do and identify opportunities and activities to professionally develop; but It must be done in the context of achieving the goals and objectives of the organization

The SMART Model

The objectives and action plans should be:

T =TIME FRAME (Tied to Deadlines)

Do your objectives and action plans have dates or milestones that allow you to determine if you are on schedule? The level of objective/plan complexity and activities usually dictates the degree of time frame details. The longer the time for goal completion, the more critical it is to have time-based checkpoints or milestones.

Smart Objectives
Can be defined as a statement of the conditions that exist when a job is being performed effectively Usually used when set time-based targets or quantified targets are not possible Defines the required level of performance in terms of standard

Defining Capability Requirements What is capability?

What people must know and be able to do How should they behave while performing their role well Defines Competency and Competence

Defining Capability Requirements

Competency
1st popularised in 1982 refers that:
Competency is not a single factor but a range of factors (that differentiated successful managers from unsuccessful ones during his research) This range of factors included personal qualities, motives, experience and behavioural traits under various headings

Woodruffe (1990) defines competency as the behavioural dimensions that affect job performance

Defining Capability Requirements

Competence the concept Skill Related to functions and not persons Based on functional analysis, which proceeds by breaking down jobs into such areas

Analyzing Capability Requirements

Should cover the following: What someone has to know and understand knowledge. What a role holder has to be able to do Skill The kind of behavior needed to convert the inputs into outputs successfully - behavior

Analyzing Capability Requirements (contd)

Functional Analysis describes the key purpose of the job and then identifies the key functions Answers to the following questions which can be the basis for functional analysis:
What has the role holder need to be able to do to perform the role effectively? What knowledge & skills do the role holder need? How will anyone know when the role is carried out well

Analyzing Capability Requirements (contd)

Behavioral Analysis Can be carried out at three levels i.e. corporate, generic, and individual level. Core Capabilities Analysis should be based on answers to the following basic questions What are our core values in areas such as performance, innovation, customer services, quality, people development etc. ? What are the unique things that the org. should do to gain competitive advantage? What has this org. needs to be good at doing to achieve its business goals

Analysing Capability Requirements (contd)

Generic & Individual Role Capabilities should be based on answers to the following basic questions What are the sorts of behaviour the organisation particularly values? How do people behave in their roles in relation to the core behaviour, when they perform effectively? How do people behave in their roles in relation to the core behaviour, when they perform ineffectively? Examples: motivation, impact on result, strategic capability, leadership ability, change management skills, team building, decisiveness, assertiveness, interpersonal skills, communication skills and so on

How to write a SMART goal

Goals should have
Performer (WHO) The action of performance (WHAT) Time Element (WHEN) Evaluation method (how would you know results are achieved) Avoid: To control To organize To Appreciate And Use To reduce to increase to demonstrate

Performance Management - Toima

Exercise

Read the objective and answer

To reduce the monthly backlog of orders processed by Department X from 30 to 15 percent by December 31 of this year
1) 2) 3) 4) Who is the Performer? What will be accomplished? What is the time element How will evaluation be determined

Develop a SMART Goal for your own self or any Department

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Development Objectives examples

To complete successfully our six month company training program for Managers by July 2009 To attend at least eight monthly professional meetings per year sponsored by XYZ HR Training Company To learn how to use X Software on the personal computer by the end of the first quarter and then to use it for the year as needed Design your own Development Objective as per your current job or develop a hypothetical example
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Interrelationship among organization levels

Company Vision/ Mission
Long Range Co. Goals/ Objectives Annual Company Goals/ Objectives
Division Goals/ Objectives

Department Goals/ Objectives Manager/ supervisor Goals/ objectives Individual (contributor) Goals/ Objectives
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Setting up the Meeting

- Be prepared Managers should have a list of agreed objectives and notes on the performance on achieving those objectives throughout the year + reasons on the success or failure including suggestions for any steps or changes that are needed Individuals should also be prepared to identify achievements and problems. Should also be ready to assess their own performance - Create the right atmosphere - Appreciation (do justice with all the objectives well done by giving appropriate time to each one)

Setting up the Meeting

Let individuals do most of the talking (use open ended Invite self appraisal Discuss performance not personality Encourage analysis of performance Dont deliver unexpected criticism no surprises annually Agree measurable objectives and a plan of action

Validating the Meetings

Grand parent approach (a senior of the manager assesses the review) Space on the review form for individuals comments Conducting an attitude survey following performance review asking individuals in confidence to answer questions such as:
How well did your manager conduct the meeting? Do you think there is any room for improvement in the way the meeting was conducted? How were you feeling at the end of the meeting? How are you feeling about your job and the challenges ahead of you?

Case study Planning Meetings

Performance Management - Toima

Discussing Performance
Ask the employee for his/her thoughts about his/her performance. Share examples of performance. Discuss the affects of performance. Be specific. Be consistent between verbal and written feedback.

