Performance Development Planning (PDP) Agenda 1.Overview (25 min) o What is it, why do it o What’s different 2.Performance Planning (30 min) 3.Performance

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<ul><li> Slide 1 </li> <li> Slide 2 </li> <li> Performance Development Planning (PDP) </li> <li> Slide 3 </li> <li> Agenda 1.Overview (25 min) o What is it, why do it o Whats different 2.Performance Planning (30 min) 3.Performance Coaching and Feedback (30 min) 4.Performance Review (30 min) o Performance Process and Form(s) </li> <li> Slide 4 </li> <li> Overview Before you are a leader, success is all about growing yourself. When you become a leader, success is all about growing others. Jack Welsh </li> <li> Slide 5 </li> <li> What is it? Performance Planning Dialogue between manager and staff to set clear, specific performance expectations at the beginning of cycle Performance Review Two way discussion and written document focusing on staff performance, areas of excellence, goals for improvement and development needs Ongoing Coaching Two way discussion which focuses on recognizing excellence and areas for improvement and learning as well as barriers to performance Feedback Ways in which feedback can be collected which may include peers, clients or 1:1 between Manager and staff Performance Criteria Information which provides the foundation for performance job description, organizational goals, competencies, standards </li> <li> Slide 6 </li> <li> Why Support Career Development? Provide clarity about career paths and job opportunities at the University Assist in succession planning Clearer standards for managing performance Focused skill development </li> <li> Slide 7 </li> <li> Overview Why do it? 1.To create and foster an ongoing, two-way communication process which: clarifies expectations between the manager and the individual Assists individuals in reaching personal and professional goals through skill development 2.Integrates consistent coaching practices designed to support development targets </li> <li> Slide 8 </li> <li> What is different Keeps a forward focus on the shifts in skills that are needed for employees to succeed Builds a system that builds performance to meet organization needs Identifies desired culture, behaviours and style Links to other systems (training and development, communities of practice) Shared vision, governance and framework </li> <li> Slide 9 </li> <li> Partnership between Management and Staff Link to Targets focused on performance and behaviour Help employee to excel Set expectations for coaching </li> <li> Slide 10 </li> <li> Performance Planning (setting expectations and goal setting) 90% of a Managers time in the process should be devoted to planning, development and coaching 10% on the performance evaluation </li> <li> Slide 11 </li> <li> Guiding Staff Members Share department and organization goals Meet with the staff member, discuss specific expectations for performance and contributions during the review period Schedule regular meetings with staff member to discuss performance and focus forward on ongoing improvement Update expectations should priorities or circumstances change </li> <li> Slide 12 </li> <li> Performance Planning Setting Expectations SpecificWhat is the desired outcome? Measurable How will you and your staff member know if the desired outcome has been achieved? Attainable Have you and your staff member discussed and reached consensus on the outcome? Relevant Are the assignments relevant for the position? Are they aligned with department or organizational goals? TimelyWhen will the result be achieved? </li> <li> Slide 13 </li> <li> Be Clear Set objective measures Consider the six specific competencies related to their job: What are some of the daily tasks or activities where these are performed? What does good performance look like? Describe the standard. What are some projects or assignments the staff member needs to complete? What is the desired outcome? Measure the result. What behaviours are desired as the staff member completes tasks or assignments? How will these need to be leveraged? Examples of observable behaviour. </li> <li> Slide 14 </li> <li> Creating Development Plans 1.Develop or improve skills, knowledge or competencies in their current role 2.Acquire new skills, knowledge or competencies in current role relating to: o a new assignment, o change to role responsibilities, o introduction of new process or technology 3.Obtain new skills, knowledge or competencies in preparation for career development in a new role </li> <li> Slide 15 </li> <li> Creating a development plan Individuals current Skills Team Goals MedITs Objectives Individuals Development (in current role) Individuals Aspirations Development Plan </li> <li> Slide 16 </li> <li> Developing in a Current Role What learning opportunities would you consider for your staff member in developing in their current role for a new assignment change in role responsibilities introduction of a new process or technology </li> <li> Slide 17 </li> <li> Developing for a new role What steps might you take to help support their development plan? What learning opportunities would you consider for your staff member while on the job? </li> <li> Slide 18 </li> <li> Steps 1.Staff member determines what their career aspirations are 2.Staff member and Manager determine what type of development is appropriate 3.Discuss best learning methods, agree on outcome and timeline 4.Staff member also does self-development activities 5.Progress is tracked, successes celebrated! </li> <li> Slide 19 </li> <li> Performance Coaching and Feedback Leadership is a lifting of a persons vision to high sights, the raising of a persons performance to a higher standard, the building of a personality beyond its normal limitations Peter Drucker </li> <li> Slide 20 </li> <li> What is coaching? Coaching is a unique opportunity to focus and move forward on personal, professional or organizational goals through the exploration of ideas and candid dialogue with a confidential and unbiased thinking partner http://youtu.be/UY75MQte4RU </li> <li> Slide 21 </li> <li> Manager as a coach listens, observes and customizes approach to individuals needs elicits solutions and strategies from individuals believes that the individual is naturally creative and resourceful The coaches job is to provide support to enhance the skills, resources and creativity that the individual already