© baptist leadership group mmxiii conducting vital conversations leadership development institute...
TRANSCRIPT
© Baptist Leadership Group MMXIII
Conducting Vital Conversations
Leadership Development Institute
Beverly Begovich RN, BSN, MBA, MBBPractice Leader
Baptist Leadership GroupFebruary 1, 2013
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Icebreaker Activity
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Performance Management
• Performance Management is the art and science a leader uses to retain, develop or discipline their employees.
• To achieve outcomes, a leader must be able to communicate clearly expectations, define specific behaviors and provide feedback to the employee on performance related to the expectations.
• Every leader is a coach of his/her team of employees. • Vital conversations are the tools to assist a leader in assessing
and coaching employees on performance to achieve the expected department outcomes or goals.
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Objectives
Upon completing this course, you will be able to:• Describe how retention impacts you, your staff and the
organization.• Identify the three types of performers—High Achievers, Solid
Performers and Under Achievers.• Assess your staff and identify the three types of performers,
using a Performance Assessment/Coaching Tool.• Conduct vital coaching conversations with each type of
performer in order to recognize, reward and impact performance.
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Agenda
• Performance Management• Retention and Action Planning • Three Performance Groups and Action Planning • Coaching and Vital Conversations • Action Planning and Skill Practice • Wrap Up
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Retention
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“Rethinking Retention”“Retaining good workers is the tipping point between success and failure for many organizations.”Richard P. Finnegan in Rethinking Retention in Good Times and Bad
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Build on Principles:
• Employees quit jobs because they can.
#1
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Build on Principles:
• Employees stay for things they get uniquely from you.
#2
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Build on Strategies:
• Supervisors build unique relationships that drive retention…or turnover.
#3
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The Strategies:
Hold Supervisors accountable
Developsupervisorsto build trust
Calculate turnover cost
Drive from the top
Scriptemployees’ first 90 days
Narrowthe
Back Door
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Action Planning—Part 1• Identify specific actions you will take to make retention a
priority in your department. • Time: 10 minutes
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Three Performance Groups
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Three Performance Groups
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Who’s Who? Activity
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Top 10 Attributes of High Achievers1. Proactive2. Applied Knowledge3. Always “We”4. Positive and Optimistic5. Team Focused6. Patient Centered7. Always “Always”8. Shared Experience9. Can-do Attitude10. Personal Attributes Align with Values
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Top 10 Attributes of Solid Performers1. Often Proactive2. Knowledgeable3. Usually “We”4. Generally Positive5. Team Focused6. Patient Centered7. Usually “Always”8. Experienced9. Will-do Attitude10. Personal Attributes Mostly Align
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Top 10 Attributes of Under Achievers1. Reactive2. Minimum Knowledge3. Always “Me”4. Generally Negative5. Problem Focused6. Self-Centered7. “Always” is Impossible8. Minimum Experience9. “No-Can-Do” Attitude10. Expert Analysts of “We-They”
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Performance Coaching Assessment
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Action Planning—Part 2
• Complete the Performance Coaching Assessment for someone on your staff who you think is a High Achiever.
• Time: 10 minutes
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Coaching
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• Reward• Recognize• Retain
Coaching High Achievers
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How Do You Treat Your High Achievers?
• Ignore them?• Say thank you?• Give them more work?
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Ignore Them? High Achievers Are:32% more likely than under achievers to look for a job in the next year:
• Lack of recognition• Feeling under rewarded• Are the most unhappy• Even when unemployment is high, have a pent-up demand
to leave
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Thank Them?
55% said they were never or rarely thanked by their boss.
Maritz Incentives, St.. Louis 2003
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• Solicit their input and opinions
• Provide challenging assignments
• Find opportunities for exposure beyond current role
• Reward and recognize
• Manage up
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Coaching Solid Performers• Recognize• Develop
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• Give feedback on their performance• Be candid—where they excel and where they
only meet standards• Agree on the development area• Spend time with them• Reward and recognize• Engage in discussions re: future
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Coaching Under Achievers:
Develop or Detach
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Coaching Under Achievers:
Develop or Detach: Use “DESK”Describe behaviors
Expect improvementSet timeframe for improvement
Know the consequences
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In surveys of 32,000 health care employees, leaders and physicians, the question on how effectively poor performers are managed is the lowest scoring item in the database.
Reality Check:
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Are All Under Achievers the Same?• Move them up with coaching and skill development• Right bus, but wrong seat• Wrong bus
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• Under achievers require action
• Get involved early
• Be very specific when discussing performance • Ask for their suggestions on how to address issues
• Agree on a specific plan, metrics and deadlines
• Be very clear about specific consequences• Have frequent reviews and provide
encouragement
Coaching Framework
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Great Leaders Avoid Common Mistakes
• Lack of clarity in communication and expectations• Procrastination• Tolerance• Failure to coach
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Human Performance (Technical Skill vs. Behavior)
Unacceptable Behavior
Acceptable Behavior
More Than Acceptable Behavior
Technically Proficient
Focused attention anddisciplinary process Coaching and
mentoring
Development, delegation and advancement
Technically Competent
Coaching and disciplinary process Coaching and
mentoringCoaching and mentoring
Technically Incompetent
Disciplinary process; evaluation of employment
Focused trainingFocused training; Assessment
for transfer to more appropriate position
Co
ach
Up
Coach Out
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Vital Conversation Planners
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Action Planning—Part 3 and Skill Practice Activity
1. Individually prepare for a vital conversation with either someone on your staff who is a solid performer or an under achiever. Use the appropriate Conversation Planner as part of Action Planning—Part 3. Time: 15 minutes.
2. Quickly brief a pair partner on the situation and then conduct the conversation using your planner as your guide. Time: 10 minutes.
3. Discuss what went well and what could have been done differently. Time: 5 minutes.
4. Switch roles and repeat process. Time: 15 minutes.
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Summary for Vital Conversations• Coach with an attitude of helping • Pay attention to own personal impact• Focus on behaviors the receiver can change• Recognize people’s desire to do the right thing• Know your “coaching communication style”• Learn to ask great questions and to listen to answers• Avoid telling “how to”—let them tell you• New habits take time…but not that much