Performance Management - Toima

Options for Review

Informal negotiation may change appraisal content or score. Right of Review Process: An employee may request, in writing, that the supervisor alter a portion of the appraisal. Provide a copy to the Human Resources Department.

Performance Management - Toima

Self Assessment
A process where individuals assess their own performance, as a structured approach, as the basis for discussion with their managers in performance review meeting The structure for the assessment is usually provided by a self assessment form to be filled up by the individual before the review meeting The answers serve as the agenda for the review meeting where individual take the lead and managers respond through comments. Comments should avoid confrontation and should rather be in shape of exploratory questions e.g. why do you think this problems occurred? Are you sure that you have not 43 contributed to this problem? etc.

Self Assessment (contd)

The meeting should be conducted following constructive approach where manager conducts the meeting on a joint problem solving basis. Constructive feedback should be given on the assessment Research has shown that people are surprisingly realistic in assessing their own performance as long as the result does not directly affect the performance related pay. Research also shows that usually people underestimate themselves, which helps managers to motivate them better by appreciating their strengths that they did not know 44

Performance Management Cycle Preplanning Performance & Development Plan Merit raise Annual PA & development review Interim Coaching

Progress review Progress review Interim Coaching

Performance Management - Toima

Performance Analysis Model

Employees fall into one of the Following Five Categories Workhorse
People on whom you can rely and who get the job done. Potential is Moderate, performance is High

Stars
People who have high potential as well as high performance

Performance Management - Toima

Performance Analysis Model

Trainees
People who are new employees or learners. They have potential to perform well with training and support.

Problem Child
People who have high potential but who do not perform well even after support.

Deadwood
People who are non productive and have low potential and low performance.

Performance Analysis Model

High
Workhorse Star

Deadwood

Trainee

Problem child

Low

POTENTIAL

High

Applications for Coaching

Employee Types Coaching application

Star

Praise to keep performance on track Educate to expand skills Mentor for increased responsibility

Workhorse

Praise to keep performance in track. If person wants to expand skills or be promoted, the coach can use the educating, sponsoring and mentoring.

Deadwood

Confront Coach to problem Skills, motivation

Performance Management - Toima

THE NOSin Objective setting

Objective not framed sharply enough Lack of periodic review of objectives during the year Additional objectives added on during the year taking precedence over the agreed objectives Posed downwards without due discussion or agreement Objectives agreed after the performance year

Regular Performance Conversations

Communicate accountability, compassion, integrity and respect Increase alignment between actions and mission Identify strengths, concerns and areas for future development

Are direct and eliminate surprises

Focus on examples of behavior vs. value judgments Describe desired behaviors Encourage employee to devise solutions and ask for necessary resources Identify employee goals Ask for commitment and set follow-up dates

Constructive Praising
Praising allows you to Acknowledge positive behavior Keep good performance on track Reinforce good performance Help people feel good about themselves Help people feel good about their job performance Motivate people to continue doing good job

When praising should be done

Learners should be praised when their performance is approximately right Seasoned employees should be praised when they do exactly right

Do nots in Praising
Do not say Yes . But.. Do not assign more work when praising Do not delay it

How constructive praising is done

Tell the staff what he/ she did right
Use specific descriptive terms when identifying the right behavior Tell the employee what the positive impact of his or her behavior is on you, department and the organization

Tell the staff how you feel about his/ her behavior Pause for a moment to let the person have a feel for it Encourage him/her to do more of the same Reaffirm that you value the employee and his/her

Constructive Praising
Example 1.Describe the behavior I noticed how quickly you helped Mrs. Ahmed with her water filter replacement this morning and how pleased she was by the service she received Example 2. Encourage more for the same o Thank you for spending time with the customers in understanding their problems. It really makes a difference

Refer to Handout pages 10

Constructive Criticism
Steps in effective criticism 1.Tell the staff what he/she did wrong
Be Specific Communicate the impact of behavior on you; department and organization Communicate in specific descriptive terms what the appropriate behavior was

2.Tell the staff how you feel about the behavior; be specific 3.Pause for a moment to let the person have a feel for it 4.Solicit input from the employee
Ask for more information about why the problem occurred Ask for ideas on how the problem can be solved or corrected

5.Clarify the expectations for future behavior 6.Get agreement and commitment for future expectations 7.Validate the employees worth by using examples of past positive behavior.

Constructive Criticism
Example 1. Describe the behavior This morning you interrupted me several times while I was trying to handle a customer problem. This made an already awkward situation more difficult. 2. Tell the staff how you feel about the behavior; be specific I was surprised by your behavior because I know you are usually very sensitive to our customers needs 1. Pause 1. Solicit input from the employee How can we resolve this in future; Why did it happen 2. Clarify the expectations for future behavior In future pls wait until I finish with the customer. 3. Get agreement and commitment for future expectations Do we agree on this 4. Validate the employees worth by using examples of past positive behavior. I know that in the past you have served the customers quite well and I hope that youll continue to do in future as well.