Performance Management and Coaching · Performance Management and Coaching State Certification...
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Performance Management and Coaching State Certification Program — FCEP III Florida State Association of Supervisors of Elections FSASE and Florida Institute of Government The Florida State University Instructor: Dr. David Kelley Fort Myers, FL
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Transcript of Performance Management and Coaching · Performance Management and Coaching State Certification...
Performance Management and Coaching
State Certification Program — FCEP III
Florida State Association of Supervisors of Elections
FSASE
and
Florida Institute of Government
The Florida State University
Instructor: Dr. David Kelley
Fort Myers, FL
Level 3 Florida Certified Elections Professional 2
PARTICIPANT GUIDE
Florida Certified Elections Professional
Level III
Performance Management and Coaching
March 2018
© 2017, Florida State Association of Supervisors of Elections, Tallahassee, FL The John Scott Dailey Florida Institute of Government at Florida State University
No part of this publication may be reproduced in any way without written permission. ALL RIGHTS RESERVED.
Level 3 Florida Certified Elections Professional 3
Florida State Association of Supervisors of Elections
Florida Certified Elections Professional The FSASE’s certification program is a statewide collaborative effort with the Florida Institute of Government at Florida State University (FSU) that has produced a comprehensive, multi-level program for state certification for Supervisors of Elections and their staff. During FSASE’s strategic planning process in August 2005, both the need and initial commitment for such a program were expressed. The FCEP Program has been honored with the 2015 Guardian Award by the Election Center and the 2016 Eagle Award by IACREOT, now known as IaGO, International Association of Government Officials Designed to address statewide conformity, consistency of practices, and voter confidence, the Florida Certified Elections Professional Program (FCEP) was initially coordinated through the Florida Institute of Government at Florida Gulf Coast University. Each of the 67 counties was contacted and included during the research phase in one or more of the following methodologies: focus groups, telephone interviews and an online survey. All resulting recommendations were channeled through FSASE’s Education and Certification Committee. The program consists of a three-tiered system to professional certification (Florida Certified Elections Professional I, II, and III) comprised of classroom content, participant workbooks, application activities, shared best practices, and end-of-course assessments. In addition, three strands of specialization guided the selection of courses into the curriculum: Election Process and Law; Administrative Skills, Research and Technology; and Human Resource Relations (Talent Management). Course content is based on real-life, practical experience for Florida elections. There are a total of 33 courses. An overarching set of core values directs all course content. The values are as follows: 1. Apply the highest ethical standards, integrity, competencies and professionalism 2. Seek to continuously improve the election experience in Florida
3. Maintain transparency in relationships with citizens, colleagues, staff and other agencies 4. Communicate openly and honestly, inviting the free expression of ideas 5. Collaborate as a team acknowledging diverse roles and expertise
6. Strive for personal excellence and professional development through purposeful and continual learning
Participants who have successfully completed all coursework achieve the Master Florida Certified Elections Professional (MFCEP) designation, are recognized at a formal FSASE event, and awarded a plaque. At the conclusion of the January 2018 classes 136 have graduated and achieved the highest level of certification; 133 with MFCEP and 3 MFCEV.
Level 3 Florida Certified Elections Professional 4
Learner Objectives Identify the steps to performance management Recognize the five roles of coaching Understand how to create a workplace environment with clear expectations List and evaluate a variety of ways to motivate others Practice a coaching and feedback session
FCEP LEVEL III
Performance Management and Coaching
Slides 1 - 3
Level 3 Florida Certified Elections Professional 5
Agenda I. Overview and Rationale II. Defining Performance Management III. Goals and Action Planning • SMART Goal Development IV. Role of Motivation in Coaching & Feedback V. Praise, Recognition and Rewards VI. Why Government Employees are Harder to Motivate VII. Coaching Signals VIII. Five Coaching Roles IX. Coaching Skills Practice X. Course Quiz and Evaluation
Slide 3
Notes
Level 3 Florida Certified Elections Professional 6
INTRODUCTION
Definition of Performance Management Continuous process of assessment, feedback, and behavior change that occurs between managers and team members in support of the team members’ success and accomplishment of the organization’s strategic objectives. Discussion Question Why do we need performance management? ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ Disadvantages of performance management: ______________________________________________________________ ______________________________________________________________ ______________________________________________________________
Slides 4 & 5
Level 3 Florida Certified Elections Professional 7
7 Steps of Effective Performance Management
Notes
Slide 6
1.
