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Federal Acquisition Service
U.S. General Services Administration
U.S. General Services Administration. Federal Acquisition Service.
Delivering Feedback Delivering Feedback And Coaching for SuccessAnd Coaching for SuccessPartnership for Public ServicePartnership for Public Service
May 2012May 2012
Delivering Feedback and Coaching for
Success
Delivering Feedback and Coaching for
Success
GSA Expo 2012GSA Expo 2012
Partnership for Public Service
The Partnership for Public Service works to revitalize our federal government by inspiring a new generation to serve and by
transforming the way government works
Securing the Right Talent• Call to Serve and Annenberg Speakers Bureau
Engaging Employees to Deliver Results• Best Places to Work in the Federal Government
Developing and Energizing Leaders• Center for Government Leadership
Fueling Innovation• Service to America Medals (Sammies)
Center for Government Leadership
Preparing federal leaders to solve national challenges by driving innovation, inspiring employees and
delivering results
Alumni Network
Benefits of Coaching for Performance
Opportunity to make necessary changes or maintain good behavior
Helps each employee develop an accurate self-image
Facilitates mutual problem-solving
Supports a culture of learning and growth
Retains employees
Management Made Easy
Discussion
Turn to a neighbor and take a few minutes each to discuss:
What challenges do you face in providing feedback to employees and dealing with performance problems?
Managing for Performance
Managing for Performance
A Tool: SMART Goals
Specific
Measurable
Action-oriented
Realistic
Time-bound
Set Employees Up for SuccessSet Employees Up for Success
1. Assess the individual’s ability to perform a given task based on experience and motivation
2. Reach agreement with the employee on the level of support they need. For example:
1. Inexperienced employees may need you to: 1) teach them what to do, 2) let them try it out, and 3) have you closely monitor their performance and provide feedback
2. Experienced employees may need you to simply serve as a resource for thinking through problems or removing barriers
3. Provide support and remove barriers to success
1. Assess the individual’s ability to perform a given task based on experience and motivation
2. Reach agreement with the employee on the level of support they need. For example:
1. Inexperienced employees may need you to: 1) teach them what to do, 2) let them try it out, and 3) have you closely monitor their performance and provide feedback
2. Experienced employees may need you to simply serve as a resource for thinking through problems or removing barriers
3. Provide support and remove barriers to success
Managing for Performance
Provide Regular Feedback
Feedback should be formal and informal
Begin with an open-ended, problem-solving approach
Set aside enough time for an open dialogue
Do not allow the performance appraisal form to dictate the conversation
“Managing Performance,” by Linda Hill and John Gabarro, Harvard Business School Note
10 Guidelines for Providing Effective Feedback
1. Make it relevant
2. Focus on the future
3. Be honest and straightforward
4. Make it timely
5. Be specific
6. Focus on behavior, not personality
7. Keep it limited
8. Be sure it's actionable
9. Explain the impact
10. End on a positive note
A Tool: One-on-OnesA Tool: One-on-Ones
Short – 15 to 30 minutes
Frequent – at least once every two weeks
Focused on what the individual wants to talk about
Scheduled in advance
A top priority – if a meeting is postponed, it needs to be rescheduled promptly
© 2001 The Ken Blanchard Companies. All rights reserved.
Short – 15 to 30 minutes
Frequent – at least once every two weeks
Focused on what the individual wants to talk about
Scheduled in advance
A top priority – if a meeting is postponed, it needs to be rescheduled promptly
© 2001 The Ken Blanchard Companies. All rights reserved.
Don’t Forget About Upward FeedbackDon’t Forget About Upward Feedback
What is one thing you want me to continue doing?
What is one thing that I can do to help your productivity? Your professional growth?
If you could get me to stop doing one thing, what would it be (i.e., it diminishes your productivity, morale)?
If you could get me to start doing one thing, what would it be (i.e., it would increase your productivity, morale)?
What else can I do to be a better colleague/ supervisor?
What is one thing you want me to continue doing?
What is one thing that I can do to help your productivity? Your professional growth?
If you could get me to stop doing one thing, what would it be (i.e., it diminishes your productivity, morale)?
If you could get me to start doing one thing, what would it be (i.e., it would increase your productivity, morale)?
What else can I do to be a better colleague/ supervisor?
