Performance Management - Chapter 9

Front 1

Key Skills to Manage Performance Effectively

Back 1

1. Coaching

2. Giving Feedback

3. Conducting Performance Review Meetings

Front 2

Performance Management Systems

Back 2

1. Help employees develop and improve performance.

2. Address long-term career goals and aspirations.

3. Managers with necessary skills to help employees achieve these goals.

Front 3

Coaching

Back 3

1. Collaborative, on-going process.

2. Manager-employee interaction

3. Directing, motivating, rewarding employee behaviours.

4. Observing performance, complimenting good work helping correct and improve performance

5. Concerned with long-term performance

Front 4

Cultural Transvergence

Back 4

Cultural differences are discussed openly and alternate practices that enhance individual and team performance are implemented.

Front 5

Guiding Principles that Provide a Good Framework for Understanding Good Coaching

Back 5

1. A good coaching relationship is essential

2. Employee is the source and director of change

3. Employee is whole and unique

4. Coach is thee facilitator of employee growth

Front 6

Good Coaching Relationship is Essential

Back 6

- trusting and collaborative

- coach must listen to understand

- search for positive aspects of the employee

- coaching is done with, not to, employee

- coach needs empathy and compassion

Front 7

Employee is the Source and Director of Change

Back 7

- coaching is to change employee behaviour

- set a direction for what employees will do differently in the future

- coach needs to facilitate the employee's setting of the agenda, goals, and direction

Front 8

Employee is Whole and Unique

Back 8

- unique personal history

- has several job-related and unrelated identities

- coach must create a whole, rich picture of employee

- helps employee connect life and work experiences in meaningful ways

Front 9

Coach is a Facilitator of Employee Growth

Back 9

- coach must direct the process and help with content, but not control the issues

- coach must maintain attitude of exploration

- help expand employee's awareness of strengths, resources, and challenges

- facilitate goal setting

Front 10

Coaching Functions

Back 10

1. Give Advice

2. Provide Guidance

3. Give Support

4. Give Confidence

5. Promote Greater Competence

Front 11

Give Advice

Back 11

- helps employees improve their performance (describes what and how)

- concerned with both results and behaviours

Front 12

Provide Guidance

Back 12

- allows employees to develop skills and knowledge

- provide information on skills and knowledge to do work

- provide information on how to gain necessary skills and knowledge

Front 13

Give Support

Back 13

- be there only when a manager is needed (don't control employee's every move)

Front 14

Give Confidence

Back 14

- enables them to enhance performance

- give positive feedback

- give feedback on things they can improve

Front 15

Promote Greater Competence

Back 15

- guide employees toward acquiring more knowledge and sharpening of skills to prepare for more complex tasks and higher - level positions

- consider both short- and long-term objectives

- explain benefits of new skills & knowledge

Front 16

NCCI

Back 16

Analyzes industry trends, prepares workers' compensation insurance rate recommendations, assists in pricing proposed legislation, provides a variety of data products to maintain healthy workers' compensation system, reduce the frequency of worker injuries.

Front 17

Roundtables

Back 17

- managers attend monthly meetings where they learn from each other's coaching experiences and solicit feedback

Front 18

Coaching - Feedback into Results

Back 18

1. Establish developmental objectives

2. Communicate effectively

3. Motivate employees

4. Document performance

5. Give Feedback

6. Diagnose Performance Problems

7. Develop Employees

Front 19

Good Coach Questionnaire

Back 19

1. Do you listen to your employees?

2. Do you understand the individual needs of your employees?

3. Do you encourage employees to express their feelings openly?

4. Do you provide your employees with tangible/intangible support for development?

Front 20

Good Coach Questionnaire

Back 20

5. Do your employees know your expectations about their performance?

6. Do you encourage open and honest discussions and problem solving?

7. Do you help your employees create action plans that will solve problems and create changes when needed?

8. Do you help your employees explore potential areas of growth and development?

Front 21

Coaching Styles

Back 21

1. Driver

2. Persuading

3. Amiable

4. Analyzer

No style is superior to others - need a combination of these styles or adjust their style according to an employees needs (56% employees say there is a mismatch between coaching style and employee need)

Front 22

Driver

Back 22

- assertive, speaks quickly and often firmly, usually talks about tasks and facts, not very expressive, narrow range of personal feelings towards others

Front 23

Persuading

Back 23

- explain benefits for organization and employee, assertive, use expansive body gestures, talk more about people and relationships, expose others to broad range of personal feelings

Front 24

Amiable

Back 24

wants everyone to be happy, subjective more than objective, direct to act in a certain way because it "feels" right

Front 25

Analyzer

Back 25

analyzes performance in a logical and systematic way, follows rules and procedures when providing information, not very assertive, talks about tasks and facts rather than personal feelings

Front 26

Coaching Process

Back 26

1. Setting Developmental Goals

2. Identify Resources and Strategies

3. Implementing the Strategies

4. Collect and Evaluate Data to Assess

5. Provide Feedback to Employee

Front 27

Setting Developmental Goals

Back 27

- key component of developmental plan

- goals must be reasonable, attainable, derived from careful analysis

- take into account short- and long-term career objectives

Front 28

Identify Resources and Strategies

Back 28

- to help employee reach developmental goals

- on the job training, attending courses, self-guided reading, mentoring, attending conferences, getting a degree, job rotation, temporary assignment, membership or leadership role in a professional trade or org.