2.
3.
4.
5.
6.
7.
Level 3 Florida Certified Elections Professional 8
GOAL & ACTION PLANNING FORM Action Plan for: ___________________________________ (Name) Date: ____________
GOAL:
OBJECTIVES/TASKS
START DATE
TARGET DATE
WHO?
RESULTS EXPECTED
DATE COMPLETED
1.
2.
3.
4.
5.
6.
7.
8.
9.
OTHER
Slide 7
Notes
https://www.thebalance.com/best-talent-management-practices-1917671
Level 3 Florida Certified Elections Professional 9
S.M.A.R.T. Goal Development
Goal: Specific: What behavior do you want someone to do or stop doing? Measurable: What is your metric? How will you know the goal has been reached? Attainable: How do you know this goal can be reached? Has anyone reached it before? Do employees have the information and resources needed to reach this goal? Relevant: Does this goal support the organizational mission? Why is the attainment of this goal important? Time Bound: What’s the deadline for goal attainment? When will we collect the relevant data? Revised SMART Goal:
Slide 8
Level 3 Florida Certified Elections Professional 10
MOTIVATION PRINCIPLES I
ABCs of Motivation: A à B à C Antecedents: ______________________________________________________________ ______________________________________________________________ Behavior: ______________________________________________________________ ______________________________________________________________ Consequences: ______________________________________________________________ ______________________________________________________________ ABC Analysis Problem Behavior/Performance: _______________________________________________________________________ _______________________________________________________________________ Note: Don’t break the “Dead Person Rule.”
Antecedents Behavior Consequences
Slide 9
Level 3 Florida Certified Elections Professional 11
MOTIVATION PRINCIPLES II
Behavior/Consequence Relationships
Consequence
is Presented
Consequence Is
Removed/Withheld
Behavior Increases/ Maintains
R+ Positive Reinforcement
R- Negative Reinforcement
Behavior Decreases
P+ Positive Punishment
P- Negative Punishment/
Extinction
Examples Preston forwarded a racially insensitive joke to his entire work team via email. Many were offended by this joke and would like Preston to never forward such email again. Brenda is an administrative assistant in a government office. On slow days Brenda sometimes conducts personal business, such as shopping for gifts, browsing Facebook, and answering personal email, using the agency’s computer equipment. The kitchen area in your office, in which 14 people work, is frequently left in a mess at the end of each day. The culture in your organization is characterized by almost everyone helping coworkers whenever that help is needed or when requested to do so by a supervisor. However, Jason never has participated in this culture and, when asked in the past to help out, has said, “That’s not part of my job.”
Slide 10 Notes
Level 3 Florida Certified Elections Professional 12
Universal Motivators
Praise Responsibility
One-on-Ones Goal Setting
Food/Snacks Time off
Job Sharing Job Switching
Timely Feedback New Roles
High-Profile Assignment
Going to Bat
Office Space Boss for a Day
New Equipment Celebration/Party
Listen – Really Listen Just-in-Time Training
Invite Input Share Information
Allow “Grass Roots” Projects
Fun
Mentor for Career Growth
Other:
Which of these “universal” motivators have you used for whom, and why?
Notes
Slide 11
Level 3 Florida Certified Elections Professional 13
Praise, Recognition and Rewards Everyone wants to be appreciated. Ken Blanchard, co-author of The One Minute Manager, says, “We never outgrow this need and even if it looks like we are independent and self-sufficient, the fact is we need others to help us feel valued. No employee seeks to be mediocre.”
FORMAL REWARDS Consider what is already available in the organization as part of a formal process. Many have such things as Employee of the Month, Prize Patrol, and others. List below the ones you have.
INFORMAL REWARDS These are often spontaneous and can be implemented with minimal planning and effort by the supervisor or manager and also can be low-cost, no-cost undertakings. What are some effective ideas that you have used or seen used by others?
