Understanding Performance Management The big picture Effective workplace

Understanding Performance Management

The big picture Effective workplace development Session A agenda Assessing team and individual performance Best practice

A framework for performance management Clear purpose Adapted from model jointly proposed by BP Amoco and Cabinet Office, 1999 Fair performance measures and stretching targets (at strategic and service levels) Accountability (with clear expectations) Rigorous performance review Meaningful reinforcement (recognition, reward, discipline) Feedback, support and development

Bath University Model of People and Performance

Directing or supporting? H Guiding Delegating High direction; Low support Low direction; Low support Directing Inspiring High direction; High support Low direction; High support Will L L Skill H 5

Test your learning style (1) Questions No Yes Def Do you find it easy to meet new people and make new friends? A AA Are you cautious and thoughtful? R RR Do you get bored easily? A AA Are you a practical, "hands on" kind of person? P PP Do you like to try things out for yourself? P PP Do friends consider you to be a good listener? R RR

Test your learning style (2) Do you have clear ideas about the best way to do things? T TT Do you enjoy being the centre of attention? A AA Are you a bit of a daydreamer? R RR Do you keep a list of things to do? T TT Do you like to experiment to find the best way to do things? P PP Do you prefer to think things out logically? T TT

Test your learning style (3) Do you like to concentrate on one thing at a time? P PP Do people sometimes think of you as shy and quiet? R RR Are you a bit of a perfectionist? T TT Are you enthusiastic about life? A AA Would you rather "get on with the job" than keep talking about it? P PP Do you often notice things that other people miss? R RR

Test your learning style (4) Do you act first then think about the consequences later? A AA Do you like to have everything in its "proper place"? T TT Do you ask lots of questions? T TT Do you like to think things through before getting involved? R RR Do you enjoy trying out new things? A AA Do you like the challenge of having a problem to solve? P PP

Three learning modes Traditional Non-traditional Experiential Qualificationbased programmes; short courses Distance/open learning; computer-based learning; Action learning; coaching and mentoring; work shadow; projects; networking; knowledge sharing

Supporting team learning Team briefing • Cascade policies, plans and procedures Team development • Delegate attractive tasks • Invite feedback and ideas • Structured development to meet common needs • Away days • Internal competition Shared information In-house experts • Routines for verbal sharing (e. g. in meetings) • Shared IT drives or intranet, with useful and current information • Day books, noticeboards or whiteboards • Publicise expertise • For reference on specialist topics • To lead action and discussion in defined areas • Rewarded for their expertise

Coaching – a sustainable option “Coaching is very different from simply telling someone the right answerit is essentially the difference captured in the metaphor ‘that it is better to teach people to fish than to give them a fish” -- Andrew Mayo, Elizabeth Lank 12

The coaching continuum Hands-off Mirror Conscience Ideas generator Joint problem solver Trainer Expert Hands-on

GROW your own! The GROW model provides a useful structure for managers to adopt. 14 G (Goal) What do you want? R (Reality) What is happening now? O (Options) What could you do? W (Will) What will you do?

Appraisal Difficult conversations Session B agenda Underperformance Feedback, reward and recognition Intelligent goal setting

Functions of appraisal Review and assess performance Communicate direction Agree development goals and actions Give feedback on performance Reward and recognise achievement Joint planning Allocate new responsibilities Discuss concerns Review and evaluate development Agree performance objectives Receive feedback Discuss career development

Appraisals… … are where you get together with your team leader and agree what an outstanding member of the team you are, how much your contribution has been valued, what massive potential you have and, in recognition of all this, would you mind having your salary halved Guy Browning

Common concerns… l Employees – – Too much paperwork; time-consuming; repetitive Just a formality – nothing changes as a result One-way: my manager talks, I listen Institute of No useful feedback on my performance Employmen l Managers – – t Studies, 2007 Ditto points 1 and 2 above Judging performance is difficult and uncomfortable Unwelcome distraction from the real business Can demoralise, rather than uplift

