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Manager Performance Management Training

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  • Introduction – Introduce instructor(s), course, participants (go around room and ask names/offices)Tell participants logistics – length of class, breaks, hand sanitizer/cleaning packets, bathrooms, water fountains, etc
  • Review goals of the courseAsk participants if there is anything else that they were hoping to get out of the course
  • Discussion with class – brainstorm what elements of performance management are responsibilities of managers and of staffSmall Groups – each group evaluates all tasks and all rolesFlip Charts, small groups, etcLarge group de-brief facilitated by instructorOthers = other managers, peers, customers, students, parents, etcAlternate: Stop/Start/Continue conversation
  • Activity: List elements of the situation that lead to poor performance management. Can you identify with either of the roles in the video?Point of the video = even when managers think they’ve been completely clear about expectations, sometimes their direct reports have a different impression. This course is about helping you to communicate and document expectations so that everyone is on the same page. Instructor note: STOP video at 2:27 before the ad for Crucial Conversations comes on.
  • Activity: List elements of the situation that lead to poor performance management. Can you identify with either of the roles in the video?Instructor note: STOP video at 2:27 before the add for Crucial Conversations comes on.
  • Good performance management fosters this type of environment – where employees have clear expectations, receive feedback, and are in a supportive environmentUse Interactive Question Tool to solicit feedback here… participants can suggest and/or vote on suggestions they like.** Reinforce ITS Community Principles, Diversity **Discussion: Other factors participants have found to be importantThe Performance Management Process helps supervisors to: See how well employees are achieving goals and carrying out dutiesHave a basis for coachingHave a basis for identifying high performersIdentify training and development needsSupport career development opportunities
  • Competencies, Community Principles and Unit-Specific Factors are all elements of Performance Management. Job Duties define what needs to be done, while competencies, community principles, and unit-specific factors describe how it is to be done. For example, using “Problem Solving” (a competency), the employee can build an operating budget, one of his/her job duties. Performance Standards are how you’re measured (the goal to achieve)
  • Review Performance Management CycleStress that it’s a CYCLE – even though there’s a “Start Here”, the process is ongoing…Assess leads back into Plan for the next year
  • 2 Purposes of this slide – first to give the calendar timing of events; second to demonstrate that both managers and staff are responsible for Performance Management throughout the year.
  • Job Profile – exists for each Job Position; used in the hiring and leveling processes; should contain representative tasks and responsibilities for that jobLink Evaluate Questionnaire – (confirm with HR) – tool used to identify which competencies are demonstrated at what level for each position. As a reminder, the five competencies measured are Effective Knowledge, Accountability & Self- Management, Teamwork & Leadership, Communication and Innovation & Problem-SolvingJRW – Job Responsibilities Worksheet – Has previously been used to define current duties for a specific job. Is now being expanded to include specific tasks and performance standards associated with each duty. We will discuss this in depth in the next module (Plan).Observed Behaviors – You will be given a framework during this class for observing and documenting behaviorsSelf-Input – Employees should be encouraged to provide input regarding their perspective on accomplishments and goals for the yearInput from others – Supervisors should request input from other managers who have worked with the employee throughout the performance yearAssessment/Evaluation –This refers to the annual assessment completed for each employee. Currently, this is the SRDP; however, this training does not specifically deal with filling out the SRDP. It is intended to provide guidelines for evaluation and documentation of performance assessment regardless of the form used. Possibly use build slide here to build from left to right. Indicate how many clicks so instructor knows when slide is complete. Find out if Link Evaluate Questionnaire is going away
  • Discussion: What are the challenges you currently face in Performance Management?Large group discussion [Sr Director leveling moment – possibly open conversation with strengths/weaknesses in Performance Mgt]
  • Introduce Plan section of CycleSection Objectives: Use the Job Profile and Questionnaire to identify job dutiesEstablish tasks and performance standards for a job dutyUse the SMART framework to create performance standardsDocument job duties, tasks, and performance standards in the Job Responsibilities Worksheet (JRW)Explain the relationship between the JRW and the Development Action Plan
  • 3 Major tasks within PlanCollaboration between manager and direct reportsEnd result of this phase is a completed JRWThis means that we’re introducing new elements and specificity to the JRW. In the past, it’s been seen as a tool that is used for job classification. Now, it will be used for not only job classification, but also to set specific objectives (performance standards) that can be used throughout the Performance Management process
  • Duties are entered in the “Duties” section of the JRW, and should indicate whether the duty is essential, and the percentage of the job spent on the duty This part of the JRW should already be completed – you should have gone through this process last year. ***What about long-term use of this training????Impact section – Make sure that staff member can describe the impact (repeat back) of their responsibility – who will see it, be impressed by it, be delayed by it? - Know your direct reports – what motivates them? What type of impact should you identify to motivate this specific person?Figure out the “why it matters”
  • Point out the areas of the JRW related to Job Duties:Duty section – clarify what should be entered there. Not to the task level – that will come later.