√ Tell people up front that you are going to let them know how they are doing.
√ Praise people immediately.
√ Tell people what they did right—be specific.
√ Tell them how good you feel about what they did right and how it helps the organization and other people who work there.
√ Encourage them to do more of the same.
Notes
Slide 12
Level 3 Florida Certified Elections Professional 14
WHY GOVERNMENT WORKERS ARE HARDER TO MOTIVATE
How do these characteristics of government employment affect motivation? Common negative perceptions of government employees: _______________________________________________________________________ ______________________________________________________________ Frequent and abrupt changes in leadership: _______________________________________________________________________ ______________________________________________________________ Few tangible, short-term achievement metrics: _______________________________________________________________________ ______________________________________________________________ An older workforce: _______________________________________________________________________ ______________________________________________________________ Strong civil-service and employee protections: _______________________________________________________________________ ______________________________________________________________ Constraints on the use of financial incentives: _______________________________________________________________________ ______________________________________________________________ Strong union influence: _______________________________________________________________________ ______________________________________________________________ Public visibility of government: _______________________________________________________________________ ______________________________________________________________ Unique employee work motivation: _______________________________________________________________________ ______________________________________________________________
https://hbr.org/2014/11/why-government-workers-are-harder-to-motivate
Slide 13
Level 3 Florida Certified Elections Professional 15
Coaching Signals
1. New team member comes on board.
2. Team member expresses interest in promotional opportunities.
3. Additional responsibilities have been given to a team member.
4. Team member having difficulty meeting deadlines and commitments.
5. Interpersonal problems with colleagues are evident.
6. Team member wants to know more about the organization and culture.
7. You are a “new” supervisor to a group.
8. Organizational goals or business strategies have changed.
9. Team member has displayed leadership in a number of ways.
10. Team member or team involved in power struggles.
11. Formal performance appraisal due soon for team member.
12. Team member showing low self-esteem, low self-confidence.
13. Team member would like to be more involved in community/organization committees.
14. Team member’s priorities and goals not set correctly.
15. Team member asks about opportunities to serve on internal teams.
16. Team member mentions the desire to continue higher education.
Slides 14 & 15
Notes
Level 3 Florida Certified Elections Professional 16
Coaching Signals (continued)
17 Health problems have become evident.
18. Citizens or others have conveyed concerns about this team member.
19. Performance standards on his/her part have dropped slightly.
20. Team member has successfully completed a major project.
21. A new job skill has been introduced in your unit/group.
22. Team member will be attending an important out-of-town conference.
Five Roles of Coaching 1. Educating 2. Coaching 3. Mentoring 4. Counseling 5. Confronting
Notes
Slides 15 & 16
Notes
Level 3 Florida Certified Elections Professional 17
Video Notes Aubrey Daniels, author of Oops! 1. What helpful supportive words and phrases did you notice?
2. What other positive coaching behaviors and skills were mentioned?
3. As you reflect, is there anything you should NOT do in a coaching session?
Slide 17
Level 3 Florida Certified Elections Professional 18
Coaching Mentoring Worksheet 1. Describe the performance and/or opportunity you
will be discussing with the team member.
2. What data sources will you be using? (direct observation, work results, 3rd party information)
3. Describe the team member you will be coaching.
(attitude, background, experience) 4. How will the team member likely receive the information? 5. Describe when and where you plan to meet with
this team member. 6. How will you go about putting him/her at ease?
