Performance Management Session #1 at Lafayette
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Transcript of Performance Management Session #1 at Lafayette
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Managing Performance
An Introduction/Refresher
March 15, 2000
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Agenda
The process is a resource to help measure
and improve performance….
The Performance Management Process & Form
Performance Planning
Integrating Core Values into Performance Management
Performance Coaching
Performance Review
Performance Management Process at Lafayette
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To Clarify the Value of Managing Performance at the College
To Review the Performance Management Process, Forms and Terms
To Ensure a Clear Understanding of Roles and Responsibilities in the Performance Management Process.
Performance Management Training Objectives
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Introduction
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A New Approach to Performance Management
Why?
Unclear
Alignment with
Business
Priorities
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Goals of Performance Management
An Ongoing, Two-Way Communication Process
A Clarification of Expectations
A Sincere Discussion of Opportunities for Skill Development
A Way to Focus on Behavior That Will Have the Most Impact on Organizational Results
The Fostering of Improved Performance in the Current Job
Working Smarter… Not Harder
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Lafayette’s Goals for PM
Enhance Performance in the Competitive College Environment
Link Individual Employee Behavior with the College’s Strategy
Create a Balance Between Process and Outcomes (Competencies + Job Requirements/ Goals)
Formalize Employee Development and Developmental Planning
Maximize Current Talent at the College
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Tends to emphasize either
results or traits
Traits are subjectively identified
after the fact or ignored
completely
Is a human resource department
procedure
Threatening
Performance Appraisal
A Change in Focus
Includes both results and
behavioral skills equally
Behavioral skills expectations are
linked to results and objectively
established in advance
Is a line management process
Motivating
Performance Management
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Focus is on judging after the fact
Emphasizes the form
Fault-finding
Evaluation factors are
subjectively identified
Win-Lose
Performance Appraisal
A Change in Focus
Focus is on planning and
managing
Emphasizes the process
Problem solving
Performance expectations are
linked to the business plan
Win-Win
Performance Management
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Principles of Performance Management
The Guiding Principles
Creating a ―Win-Win‖ Environment
Mutual understanding and clarity of expectations at the outset
Proactive employee participation throughout all phases of the process
Balanced and constructive feedback to facilitate employee development
Shared ownership and commitment to success: employees and managers
Focus maximizing contribution in current role
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Focus on Management Processes That Build a Motivating Climate
Reduce Reliance on Forms and Procedures
Emphasize Management Skills and Continuous Process
Promote Self-Management In Achieving Total Quality and Customer Service
Use Flexible, Frequently Updated Planning and Regular Feedback
Recognize and Provide Rewards That Count
The Challenge to Performance Management
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The Value of Performance Management
Is Not:
The Form
Administrative
Writing Perfect Objectives
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The Value of Performance Management
Is:
The Process
Clarifying Expectations
Providing Feedback
Motivating People to Excel
How is this done?
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The Performance Management Process
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The PerformanceManagement Model
Performance Planning
Phase I
Performance Coaching
Phase II
Performance ReviewPhase III
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Two Parts to the Puzzle
Roles in Performance Management
Shared Accountability
Coach and Mentor
Clarify Business Direction
Provide Resources
Identify Obstacles
Shared Accountability
Proactively Provide Input
Continual Self Assessment
Take Personal Ownership for Development
The Manager The Employee
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Phase I:Performance Planning
Goal Planning
Clarify job requirements and annual goals
Link goals to larger college or departmental goals
Competency Assessment
Review core values and clarify expectations
Provide constructive feedback to focus future behavior
Performance Planning
Phase I Performance Coaching
Phase II
Performance ReviewPhase III
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Phase II:Performance Coaching
Informal Coaching Throughout Year
Confirm areas for focus
Provide on-going constructive feedback
Optional Mid-year Performance Review
Modifications and additions to job requirements and annual goals
Observe progress on competencies
Performance Planning
Phase I
Performance Coaching
Phase II
Performance ReviewPhase III
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Phase III:Performance Review
Formal End of Year Meeting
Summarize Critical Goals and Results Achieved
Evaluate Demonstration of Core Values
Establish Overall Summary Rating based on Performance Achieved throughout the Year
Performance Planning
Phase I
Performance Coaching
Phase II
Performance ReviewPhase III
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Performance Planning
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Why Do Performance Planning?