  • See if can consolidate with SMART on next page
  • Need Susan to confirm these examples Ask the class to identify 1-2 Performance Standards that could be associated with these Tasks. Consolidate Example slides together – build slideStep 1: Show sample duty/PS pairing (possibly slightly incorrect – ask them to evaluate) - 2 correct samplesStep 2: Show sample duty; Ask for PS in large groupStep 3: Small group – use your JRW, select duty, write PS. Maintain a professional appearance and demeanor as documented in office policy manualAbide by documented dress codeTreat colleagues with respect
  • Need Susan to confirm these examplesThis list is an example of performance standards for the tasks on the previous page (not a comprehensive list – the participants may identify others that are good examples as well)
  • Resources Needed:Job Profile & Questionnaire JRWs with Duties filled in (provided by instructor, or brought with participants)SMART guidelines handoutSample JRW with T&PS completed for each positionSwap with a partner – Review and discuss how they were able to do a SMART Performance Standard
  • Resized font/boxes
  • The Development Action Plan focuses on areas employees want to develop in order to grow in their jobs or advance their careers. Some areas to consider: Performance Outcomes: What new skills or behaviors are required to achieve this year’s objectives? Development Areas: Based on performance feedback from past years, where has the employee fallen short?Career Planning: What new skills and behaviors should the employee work on to prepare for their future career?University/Department/Unit Plans, Goals and DirectionDevelopment activities should focus not only on the job a person currently holds but also on jobs that may be of interest to the person in the future.
  • Items can move from someone’s Development Action Plan to their JRW if they become assigned responsibilities or tasks
  • Icebreaker video – no specific teaching points. Illustrates a bad performance review scenario
  • Point out where we are in the overall Performance Management cycle. Important to stress that the Coach phase is all year – everyone should be getting feedback more often than just their annual reviewObjectives for this section: Document performance observations using the CARE methodProvide effective informal feedbackApply Crucial Conversations and/or ITLP skills to coachingConduct a mid-year discussion
  • Ongoing, timely
  • Open-Ended question – Why bother recording performance observations?Seems like a “time suck” and not sure why it matters**Look for a tool that can do this**Slide is intended to provide participants with reasons that observing and documenting are important. --this is a tool to help them so that they have documentation to reference for the annual review
  • Focus on FACTS – facts of the situation, behavior, results, impacts, etcCircumstancesContext in which a behavior is observed; May include task, people, resources, processes, stressAction observedThe presence or absence of specific behaviors related to the taskResults of action observedThe outcome of action taken to accomplish the taskExpectation or StandardThe pre-specified standard of performance for completing the taskParticipants can look at participant guide for full description of CARE attributes
  • Walk through scenario and demonstrate how each part of CARE can be filled in with information from scenario.
  • All Feedback:Explain effects - Explain how the behavior benefits or negatively affects you, the employee, and/or the work unitAsk the employee for comments; then listen and discussExpress your confidence in the employee’s ability to meet/maintain a high level of performanceAcknowledge: Take care to acknowledge in a way specific to that employee – some employees do not want public recognition while others thrive on it.Corrective: Follow up - with additional feedback on improvement efforts – recognize progress
  • Sit down with your staff – have a discussion about what these mean. What does it take to be a 3, 4, 5?Use this as a tool in your coaching sessions and Mid-year discussions
  • Get UnstuckIdentify where you’re stuckBacktrack to the Crucial ConversationStep out of Content, Observe Process, and Fix ItStart with HeartStay Focused on what you really wantRefuse the Sucker’s ChoiceLearn to LookLook for crucial conversations, silence/violence, your own style under stressMake It SafeIt’s all about intent – Mutual Purpose, Mutual RespectMaster My StoriesRetrace your path to actionAct – Notice your behaviorFeel – Get in touch with your feelingsTell a Story – What story is creating these emotions?See/Hear – Get back to the factsWatch for victim, villain, helpless storiesSTATE My PathShare Your Facts, Tell your story, Ask for others’ paths, Talk tentatively, Encourage TestingExplore Others’ PathsAMPP – Ask, Mirror, Paraphrase, PrimeMove to ActionDecide how to DecideAgree on WWWF – Who will do What by When and what Follow-up will be taken. Document the agreement.