Notes
Slide 18
Level 3 Florida Certified Elections Professional 19
Putting It All Together Now you have the opportunity to put all your ideas and skills together by using a real situation from the workplace. Skills Practice Trio With a group of 3 people, choose one motivation issue on which to focus. The person whose situation is chosen will briefly describe the details to the other two in the group. Then a decision will need to be made about who takes the role of the employee and who takes the role of the observer. The supervisor and the employee then work through the scenario while the observer facilitates the process, serves as a time keeper, and takes notes on the supervisor’s actions. Time frames to keep in mind: • Preliminary briefing 2 – 3 minutes • Skills practice 6 – 8 minutes • Feedback and debriefing 5 – 7 minutes
Observer/Facilitator
Coach/Supervisor
Employee
Notes
Slide 19
Level 3 Florida Certified Elections Professional 20
Meet Your Instructor: Dr. David Kelley
Performance Management and Coaching
FSASE — FCEP III
David G. Kelley is a native of Chattanooga, Tennessee. He holds a Bachelor of Science degree in psychology from the University of Tennessee, a Master of Divinity from Duke University, and a Doctor of Ministry degree from the San Francisco Theological Seminary in California. Dr. Kelley received his clinical training in the Chaplaincy Program of the Duke University Medical Center. He is a United Methodist minister. In addition, Dr. Kelley has been a Florida licensed marriage and family therapist since 1982 and is in private practice in Fort Myers. He is also a lecturer at Florida Gulf Coast University where he does human relations seminars and consulting with county, city, state, and federal government agencies, as well as hospitals and private organizations. Dr. Kelley is certified by the Florida Supreme Court as a family law mediator. David is married to Jacquelyn Kelley, R.N, M.S.N, an acute care nurse with Salus Care in Fort Myers. They have three grown sons and six grandchildren. Their hobbies are boating, kayaking, scuba diving, wind surfing, and cruising the Florida Keys and the Bahamas. He is also a US Coast Guard license professional captain.
Performance Management and
Coaching Dr. David Kelley Fort Myers, FL March 2018
1
The Compelling “Why?”
2
Learner Objectives
• Identify the steps to performance management • Recognize the five roles of coaching • Understand how to create a workplace environment with clear expectations • List and evaluate a variety of ways to motivate others • Practice a coaching and feedback session
3
What is Performance Management?
Continuous process of assessment, feedback, and behavior change that occurs between managers and team members in support of the team members’ success and accomplishment of the organization’s strategic objectives.
4
Discussion Questions
Why do we need performance management? Disadvantages of performance management?
5
Seven Steps of Effective Performance Management
What are the seven sequential steps for effective performance management?
6
Goal and Action Planning
Objectives/Tasks Start Date
Target Date
Who? Results Expected
Date Completed
Other
1.
2.
3.
4.
GOAL: _________________________________________________
Action Plan for: ___________________________ Date: __________
7
SMART Goals
8
Motivation Principles I A B Cs of Motivation Antecedents: Behavior: Consequences:
ABC Analysis Problem Behavior/Performance:
9
Motivation Principles II
Behavior/Consequence Relationships • Reinforcement • Punishment
10
Universal Motivators What motivates you — and your team members?
Praise Goal Setting Job Sharing Time Off Timely Feedback New Roles Being Mentored Mentoring Others Information Sharing New Equipment Office Space Celebrations/Fun
11
Praise, Recognition, & Rewards
• Formal Rewards • Informal Rewards
12
Why Government Workers are Harder to Motivate
• Negative perceptions • Leadership changes • Few achievement metrics • Older workforce • Strong employee protection
• Financial reward constraints • Strong union influence • Public visibility of government • Unique motivation
13
Quote:
“Coaching is a process, not an event.”
14
Coaching Signals
What are the day-to-day opportunities for coaching a team member?
15
5 Roles of Coaching • Educating • Coaching • Mentoring
• Counseling
• Confronting 16
Video with author Aubrey Daniels
17
Coaching Mentoring Worksheet 1. Describe the performance and/or opportunity you will be discussing
with the team member.
2. What data sources will you be using? (direct observation, work results, 3rd party information)
3. Describe the team member you will be coaching. (attitude, background, experience)
4. How will the team member likely receive the information? 5. Describe when and where you plan to meet with this team member. 6. How will you go about putting him/her at ease?
18
Putting it All Together
Observer/Facilitator
Coach/Supervisor
Employee
• Preliminary briefing 2 – 3 minutes • Skills practice 6 – 8 minutes • Feedback and debriefing 5 – 7 minutes
19
Quiz and Evaluation
Performance Management and Coaching
Please take a few minutes to complete the course evaluation. We appreciate your feedback.
We hope this class was excellent!
20