―Once upon a time there was a work unit with four members named Everybody, Somebody, Anybody, and Nobody. There was an important job to be done, and Everybody was sure that Somebody would do it. Anybody could have done it, but Nobody did it. Somebody got angry about that because it was Everybody’s job. Everybody thought Anybody could do it, but Nobody realized that Everybody wouldn’t do it. It ended up that Everybody blamed Somebody when Nobody did what Anybody could have done.‖
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Performance Planning Overview
Lafayette Individual Objectives
Job
Requirements/
Annual Goals
(What will
I do?)
Personal
Development
Objectives
(How will I do
it?)
Individual
Performance
Plan
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Fulfillment of Job Requirements
Demonstration of Core Values
Achievement of Annual Goals
Three Types of Objectives at Lafayette
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Elements of GoodPerformance Planning
Clarify Job Requirements and Goals
Represent WHAT the Employee Should Focus On
Critical Targets and Priorities
Linkage to Departmental Goals and College Strategy
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Elements of GoodPerformance Planning (cont'd)
Understand Core Values
Represent HOW the Employee Should Accomplish Critical Goals
Knowledge, Skills and Behavior Required for Success
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Defines Performance Expectations
Results
Competencies
Links Individual Efforts to College Strategy, Vision, and Values
Wins Employee Commitment to Achieving Expectations
The Behavioral Link to College’s Values
Planning Summary
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The S.M.A.R.T. Objective
S
M
A
R
T
pecific –Think Micro, Not Macro. An Objective That
Is Too General Will Require More Action Steps Than
Are Effective.
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The S.M.A.R.T. Objective
S
M
A
R
T
easurable –You Should Be Able to Monitor and
Gauge Progress in Objective Terms.
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The S.M.A.R.T. Objective
S
M
A
R
T
ttainable –It’s Frustrating to Have an Objective That You
Don’t Have Control Over or That Can’t Be Achieved in a
Reasonable Amount of Time. Be Realistic and Consider
Obstacles and Resources Needed.
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The S.M.A.R.T. Objective
S
M
A
R
T
elevant –The Objective Should Relate Directly to
College Objectives.
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The S.M.A.R.T. Objective
S
M
A
R
T ime-Based –You Should Be Able to Track Your Progress
Against Specified Timeframes.
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Is This a S.M.A.R.T. Objective?
Demonstrate Teamwork and Cooperation on a Consistent Basis.
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Demonstrate Teamwork and Cooperation on a Consistent Basis.
Better:
Attend another Department’s Regular Staff Meeting at Least Four Times During the Year to Share Information and Explore Opportunities to Lend Assistance.
Is This a S.M.A.R.T. Objective?
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Roles in Negotiating Performance Expectations
Manager
Information Provider
Listener
Challenger
Reality Tester
Coach
Employee
Information Seeker
Information Provider
Reality Tester
Innovator
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Goal Planning Meeting Agenda
1. Set the Stage
2. Jointly Agree on Job Requirements and Annual Goals
3. Identify Core Values Expectations Linked to Objectives
4. Determine How to Track Progress Towards Objectives
5. Summarize the Discussion and Offer Ongoing Support
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Goal Planning Meeting Ground Rules
Use Employee’s Ideas
Gain Commitment and Agreement
Be Flexible
Share Concerns
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Exercise: Writing Goals
Form Small Groups of 4-5
Review Sample Goals and Determine Fit to S.M.A.R.T. Criteria
Revise as Necessary
Individually Practice Writing Actual Objectives
Share in Small Groups
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Integrating Core Values into Performance Management
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What are Competencies?
Characteristics of an Individual That Have Been Shown to Drive Superior Job Performance
Behaviors That Enable an Employee to Achieve Objectives
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Why AreCompetencies Important?
Skills
Knowledge
Attitude
Motives
Traits
Necessary ForTop PerformanceBut Not Sufficient to Guarantee It
Personal Attributesand Behaviors ThatPredict Longer-Term Success
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Overview of the Lafayette Core Values
Teamwork and Cooperation
Customer Focus
Resource Management
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Core Values are Behaviorally Defined
Teamwork and Cooperation: Teamwork is working cooperatively
with others. Being a member of a team means working together as opposed to working separately or competitively. At Lafayette, the expectation is for teamwork to be demonstrated not only within departments but across divisions, departments and functions.