  • ***Need to see what information from HRDC Coaching training can be pulled in for this section***Reinforce & RecognizeProviding specific, sincere, positive, appropriate reinforcement of desired behaviorsDevelop & MentorTakes place before people participate in major activities or eventsIncludes learning process focus, allows for some mistakesEmpowers staff to think through and decide courses of actionImprove & CorrectProviding specific feedback about behaviors that should be changed, including examplesSupervisor must listen to staff member’s perspectiveRequires developing staff member agreement to actionMay encounter resistance, rationalizations, defensiveness
  • From http://www.yale.edu/hronline/focus/documents/Revise11-19Mid-YearPerformanceDiscussions.pdfSchedule a meeting Identify a mutually-agreeable time for meetingSecure a private meeting spaceAsk your employees to come prepared Major accomplishments achieved so far Their priorities for the rest of the year.Prepare for the mid-cycle status review. Collect and review all documented observationsReview your files of what has been accomplished to dateIdentify any key development points that should be addressed in the remainder of the performance yearDiscuss performance to date. Share with the employee what goals you think they have done effectively so far this year. Tell the employee what goals you'd like them to focus on for the rest of the year. Provide specific, behavioral examples of what the employee is doing particularly well, and of anything that needs to change. Ask the employee for their perspective on how the job is going. TIP: Questions like "What's going well?" and "What needs to be improved?“ can be useful.Discuss your expectations — and the employee’s expectations — about what the employee should accomplish by the end of the year. Agree on how goals should be prioritized for the remainder of the assessment year. Ensure a shared understanding of performance expectations to minimize unpleasant surprises at the year-end performance review. Find out what challenges or roadblocks are faced by the employee. Ask how you can help eliminate roadblocks, and then follow through. Update the employee’s JRW, if necessaryComplete the discussion Thank the employee for their hard work and encourage them in their work for the remainder of the year. Document the discussion and give a copy to the employee.
  • Group discussion of how course materials apply in their groups/units/teams?

Manager Performance Management Training Manager Performance Management Training Presentation Transcript

  • Performance Management
    Penn State ITS
    1
  • Goals for This Program
    This program will help you to:
    Define performance management
    Identify phases in the performance management process and activities performed in each phase
    Identify and document duties, tasks, and SMART performance standards
    Record observations of staff behavior
    Coach staff to sustain/improve performance
    Conduct effective performance management discussions
    Utilize the tools available at Penn State for performance management (Job Profile, JRW, SRDP)
    Apply skills learned in previous training (Crucial Conversations, ITLP) to performance management
    2
  • Outline
    3
    Overview of Performance Management
    The Performance Management Cycle
    Planning
    Duties, tasks, and performance standards
    Setting development goals
    Session 1
    Feedback & Coaching
    Observing and documenting behavior
    Ongoing feedback
    Mid-year discussions
    Assessment
    Writing performance reviews
    Performance level definitions/guidelines
    Conducting performance discussions
    Session 2
  • Overview
    This section will help you to:
    Define Performance Management
    Identify the phases of the Performance Management cycle and timeline
    Define commonly used Performance Management terms as used
    Explain how the tools used for Performance Management work together
    4
  • Shared Responsibilities for Performance Management
    5
  • Awkward Performance Review
    Video
    6
  • Video
    7
  • Guidelines for a positive work climate
    Inform Staff of your expectations
    Provide a supportive work environment, including necessary resources
    Deliver appropriate and accurate feedback
    Ensure staff receive appropriate rewards, recognition and feedback for work
    8
    What other factors are important?
    http://cyber.law.harvard.edu/questions/ITSPMPilot
  • What is Performance Management?
    Performance Management is an ongoing communication process that involves both the manager and the staff member to:
    Identify and describe the job responsibilities and relating them to the mission and goals of the organization
    Develop realistic performance standards
    Discuss feedback about performance
    Document examples of positive and negative performance
    Plan professional development opportunities to sustain and improve staff performance
    9
  • Performance Management and Competencies
    10
    The “What”
    The “How”
  • The Performance Management Cycle
    Start Here
    11
    Coaching
  • Performance Management Timeline
    12
  • Tools used in the Performance Management Process
    Observed Behaviors
    Job Profile
    Link Evaluate
    Questionnaire
    Evaluation/Assessment
    (SRDP)
    Job Responsibilities
    Worksheet (JRW)
    Self Input
    Defined Expectations
    & Performance Standards
    Input from Others
    13
  • Activity - Discussion
    14
    Discuss your current thoughts on Performance Management
    -What tools do you use?
