4 Managing for Excellent Performance

7/30/2019 4 Managing for Excellent Performance

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Managing for

ExcellentPerformance



Performance Management is For!

Coaching

Rewarding

Disciplinary Action

Performance Appraisal

Documenting performance

Perf ormance Management - Toima



Coaching model

Review status of objective

Talk about performance

Identify how the employee’s performance presents

problems or obstacles

Solicit input

Discuss changes

Clarify how you can help

Agree on action plan

Schedule follow-up

Reaffirm and validatePerf ormance Management - Toima



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





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





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 don’t have to talk about work!

Ask for them to do something similar again.

Mention specific successes on an appraisal.




Interim coaching

Rather than wait for the annual review or the

completion of the review cycle; it is imperative that

the managers provide ongoing performancefeedback.

Performance feedback discussion is ongoing andshould take place whenever necessary. Normally

they consist of brief and informal discussion




When to provide interim Coaching

When strengths and Accomplishments are recognizedEmployees 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 jobsWhen projects &/ or priorities change

Proper communication of whatever changes are happening




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 changecertain behaviors to achieve success

It enables the employees to grow and develop

In reviewing and updating goals, feedback enablesemployees to adjust their work efforts and shift

their focus as company priority and goals change




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




What to do when coaching doesn’t

work…

Disciplinary Action for Classified Staff

1. Verbal Warning

2. Written Warning

3. Letter of Reprimand

4. Suspension/Demotion5. Termination



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ROLE PLAY

AssignmentCreate a role play of your own,

focusing onany of the performance or disciplinary

issue and provide a solution



Goals:

How’d you do? What’s 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




S.M.A.R.T. Goals

Specific

Measurable

Attainable/Agreed Upon

Realistic/Relevant

Time-bound

Alignment




The “SMART” model

The object ives and act ion plans should be:

S =SPECIFIC.Your objectives and action plans should have enough specificity thatif you put them away and came back to review them in a week or two, you’ll know what it meant.

The action plans should provide enough clarity to enable you andyour supervisor to understand and agree on how to meet your performance and development plans.



The “SMART” Model

The object ives and act ion plans shou ld be:

M =MEASURABLE.

Will you be able to say objectively “I did what I said I was going to do” whileincluding 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 productor the completion of a project).





A =ACHIEVABLEDo your objectives and action plans provide enough “motivational”stretch making them a challenge to accomplish rather thanimpossible to reach?

Must be attainable

Must be meaningfulMust be appropriate to the situation

Should not be unreasonably high or employee may give up





R =RELEVANTDo your action plans tie back to your career interests and your workunit’s, department’s, and organization’s objectives?

It is important to enjoy what you are doing, find meaning in what youdo and identify opportunities and activities to professionally develop;

butIt must be done in the context of achieving the goals and objectivesof the organization





T =TIME FRAME (Tied to Deadlines)Do your objectives and action plans have dates or milestones thatallow you to determine if you are on schedule?

The level of objective/plan complexity and activities usually dictatesthe degree of time frame details.

The longer the time for goal completion, the more critical it is tohave time-based checkpoints or milestones.



Smart Objectives

Can be defined as a statement of the

conditions that exist when a job is being

performed effectivelyUsually used when set time-based targets

or quantified targets are not possible

Defines the required level of performancein 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



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”




Competence – the concept

Skill

Related to functions and not personsBased 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 inputsinto outputs successfully - behavior



Analyzing Capability Requirements (cont’d)

Functional Analysis

describes the key purpose of the job and then

identifies the key functions

Answers to the following questions which can bethe 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 (cont’d)

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 (cont’d)

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 corebehaviour, 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

Avoid:

To control’ To organize’ To Appreciate

And Use

To reduce’ to increase’ to demonstrate

Goals should have•Performer (WHO)

•The action of performance (WHAT)

•Time Element (WHEN)

•Evaluation method (how would you know results

are achieved)



Exercise

Read the objective and answer

To reduce the monthly backlog of ordersprocessed by Department X from 30 to 15percent by December 31 of this year

1) Who is the Performer?

2) What will be accomplished?

3) What is the time element4) How will evaluation be determined

Develop a SMART Goal for your own self or any Department





Development Objectives examples

•To complete successfully our six month company

training program for Managers by July 2009

•

To attend at least eight monthly professional meetingsper 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




Interrelationship among organization levels

DivisionGoals/ Objectives

Annual Company

Goals/ Objectives

DepartmentGoals/ Objectives

Manager/ supervisorGoals/ objectives

Individual (contributor)Goals/ Objectives

Long Range

Co. Goals/ Objectives

Company Vision/

Mission



- 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 givingappropriate 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 Don’t deliver unexpected criticism – no

surprises annually

Agree measurable objectives and a plan of action


V lid ti th M ti



Grand parent approach (a senior of the manager

assesses the review)Space on the review form for individual’s 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?

Validating the Meetings




Case study

Planning Meetings



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.





Options for Review

• Informal negotiation may change appraisalcontent or score.

• Right of Review Process: An employee

may request, in writing, that the supervisor alter a portion of the appraisal. Provide acopy to the Human ResourcesDepartment.

S lf A



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 individualbefore 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

contributed to this problem? etc. 43



Self Assessment (cont’d) The meeting should be conducted following

constructive approach where manager conducts themeeting 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




Performance Management Cycle

Preplanning

Performance &

Development Plan

Interim Coaching

Progress review

Interim Coaching

Progress review

Annual PA &

development review

Merit raise



Performance Analysis Model

Employees fall into one of the Following Five

Categories

Workhorse

People on whom you can rely and who get the jobdone.

Potential is Moderate, performance is High

Stars

People who have high potential as well as high

performance





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.




StarWorkhorse

Deadwood Trainee

Problem

child

POTENTIAL HighLow

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 personwants to expand skills or be promoted, the coachcan use the educating, sponsoring and mentoring.

Deadwood •Confront•Coach to problem – Skills, motivation




THE NO’S…in 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



Regular PerformanceConversations

• Communicate accountability, compassion, integrity andrespect

• 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 fornecessary 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

performanceMotivate 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 not’s 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




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 shereceived

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 1

Constructive Criticism




Steps in effective criticism

1.Tell the staff what he/she did wrongBe 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 occurredAsk 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.




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 customer’s 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 you’ll continue to do in future as well.

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4 Managing for Excellent Performance