Examples of “Meets Expectations” Behavior: Keeps others informed of decisions, changes, or new information that may
impact them, without having to be asked
Proactively responds to requests for help, guidance, or support from team members
Acknowledges the merits of others’ perspectives and ideas, regardless of background, experience, and communication style, and takes an active role in ensuring that they are not dismissed
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Three Behavioral Levels
Example: Teamwork and Cooperation
Examples of ―Below Expectations‖ Behavior:Fails to take initiative to help the team
Demonstrates lack of understanding of role in relation to the team
Goes around an employee to their supervisor rather than trying to solve the problem first by one-to-one contact
Examples of ―Meets Expectations‖ Behavior:Keeps others informed of decisions, changes, or new information that may impact them, without having to be asked
Proactively responds to requests for help, guidance, or support from team members
Acknowledges the merits of others’ perspectives and ideas, regardless of background, experience, and communication style, and takes an active role in ensuring that they are not dismissed
When work is backed up, talks with others to find a solution
Examples of ―Exceeds Expectations‖ Behavior:Enhances the efforts of the “team” within the office or division while also enhancing the work of the larger “team” outside of the office or division
Helps others complete their tasks and achieve their goals without being asked; publicly credits outstanding team members
Genuinely values others’ input and expertise; solicits ideas and opinions from others (including subordinates and peers) to help form specific decisions or plans
Places team objectives ahead of one’s personal agenda when working within a group setting
Offers time and/or resources to another department in order to benefit the overall organization
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Exercise: Recognizing and Developing Core Values
Review Core Value Definitions and Behaviors
Identify Two Employees:
One high performer
One who needs development
In Small Groups Discuss:
Examples of core value demonstration and how they contribute to high performance
Ideas for how to further develop core values
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Performance Coaching
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Why Is Coaching Essential to Good Performance Management?
•
•
•
•
•
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Coaching Summary
Affects Individual Performance by Encouraging (or Discouraging) Specific Behaviors
Provides a Context through Which to Guide Future Performance
Gives Employees an Opportunity to Express Their Needs, Concerns, Expectations
Can Enhance Employees’ Motivation and Commitment when Delivered Constructively
Progress Review Re-Focuses Employee and Manager Efforts
Offers the Opportunity to Make Modifications to Job Requirements/ Goals Given College Needs
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Tips on Giving Feedback
Providing Positive and Corrective
Feedback—Give It in “BITs”…
Describe the Behavior
Explain the Impact of What Was Done/Not Done
Discuss How It Could Be Done Tomorrow
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Positive Feedback
What Is It:
Reinforcing Performance Through an Active Effort to Praise Use of Particular Skills or Actions
Examples:
―When Your Gave Your Presentation to the Task Force … Describe
…I Felt Proud of You and the Work We’ve Done. Express
I’d Like to See You Continue to Use Those Skills in the Work Ahead.‖ Specify
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Corrective Feedback
What Is It: Providing Instruction, Direction, Guidance or Encouragement
as the Person Works Toward Achieving an Objective or Competency Expectation
Ongoing—Not Just When a Person Makes Mistakes
Examples: ―When You Ignore My Request to Get
Reports in on Time… Describe
…I Feel Frustrated and Angry Because I Can’t Submit My Report on Time. Express
I Need to Receive Your Reports on Time. Specify
If You Do, It Will Satisfy Our Competency Expectation of Resource Management.Consequence+
If You Do Not, It Will Hurt Your Performance.Consequen
ce-
Is There Anything I Can Do to Help?‖ Support 50
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Communication Skills for Coaching
Ask Open-Ended Questions
Paraphrase to Check Your Understanding
Listen
Summarize
Suggest Action Plans That Match the Employee’s Learning Style
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Performance Review
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Goals of the Performance Review
Identify and Document Trends in Performance
Compare Actual to Expected Performance
Identify Key Developmental Needs for the Next Performance Period
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Desired Outcomes for the Performance Review
Mutual Understanding and Agreement of Annual Performance Evaluation Against Expectations
Employee Is Not Surprised, and Feels Evaluated Fairly
Employee’s Self-Esteem Is Supported
Working Relationship Is Maintained or Improved
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Preparing for the Performance Review
Review All Performance Information/Documentation
Compare Actual Performance to Objectives
Identify Job Requirements/ Goals That Were Met
Identify Job Requirements/ Goals That Fell Short, and Why
Solicit Input from Others
List Possible Future Goals and Competency Development Needs
Prepare How to State the Feedback
Complete Performance Management Evaluation Form
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Performance Review Agenda Steps
1. Set the Stage
2. Compare Results vs. Expectations
3. State Evaluation
4. Discuss Reasons for Successes and Problems
5. Summarize Trends and Continuous Improvement
6. Action Plan
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Documentation
Elements:
Context in Which the Behavior Took Place
Action (or Inaction) Which Took Place
Outcome of Action
Example:
―At the November 10 Staff Meeting… Context
…Bill Had Not Prepared His Presentation… Action
…Which Caused a Delay in our Planning.‖Outcome
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Performance Review Communication Tips
Ask Employee to Rate Him/Herself
Prepare and Deliver Feedback in B.I.T.S.
