welcome to managing individual performance. performance review cycle

Welcome to

Managing Individual Performance

Performance Review Cycle

Review

Execution

Planning

Assessment

Performance Management Process

Cascade

Strategy

Business Plan

Dept/team plan

Individual

Task

What is the purpose of performance appraisal???

Why Bother…?

Provides feedback to employees Determines promotion Encourages improvement Encourages superior performance Sets and Measures Goals Improves Overall Organisational Performance

Why Bother…?

Encourages Coaching and Mentoring Supports People Planning and Succession Planning Determines Individual Training and Development Needs Determines Organisational Training and Development

Needs Confirms Good Hiring Decisions

Why Bother…?

Provides Legal Defensibility for Decisions Facilitates layoff decisions Counsels Poor Performers Confirms Poor Hiring Decisions

Group Exercise

Why Does Appraisal Sometimes Not Work?

I’ve Got Better Things To Do…

8 x 5 x 50 = 2000

1 + 1+ 1 + 3 = 6

6%2000 = 0.3

Issues with Appraisal…

Too complex Poor explained Poor preparation and information gathering Bias Judging, blaming and settling scores It’s Done On You… Constant interruptions, no privacy Actions not followed through

Issues with Appraisal…

No Ownership Adverse Impact Scarce Rewards Personal Reflection Equal Opps Terror It’s a Chore

Individual Review – Does it Add Up?

Criticism = 0 Praise = Little +ve or –ve Effect Specific Goals = Best Performance Defensiveness = Inferior Performance Coaching = Ongoing Development Review and Salary Review Don’t Go Together Employee Participation = Good

Source: McGregor and Drucker


Review

Execution

Planning

Assessment

Performance Planning (1)

Performance Planning…

is

…Agreeing What The Job Is


4 Key Objectives:

1. Agree Individual’s Key Job Responsibilities

2. Common Understanding Of RESULTS To Be Achieved

3. Identify BEHAVIOURS That Individual Must Display

4. Create Appropriate Individual Development Plan


Job Performance Comprises:

ELEMENT FOCUS

RESULTS

What The Individual Achieved:

Quantity

Quality

Cost

Timeliness

BEHAVIOURS

How The Individual Performed:

Knowledge

Attitudes

Skills

Habits


Ob-jec-tive (ob-j.k’t.v) adjective

1: Of or having to do with a material object.2: Having actual existence or reality.3 a: Uninfluenced by emotions or personal predjudices: an objective

critic b: Based on observable phenomena; presented factually: an objective appraisal.

Source: Collins English Dictionary


The Three Tests of Management Objectivity:

There Is A Clear Standard Manager Is Trained And Experienced Manager Acts With Integrity


Sources of Goals / Objectives:

Organisation’s Vision Objectives From Previous Review Critical Job Responsibilities Manager’s Objectives Departmental / Team Plans


Review

Execution

Planning

Assessment

Performance Execution (2)

Performance Execution…

is

…Getting The Job Done


Can People Be Motivated…?


JOB SATISFACTION

RecognitionAchievement

Freedom/Discretion/AutonomyLearning and Growth

ChallengeThe Work Itself

JOB DISSATISFACTIONJob Security

BenefitsWorking Conditions

Pay Supervision

Company Policies and Procedures

HIGH

HIGH

LOW

LOW


Creating Conditions That Motivate…

Provide Opportunities For Achievement And Accomplishment Allow People Freedom, Discretion And Autonomy In Doing Their

Job Increase The Amount Of Challenge Make Sure Work Is Varied And Interesting Provide Recognition


Group Exercise:

How Can Managers Recognise Good Performance?


Recognising Good Performance…

A Sincere Thank You Asking Employee Advice Eating Lunch Together Providing More Desirable Work Writing To Your Boss About Employee Extended Lunch Forwarding Newspaper / Magazine Article Giving Out Advance Copies Of Company Material


Recognising Good Performance…

Arranging For Employee Business Cards Writing A Quick Thanks On A Post-It Introducing Employee To Visitors And Explaining The Contribution

They Make Writing A Favourable Memo And Filing It In Personnel File


Review

Execution

Planning

Assessment

Performance Assessment (3)

Performance Assessment…

is

…Evaluating How The Job Has Been Done


Bias - Sources

Halo/horns effect - One accomplishment colours judgement on other accomplishments

Personality theories - One trait colours judgement of other traits Biased sampling- Looking only at recent performance Attributional error - Not looking at contribution of external circumstances Similar/different to me effect - favouritism Assumptions - about age, gender, education, social background, race etc


Bias - Overcoming it

Examine you own beliefs, attitudes and prejudices Do not ‘shoot first ask questions later’ Try to see things from another perspective Ask politely and directly if you do not understand something Keep an open mind Be willing to learn Be willing to be proved wrong


Review

Execution

Planning

Assessment

Performance Review (4)

Performance Review…

is

…Discussing How The Employee Has Done


Skills

Asking questions that raise awareness Observing and listening Providing constructive feedback Being constructively challenging Receiving constructive feedback Controlling own feelings and reactions Influencing, negotiating, persuading Agreeing and setting goals

The coach may also need technical expertise and experience.