    • What challenges do you face?
    • What do you like/dislike about the process?
  • I: Planning
    15
    • Define Job Duties
    • Set Performance Standards
    • Set development goals
    • Establish resources needed
    • Identify supports & barriers
    • Use tools provided to discuss and document plans
    Coaching
  • I. Planning: Overview
    Planning includes 2 major activities:
    Define Job Duties
    Define Performance Standards associated with each duty
    Planning is Collaborative
    Result = Job Responsibilities Worksheet (JRW)
    16
  • Define Job Duties
    A job duty is a specific work segment composed of several tasks that are performed by an individual
    Guidelines:
    Use duties from job profiles as appropriate
    Describe each major area of responsibility
    Elaborate on duties to explain the context
    Ensure the staff member understands the impact
    Each job should currently have a JRW with the Duties section completed
    17
  • Document Responsibilities in the Job Responsibilities Worksheet (JRW)
    Confirm or Update % of Time, New Duty, and Essential Functions columns
    Enter Responsibilities in the “Duties” section of the JRW
    18
  • Performance Standards
    A Performance Standard reflects results that are expected when a job duty is performed satisfactorily.
    Standards are:
    Based on the position, not the individual
    Observable, specific indicators of success
    Meaningful, reasonable, and attainable
    Describe "fully satisfactory" performance once trained
    Expressed in terms of Quantity, Quality, Timeliness, Cost, Safety, or Outcomes
    “Exceedable” – employees should know that they can exceed expectations
    19
  • Creating “SMART”Performance Standards
    Examples:
    Implement update of on-line graduate application program by October 1, 2006
    Reconcile Budget & Expense statements within a week of receipt from Finance Office (ongoing).
    Reduce telephone expenses by 15% within the first half of the fiscal year.
    Design and implement use of spreadsheet by (date) to track loan of departmental audiovisual resources.
    20
  • Example Performance Standards
    Provide support to user groups and/or committees and participate in communication/outreach efforts
    Standard 1: Create a bi-weekly blog post related to web 2.0 technology use in teaching, posted by noon every other Thursday on the ITS blog (Start date: Sept 17, 2009)
    Standard 2 : Attend all scheduled ABC committee meetings; Provide status updates to supervisor within 24 hours regarding this office’s involvement in committee activities
    Standard 3: Submit proposals to present at industry conferences; After presenting, submit trip reports via ITS blog within 24 hours of return
    21
  • Your turn…
    Suggest Performance Standards for the following duty:
    Conduct workshops and training sessions on Google Apps for faculty, staff and students
    Standard 1: Deliver topic-specific content and demonstrate steps to complete applicable exercises
    Standard 2: Create and post to class discussion forum a minimum of 48 hours prior to each class session; respond to questions within 24 hours
    Standard 3: Provide a minimum of 2 practical examples for each application
    Standard 4: Promptly respond to participant questions; If answer is unknown, follow up and respond within 48 hours
    22
  • ActivityWrite Performance Standards
    Using the JRW provided, or one that you brought with you, identify performance standards for 1-2 of the Duties listed
    23
  • Document PerformanceStandards in the JRW
    (Optional, recommended): Identify which Competency is related to the Duty
    Enter Performance Standards for each Duty
    24
  • Development Action Plan
    25
    The Development Action Plan focuses on areas employees want to develop in order to grow in their jobs or advance their careers.
    Some areas to consider:
    Performance outcomes
    Development areas
    Career planning
    University/Department/Unit plans, goals, and direction
  • Development Action Plan
    Skills not currently possessed (or requiring improvement) needed for current role
    Possible future assignments outside the scope of current job
    Skills needed for anticipated or desired future role
    Specific steps to be taken to gain skills/experience:
    Training classes, seminars, etc
    Activities
    Mentor relationships
    Actions to be taken by employee
    Possible barriers to achievement
    Current job responsibilities that staff already has skills to execute
    Generic statements without associated actions (i.e. “Improve communication skills” without courses, practice, activities)
    Activities not related to university/unit goals or needs
    Activities not related to professional development
    26
    What SHOULD be in Development Action Plans…
    What should NOT be in Development Action Plans….
  • JRW and the Development Action Plan
    How do the JRW and Development Action Plan work together?