has. </li> <li> Slide 22 </li> <li> Feedback is the essence of coaching Feedback is essential to staff development. It not only helps staff correct mistakes before they become habits, but it also: Acknowledges the strengths that they draw on to be successful Focuses on the actions required to move forward Identifies plans to overcome obstacles Helps staff to achieve their goals Fosters productive working relationship </li> <li> Slide 23 </li> <li> FRAME your coaching F Focus on each interaction R React non judgementally A Ask thought provoking questions M Monitor progress and learning E Encourage continued growth </li> <li> Slide 24 </li> <li> Coaching Process By listening....what I heard you say is...hmmm say more.... By encouraging...you are right on track...go for it.... By questioning...what is going well....what support do you need...what is getting in the way....what could be the first step... By requesting...I have a request...can I ask you to cut your expenses by 50% By action planning...who, what, when </li> <li> Slide 25 </li> <li> Coaching Exchange Identify what is it you want to ensure you get through the exchange Discover find out more...what is the issue..find out challenges and concerns Strategize what direction are you going to make Clear the way impediments to action and progress Re-cap what are you going to do and when </li> <li> Slide 26 </li> <li> How would you coach a..... New member Star performer Not meeting expectations Steady contributor </li> <li> Slide 27 </li> <li> Tips for providing positive and constructive feedback 1.Describe the behaviour you are observing, such as meeting a deadline, surpassing productivity, or participating fully in a meeting 2.Emphasize the impact of the behaviour so that the person can clearly see why you believe it is important. Describe the impact on the organization, the team or the job 3.Let the staff member know exactly what behaviours to continue, and what behaviours not to continue </li> <li> Slide 28 </li> <li> Tips for providing positive and constructive feedback 4.Develop a habit of looking for and commending specific positive behaviours; such reinforcement will increase the incidence of them 5.Respect the staff members need for privacy. Your reaction should be between you and the staff member </li> <li> Slide 29 </li> <li> Remember to... 1.Focus on the work, not the person 2.Avoid overwhelming do not provide too much feedback at once 3.Focus on the future 4.Identify benefit or positive outcome of the change 5.Provide appropriate balance of positive and negative feedback. </li> <li> Slide 30 </li> <li> When people make mistakes, the last thing they need is discipline. Its time for encouragement and confidence building. The job at this point is to restore self- confidence...If we are managing good people who are clearly eating themselves up over an error, our job is to help them through it....they coached....rather than preached....they got better results... Jack Welch, Straight from the gut Guiding principle..... </li> <li> Slide 31 </li> <li> Coaching Video http://www.youtube.com/watch?v=K2bZyIqMPTI </li> <li> Slide 32 </li> <li> Role Play Coaching to develop new skills required for current job or for new position Coaching to correct or improve performance </li> <li> Slide 33 </li> <li> Performance Review I work with them everyday. They know I think they do a great job next to firing, this is my least preferred task the form is too long Im afraid I will be challenged on my review and have to provide examples which I cant remember I dont like being in the role of judge </li> <li> Slide 34 </li> <li> Making the review easy 1.Set clear expectations. Provide them on the first day of employment. 2.Provide feedback all year. Have performance discussions as a regular part of the work day and review meetings are held regularly. 3.Ask first, tell later. Begin a performance discussion by asking the employee to rate their performance. Have them provide examples of where they have met and exceeded the expectations. Document. 4.Guarantee no surprises at the annual meeting. If you are waiting for annual meeting to discuss performance, you lost your chance to be effective </li> <li> Slide 35 </li> <li> Performance Review Discussion Schedule the meeting communicate expectations Allow time for the staff member to prepare for the meeting by completing a self assessment (aka initial worksheet) Let the staff member discuss their self assessment first Summarize your observation of the progress made to date, including areas of excellence, and areas for improvement. Include specific examples and impacts Listen and clarify differences. Include both views in final copy Discuss goals and development plan for coming review period </li> <li> Slide 36 </li> <li> Progress Tracking Development/Coaching conversations 1:1 o Focus of the exchange o Critical discoveries o Strategy o Obstacles o Recap/Actions Annual/bi-annual performance review o discussion and completion of forms (handout) </li> <li> Slide 37 </li> <li> Desired Outcomes 1.Clarified for the staff member how their performance compared to the expectations that were established. 2.Provided staff member with feedback on how their performance is helping the group achieve its goals. 3.Motivated staff member to continue doing what they do well and to improve their performance in other areas. 4.Identified barriers to performance and how to address them. 5.Agreed on development/growth opportunities and activities. 6.Completed the annual assessment that is required. </li> <li> Slide 38 </li> <li> Building a High-Performance Workforce Business objectives and priorities are clear Communication and listening skills are key Think about change early and often. Walk the talk. Create a culture with a free flow of information, innovation, openness and flexibility Training and build internal capabilities Seek ongoing improvements rather than leaping Measure and celebrate individual and organizational results </li> <li> Slide 39 </li> <li> Resources Creating and Using a Development Plan Personal Career Development Plan templates Coaching http://www.hr.ubc.ca/coaching/coaching-resourceshttp://www.hr.ubc.ca/coaching/coaching-resources Managing at UBC http://www.hr.ubc.ca/managing-at-ubc/ http://www.hr.ubc.ca/managing-at-ubc/ Manager as Coach (MOST program) http://webapps.hr.ubc.ca/hrcatalog/catalog_coursesessions.a ction?subcategory=MOST&amp;coursecode=CC&amp;scope=ALL </li> </ul>