Front 29

Implementing the Strategies

Back 29

- to allow employees to achieve developmental goals

Front 30

Collect & Evaluate Data to Assess

Back 30

- extent to which goals are achieved

Front 31

Provide Feedback to Employee

Back 31

- developmental goals are revised

- process again

Front 32

Halo Error

Back 32

- assuming that if an employee does one job well, all jobs are done well

Front 33

Documentation

Back 33

- memos, letters, e-mails, handwritten notes, comments, observations, descriptions, evaluations provided by colleagues

Front 34

Constraints in Attempting to Observe Employee's Performance

Back 34

1. Time Constraints

2. Situational Constraints

3. Activity Constraints

Front 35

Time Constraints

Back 35

- managers may be too busy to gather and document information, or too much time elapses between the assignment of the activity and the manager checking on the progress

Front 36

Situational Constraints

Back 36

- managers are often unable to observe employees and may not have first hand knowledge of their performance

Front 37

Activity Constraints

Back 37

- when developmental activity is highly unstructured, manager may have to wait until activity is complete to assess if activity is beneficial

Front 38

Resolutions of Constraint Issues

Back 38

- have a good communication plan to explain benefits of implementing a development plan effectively

- helps managers accept the plan

- managers should be trained to minimize errors

- confident & comfortable in managing employees development activities

- understand the forces that motivate managers to invest time and effort

Front 39

Why Document Performance?

Back 39

1. Minimize cognitive load

2. Create trust

3. Plan for the future

4. Provide legal protection

Front 40

Minimize Cognitive Load

Back 40

- documentation helps prevent memory related errors

Front 41

Create Trust

Back 41

- documentation supports evaluations, so no mystery of outcomes (promotes trust and acceptance of decisions)

Front 42

Plan for the Future

Back 42

- documentation enables discussions about facts instead of assumptions and hearsay, and permits better planning of developmental activities in the future

Front 43

Provide Legal Protection

Back 43

- prevents discrimination by keeping accurate records of developmental activities that have been successfully completed and to what degree

Front 44

Documentation Guidelines

Back 44

1. Be specific

2. Use adjectives and adverbs sparingly

3. Balance positives with negatives

4. Focus on job-related info

5. Be comprehensive

6. Standardize procedures

7. Describe observable behaviour

Front 45

Giving Feedback Guidelines

Back 45

- key component to coaching

- information about past behaviour given with the goal of improving future performance

- aka "feed forward"

- includes info about positive and negative aspects

- 2 + 2 performance appraisal by peers

Front 46

2 + 2 Performance Appraisal

Back 46

- offers 2 compliments and 2 suggestions

Front 47

Reasons for Feedback

Back 47

1. Helps build confidence

2. Develops competence

3. Enhances involvement

38% of all feedback programs reviewed had a negative effect

Front 48

Poor Feedback Programs

Back 48

If feedback doesn't include useful information or is not delivered in the right way:

- may create self doubt and questions about identity

Front 49

Suggestions to Enhance Feedback

Back 49

1. Timeliness

2. Frequency

3. Specificity

4. Verifiability

5. Consistency

6. Privacy

7. Consequences

8. Description First, Evaluation Second

9. Performance Continuum

10. Pattern Identification

11. Confidence in Employee

12. Advice and Idea Generation

Front 50

Core Self Evaluation

Back 50

A combination of 4 traits:

1. Self-esteem

2. Self-efficacy

3. Emotional Stability

4. Locus of Control

Front 51

Self-Esteem

Back 51

degree to which the employee has a favourable attitude of himself

Front 52

Self-Efficacy

Back 52

degree to which the employee feels capable of taking action and control

Front 53

Emotional Stability

Back 53

degree to which the employee feels insecure, timid, guilty

Front 54

Locus of Control

Back 54

degree to which the employee believes he can control events and outcomes

Front 55

Low Core Self-Evaluation

Back 55

- overall lower satisfaction with job

- managers need to be aware of employees with low core self-evaluation as they may react poorly (feel hurt and helpless if receiving negative feedback)

Front 56

Praise

Back 56

- should be sincere and only when deserved

- about specific behaviours or results and given within context

- managers should take time and act pleased versus rushing and looking embarrassed

Front 57

Negative Feedback

Back 57

- goal is to help improve performance

- not to punish, embarrass, or chastise

- give only when warranted

- if no consequences, can provoke high performers to leave because they can't accept mediocrity

Front 58

Reasons for Discomfort Giving Negative Feedback

Back 58

1. Fear negative reactions and consequences

2. Had negative experiences in the past

3. Feel judgmental and playing "god"

4. Need for irrefutable and conclusive evidence

Front 59

Feedback Gaps

Back 59

- managers and employees mutually instigate and reinforce lack of communication and lacks meaningful exchanges about poor performance

- performance problems may become more intense over time if not addressed

Front 60

Uses of Negative Feedback

Back 60

- when early coaching has identified warning signs and performance problem is still manageable

- clarifies unwanted behaviours and consequences focuses on behaviours that can be changed

- if employee doesn't have control over a situation then negative feedback isn't useful

Front 61

Actionable Feedback

Back 61

- allows employee to respond in constructive ways and leads to learning and performance improvement

Front 62

Questions Feedback Sessions Should Answer

Back 62

1. How is your job going? Do you have what you need to do your job?

2. Are you adequately trained? Do you have the skills and tools you need to do your job?

3. What can be done to improve your and your unit's/organization's job/products/services?

4. How can you better serve your internal and external customers?