    JRW includes duties and corresponding performance standards currently assigned to the employee
    Development Action Plan consists of:
    Improvements that need to be made to fully achieve existing duties (potentially related to a competency)
    Developmental assignments that require additional knowledge, skills, and/or behaviors
    Skills that supervisor or staff expect will be needed for future activities, or as preparation for an anticipated future role
    The JRW is a “living document” – review throughout the year
    27
  • Video
    28
  • Video
    29
    • Document and discuss observed behavior
    • Discuss results to date
    • Provide effective feedback
    • Review and refine objectives
    • Remove barriers to achievement
    II. Feedback
    Start Here
    30
    Coaching
  • II: Feedback
    This section will help you to:
    Document performance observations using the CARE method
    Provide effective informal feedback
    Apply Crucial Conversations and/or ITLP skills to coaching
    Conduct a mid-year discussion
    31
  • Feedback Phase
    The second phase in Performance Management includes 3 key elements:
    Observing and Documenting Behaviors
    Providing ongoing, timely feedback
    Specific to a situation, event, interaction, project
    Mid-Year Discussion
    Progress toward annual goals
    Review of JRW
    32
  • Reasons to record Performance Observations
    Basis for specific verbal feedback
    Basis for evaluative comments for the annual review
    Ensure annual reviews are objective and fact-based
    Ensure that annual reviews reflect the entire review period
    Record changes in responsibilities, and standards of performance
    Substantiate promotions, discipline, salary increases, etc
    33
  • Guidelines for documenting performance observations
    34
    Document behavior relevant to competencies, responsibilities – both Positive and Areas for Improvement
    Describe specific, observable behaviors
    Avoid assumptions; follow up to get facts
    What? When? Why? Where? Who?
    Use the CARE method:
    Circumstances
    Action observed
    Results of action observed
    Expectation or standard
  • Example CARE Scenario:
    35
    While I was out of the office for three days, an Associate Vice President called to request a “rush” on a written justification for some computer equipment that we had discussed. Although he is not responsible for such administrative issues, Felippe took the initiative to draft the justification so that I could review and send it first thing this morning. The AVP was particularly pleased with our timely response, and our chances of receiving the funds for the equipment are brighter.
  • Ongoing Feedback
    All Verbal feedback
    Describe the specific behavior
    Explain effects of behavior
    Ask, Listen, Discuss
    Reinforcing Feedback
    Acknowledge good work
    Thank the employee
    Corrective Feedback
    Focus on the behavior, not the employee
    Review the standard of performance; agree on corrective actions
    Ask how you can help
    Follow up
    36
    When you see it, Say it!
  • Rating Scale
    Significantly Exceeds Expectations
    Employee performs assigned responsibilities in a consistently superior manner
    Exceeds Expectations
    Employee performs assigned responsibilities in a manner that often exceeds communicated standards
    Meets Expectations
    Employee performs assigned responsibilities consistently well throughout the review period.
    Partially Meets Expectations
    Employee performs satisfactorily in some aspects of his/her assigned responsibilities but not in others.
    Does Not Meet Expectations
    Employee performs assigned responsibilities in an unsatisfactory manner, has not responded to constructive feedback, or has not improved performance.
    37
  • Use Crucial Conversations Skills
    Get Unstuck
    Start with Heart
    Learn to Look
    Make It Safe
    Master My Stories
    STATE My Path
    Explore Others’ Paths
    Move to Action
    38
  • Coaching
    39
    Coaching involves:
    Helping others learn through formal or informal methods
    Providing reinforcing and corrective feedback
    Guiding others to perform tasks
    Goal is to improve work-related behaviors
    Coaching is NOT:
    Doing it for them
    Providing solutions
    Coaching
  • ITLP Coaching for Performance
    Listen with Care
    Concentrate
    Ask Questions
    Recap
    Express Interest
    Coaching Skills
    Building Relationships
    Drawing out ideas
    Speaking purposefully
    Making assessments
    Designing Practices
    Facilitation
    Anticipating and Resolving Breakdowns
    40
    Coaching
    COACHING
    CYCLE
  • Mid-Year Discussion
    41
    Schedule a meeting
    Time, Location
    Prepare for the mid-cycle status review
    Gather feedback materials, documented observations
    Invite employee to bring their own examples/documentation
    Discuss performance to date
    Goals achieved, goals remaining
    Provide specific examples
    Ask for employee’s perspective
    Discuss expectations
    Your expectations
    Employee’s expectations; possible roadblocks
    Update JRW if necessary
    Complete the discussion
    Complete documentation
    Commit to follow up
  • How does this relate to the SRDP?
    Assessment
    42
    Coaching
  • Updates to the SRDP
    43
    Update 1: Inclusion of documented responsibilities from JRW. Supervisor is to document actual results achieved.
    Update 2: Inclusion of Competencies for Success. Supervisor is to document employee’s success at demonstrating each competency
  • Questions/Discussion
    44