Managing for Performance
Assessing Performance
Take uninterrupted time to evaluate performance
Test your assumptions and biases
Ensure that you recognize the employee’s strengths
Differentiate between your own actions and those of your employees
“Managing Performance,” by Linda Hill and John Gabarro, Harvard Business School Note
Coaching for Improvement
Be specific
Take advantage of critical incidents
Establish a development plan with benchmarks and timetables
Identify resources for assistance
Adapt your coaching style to the individual
Agree to next steps (set SMART Goals)
“Managing Performance,” by Linda Hill and John Gabarro, Harvard Business School Note
Managing Poor PerformanceManaging Poor Performance
1. Do your homework – explore what is going on
2. If necessary, renegotiate goals or redirect
3. Spend more time observing and monitoring performance and giving feedback
4. Describe the consequences of continued low performance, if necessary
1. Do your homework – explore what is going on
2. If necessary, renegotiate goals or redirect
3. Spend more time observing and monitoring performance and giving feedback
4. Describe the consequences of continued low performance, if necessary
Busting MythsBusting Myths
It is hard to fire someone for poor performance
Firing someone takes too much documentation
Performance actions can only occur during the annual review process
Poor performers who have been “carried” can never be fired for performance
It is hard to fire someone for poor performance
Firing someone takes too much documentation
Performance actions can only occur during the annual review process
Poor performers who have been “carried” can never be fired for performance
Barriers to Dealing with Performance ProblemsBarriers to Dealing with Performance Problems
Grievances/EEO complaints
Complicated process
Burdensome documentation
Problem will go away if you ignore it
Lack of support from senior leadership
Grievances/EEO complaints
Complicated process
Burdensome documentation
Problem will go away if you ignore it
Lack of support from senior leadership
Managing for Performance
Thinking about the Long RunThinking about the Long Run
Create a safe space for employees to share their long-term goals even if they don’t involve your organization
Draw links between the skills your employees are developing and the skills needed to reach their goals
Find unique developmental opportunities that will help your employees work towards their goals
Create a safe space for employees to share their long-term goals even if they don’t involve your organization
Draw links between the skills your employees are developing and the skills needed to reach their goals
Find unique developmental opportunities that will help your employees work towards their goals
Coaching Simulation ExerciseCoaching Simulation Exercise
In groups of three, take turns delivering and receiving feedback:• Discuss as a group how you would approach each
discussion as a manager (5 minutes)
• Assign one person to each of the following roles: Manager, employee, observer
• The manager and employee should engage in a feedback discussion; the observer should take notes (5 minutes)
• The observer provides feedback to the manager and employee on their style and approach (5 minutes)
• Rotate and repeat the process with the next case
In groups of three, take turns delivering and receiving feedback:• Discuss as a group how you would approach each
discussion as a manager (5 minutes)
• Assign one person to each of the following roles: Manager, employee, observer
• The manager and employee should engage in a feedback discussion; the observer should take notes (5 minutes)
• The observer provides feedback to the manager and employee on their style and approach (5 minutes)
• Rotate and repeat the process with the next case
Case 1: Coaching Simulation ExerciseCase 1: Coaching Simulation Exercise
Michael (Manager): You are meeting with Dwight – a GS-12 who has been with the Department for about six years and understands how to get things done – to review his performance on a recent project.
Dwight is a great researcher and works tirelessly. However, his analysis and reporting are often far too detailed, requiring a lot of editing.
You ask to meet with Dwight to provide him with positive feedback and guidance about the appropriate level of detail for analyses.
Dwight (Employee): You were frustrated by Michael’s constant edits to your analysis. You wish that Michael had more clearly explained what he was expecting up front, as well as why he made the edits that he did.
Michael (Manager): You are meeting with Dwight – a GS-12 who has been with the Department for about six years and understands how to get things done – to review his performance on a recent project.
Dwight is a great researcher and works tirelessly. However, his analysis and reporting are often far too detailed, requiring a lot of editing.
You ask to meet with Dwight to provide him with positive feedback and guidance about the appropriate level of detail for analyses.
Dwight (Employee): You were frustrated by Michael’s constant edits to your analysis. You wish that Michael had more clearly explained what he was expecting up front, as well as why he made the edits that he did.
Case 2: Coaching Simulation ExerciseCase 2: Coaching Simulation Exercise
Michael (Manager): You are meeting with Pam – a rising GS-9 – to review her performance on a recent project and discuss her career goals.
Pam’s performance on your most recent project was exceptional. She was a great team player, her work was always on time and spot on, and she delivered a great presentation to the leadership team.
Given her marketability, management is concerned that she may be at risk of leaving the Department sometime soon and you think that Pam would benefit from some career path guidance.
Pam (Employee): You enjoyed working on this recent project but you are growing impatient with your position in the Department. Many of your friends have already gone on to bigger and better roles within their private sector organizations. You are seriously considering leaving and want to discuss opportunities for advancement.
Michael (Manager): You are meeting with Pam – a rising GS-9 – to review her performance on a recent project and discuss her career goals.
Pam’s performance on your most recent project was exceptional. She was a great team player, her work was always on time and spot on, and she delivered a great presentation to the leadership team.
Given her marketability, management is concerned that she may be at risk of leaving the Department sometime soon and you think that Pam would benefit from some career path guidance.
Pam (Employee): You enjoyed working on this recent project but you are growing impatient with your position in the Department. Many of your friends have already gone on to bigger and better roles within their private sector organizations. You are seriously considering leaving and want to discuss opportunities for advancement.
Case 3: Coaching Simulation ExerciseCase 3: Coaching Simulation Exercise
Michael (Manager): You are meeting with Jim – an experienced but overextended, GS-13– to review his performance on a recent project.
Jim nearly dropped the ball on his assignment. He ended up producing an outstanding report, but he finished the report after the team’s agreed-upon deadline. As a result, the rest of the team had to work over the weekend to complete fact-checks and proofread the report.
You want to talk to Jim about his time management to prevent this from happening in the future.
Jim (Employee): Throughout the project, you were frustrated that the team did not provide information more regularly, which delayed your writing, but you tried not to complain. You also want to let Michael know that this type of work underutilizes your skills and that you would like more challenging assignments.
Michael (Manager): You are meeting with Jim – an experienced but overextended, GS-13– to review his performance on a recent project.
Jim nearly dropped the ball on his assignment. He ended up producing an outstanding report, but he finished the report after the team’s agreed-upon deadline. As a result, the rest of the team had to work over the weekend to complete fact-checks and proofread the report.
You want to talk to Jim about his time management to prevent this from happening in the future.
Jim (Employee): Throughout the project, you were frustrated that the team did not provide information more regularly, which delayed your writing, but you tried not to complain. You also want to let Michael know that this type of work underutilizes your skills and that you would like more challenging assignments.
Action Planning
What are one to three actions that you will take upon returning to work?
What support will you need to accomplish these tasks?
Stay Engaged!
Center for Government Leadership:
• Annenberg Leadership Seminars
• Excellence in Government Fellows program
• Fed Coach http://www.washingtonpost.com/blogs/ask-the-fedcoach
Daily Pipeline
Annenberg Speakers Bureau
Service to America Medals
ourpublicservice.org