Attitudes

To get the best out of people the manager must: Believe in their ability to learn, grow and improve Support and encourage people to develop achieve their potential Help them overcome self-limiting beliefs and attitudes Trust people and be trustworthy


Style

Interested Objective Supportive Empathetic Perceptive Aware Self-aware Patient Sense of humour and perspective


Approaches 1 - Tell and sell

Consistent with an authoritarian view of management. Manager explains and defends a previously thought out position Person is passive recipient rather than active participant(Review is done-to person rather

than done-with.) Induces defensiveness and dependence in the reviewee and reluctance to accept follow-

up actions No dialogue or rapport. Manager learns nothing and does not enhance relationship


Approaches 2 - Tell and listen

Manager explains a previously thought out position, but invites comment

Better than “tell and sell” but is still doing-to people rather than doing-with

Defensiveness, dependence, lack of commitment to actions still likely

Judgmental element means no real rapport established


Approaches 3 - Coaching

Person is encouraged to identify and discuss problem areas and to offer potential solutions

Person is active participant Agreed actions emerge through discussion Forward looking, action oriented and developmental Builds rapport and shared understanding of priorities and

problems Generates commitment to actions and motivation to

achieve them


Approaches 4 - Passive

Manager’s aim is to be popular, and/or avoid any kind of conflict or disagreement

Manager lets reviewee direct and control the discussion Can turn into a counselling session or a moaning session Unrealistic promises may be made.

Exercise

Examine the Appraisal process. Define the key things to consider at the following stages:

• the planning required before the discussion

• the discussion itself

• after the discussion

Before the Appraisal discussion…

Explain the process ‘Fit’ to performance management Self-appraisal Think about examples… Think about potential outcomes Prepare question plan Room / Timing / Interruptions Conflict with other work

During the Appraisal discussion…

Establish a rapport Establish a purpose Revisit historical targets/goals Analyse current performance Explore options Summarise regularly Agree implementation plan

After the Appraisal discussion…

Ownership of training and development Analyse trends Company wide training plan Follow up marginal performers Link into performance management process


Questions - Do

Ask clear, concise and specific questions Always acknowledge answers positively Probe, when you need to, for extra information Give answers real consideration before replying; a pause will often show that you

have done so. Use questions to raise self-awareness, for example; “How did you feel when you

did that”.” If people are wandering off-track ask ‘In what way does that relate to the problem’

Ask: What action have you taken so far. What were the effects of this action. Try and understand the person’s reasons

Stay silent after asking a question


Questions - Don’t

Ask long-winded questions or use complex or inappropriate language or jargon Ask leading or loaded questions; show that you think you already know. Ask trick questions – undermines trust, causes resentment and de-motivation Cut people off mid-sentence with some advice or another question Use questions as if in a courtroom, to steer them to your point of view. Be side-tracked by interesting answers that are not relevant to the issue you are dealing with. Point out the lack of action, or its inadequacy. Rush people, blether on, or answer your own question


Listening - Do

Maintain eye contact Make encouraging noises and nod when appropriate. Let people express themselves in their own words Make only brief notes Actively concentrate and seek to understand what the person is saying Reflect back your understanding of what the person has said. Ask relevant supplementary questions Acknowledge understanding of what has been said Listen fully and empathetically Give the person time to think and speak. Tolerate reasonable silences.


Listening - Don’t

Look away or look disinterested Argue, interrupt or make negative comments or gestures Finish people’s sentences Make long detailed notes Be thinking about your next question or comment Twist people’s words and feed them back to reinforce your own point of view Make judgmental statements, leap to conclusions or give unnecessary advice Show blame, irritation, get aggressive or defensive about what you hear Ignore comments, ideas and feelings Rush people, or leap in with statements, opinions or additional questions.


Words , Tone of Voice, Body Language

Content (the words)

Tone (volume, pitch and intonation)

Body language (movements, posture, facial expressions)

If the words are saying one thing and the body is saying another, the body is more likely to indicate the true feelings


Words - Do and Don’t

Choose words carefully Be specific Be clear Attack the problem Balance positives and negatives

Be tactless, critical or punishing

Be vague or general Do not talk around the point Attack the person Talk only about failures and

shortcomings


Tone of voice - Do and Don’t

Be upbeat Maintain an even volume and pace Maintain an even tone Adopt a friendly tone

Talk in a downbeat monotone Shout or mumble Betray irritation, impatience or upset Adopt an aggressive tone

welcome to managing individual performance. performance review cycle

Documents

individual performance

performance planning

job performance

performance review cycle

performance execution

drucker slide

chore slide

integrity slide