Focus on Improving Performance vs. Blaming
Be Directive When Necessary
Address Job-Related Behavior, Not Character
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8 Ways to Ruin a Performance Review
1. The Halo Effect
2. Stereotyping
3. The Central Tendency
4. The Recent Error
5. Length of Service Bias
6. The Initial Impression
7. Lack of Documentation
8. The Competitive Evaluator
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The Rating Scales
Overall Summary Evaluation
Below
Expectations Unsatisfactory Not performing to the requirements of the job. Needs a high degree
of supervision and direction. May not have background to grasp
work. Must be made aware of performance deficiencies.
Needs Improvement Usually performs to job requirements. Needs close supervision for
complete and on time results. Could result from being new to this
job.
Meets
Expectations Satisfactory Performance is what is expected of a fully qualified and
experienced person in the position. Sometimes performance
exceeds expectations, but not consistently.
Exceeds
Expectations Good or Very Good Accomplishments above expected levels. Sustained and uniformly
high performance with thorough, on-time results.
Excellent Far exceeds normal expectations. Seldom equaled in overall
contribution to College’s objectives.
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Administrative Requirements
Performance Evaluation Period Shall Normally Cover April 1 - March 31
Any Changes to Standard Template Must be Approved by Human Resources
Performance Reviews Must be Completed and Recommendations Submitted to President’s Office by April 17
Employee’s Signature is Required as Confirmation that the Review Took Place, Not to Imply Consent
The Mid-Year Review is Not Formally Required but Strongly Recommended
Goal Planning Discussions for Next Year Should Normally Occur Between May 1 and July 1
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Employee and supervisor contemplate future goals (March-May)
GOAL PLANNING DISCUSSION (May 1- July 1): Employee and supervisor discuss
annual goals for next Performance Management Discussion
Supervisor forwards Goal Planning Document to HR for records (July)
MID-YEAR DEVELOPMENTAL MEETING: Supervisor and employee discuss progress to
date, making appropriate adjustments to developmental plan (Oct - Dec)
Supervisor prepares Performance Evaluation for each employee and schedules
Performance Evaluation discussion. Optionally, employees prepares Self-Performance
Evaluation for discussion purposes (March - April)
PERFORMANCE EVALUATION MEETING: Supervisor and employee discuss results of
performance period and ―sign off‖ on evaluation (March - April)
Supervisor forwards Performance Evaluation to Department Head for Review and
Approval (March - April)
Department Head approves Performance Evaluation and forwards Salary
Recommendation to President for Final Approval (by April 17)
President approves 2000-01 salaries on or about May 1. Salary Recommendation to HR
(May)
Performance Management Steps
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3/31
Completion of
Evaluations/
Evaluation
Discussions
4/17 5/1 5/1 -7/1 3/31
Evaluations
Due to
President
Pres.
Review
President
Submits to
HR/ Payroll
Goal Planning
Discussions
7/1
New Salaries
Effective
The Timeline
Performance Management Period = April 1 - March 31*
63* If the review period for an employee differs from this schedule, the actual period reviewed
should be noted on the front of the Performance Evaluation (2000) Form.