The best examples… l Focus on business goals, role clarity and performance improvement l Are perceived as simple and straightforward l Are conducted by line managers who are effective coaches l Incorporate feedback from multiple sources about how the employee works, and the results they achieve l Are followed up by Institute continuous communication of Employment and review of progress. Studies, 2007

PP 2 experience l The best systems – Are simple, not trying to cover too much ground – Build in frequent catch-up time – Are consistently applied over time and across the organisation l The best appraisers – Show that they value the process – Customise the process to their teams and individual staff members

Performance rating distribution

Intelligent goal setting

The problem with SMART l People are motivated by different types of goal l SMART works well for project or change oriented roles – essentially providing an action plan… l …but it’s not so good for: – Routine work – Ambitious or autonomous people – Behavioural development l We need some alternatives…

Why not try… l Ambitious/stretch goals l HARD goals l Simple standards, milestones or numerical targets l Affirmations

Motivation – what the experts say (1) l People will regulate their effort based on how difficult they believe it will to be achieve what is being asked of them – Locke’s goal theory l Behaviour is driven by punishment and reward – Skinner’s behaviourism l People are driven by universal and instinctive needs, ranging from basic needs (food, water, safety) up to higher level requirements (belonging, self-esteem and self-actualisation) – Maslow’s hierarchy l Hygiene factors (pay, job security, working conditions) don’t motivate, but their absence can de-motivate - Herzberg

Motivation – what the experts say (2) l People’s performance at work is determined by how they are perceived and treated by managers – Mc. Gregor’s Theory X and Theory Y l Most people are motivated either by their desire for achievement, power or belonging – Mc. Clelland’s 3 needs l A person’s choice of behaviour (the effort they exert) is based on their expectancy of consequences and they will more highly motivated if they believe there is a good chance of success and reward – Vroom’s expectancy theory l Commitment to work (and an employer) is influenced by people’s feelings of how fairly they have been treated in comparison with others – Adams equity theory

What is feedback? Stimulus Response

It’s not a part of our culture…

Seven qualities of effective feedback Specific Targeted Immediate Behavioural Evidence-based Frequent Owned not not General Scattergun Delayed Personal Vague Once in a blue moon Imposed Faculty Development Office Faculty of Medicine © 2001

The good old feedback sandwich Praise Criticism Praise Is it more palatable?

An alternative Ask Tell Ask

Ask l Ask staff member to assess own performance first – What went well and what could have gone better? l Begins a conversation l Establishes level of insight/self-awareness

Tell l Tell them what you observed: diagnosis and explanation – React to the staff member’s own observation • Feedback on self-assessment – Include both positive and corrective elements • “I observed…. ” – Give reasons in the context of well-defined shared goals

Ask (again) l Ask about staff member’s understanding and strategies for improvement – – What could you do differently? Give own suggestions Perhaps get them to demonstrate Commit to monitoring improvement together

On a scale of 1 -10… How honest do you want your manager to be about your performance? 10 = completely straight, warts n’all

Most people say 8 or 9

Impact of not having difficult conversations l Quality and performance - repeated errors and transgressions l Waste – e. g. management time monopolised by poor performers l Morale - bad feeling and increased stress within teams l Culture – e. g. unspoken belief that merit doesn’t matter l Cost - employment tribunals, legal costs, cost of replacing disillusioned leavers Top DO? Satisfactory SHOULD? Weak Which performers do we devote most management time to?

Causes of poor performance Internal INTERNAL OR EXTERNAL? What is previous performance on similar tasks? What is performance on other tasks? How do other people do on this task? IS IT AN ABILITY PROBLEM? Has past performance been good? Is there frequent practice? Is the potential there? SOLUTION: Feedback, practice, training, transfer, dismissal IS IT AN EFFORT PROBLEM? Has performance been good in the past? Is there frequent practice? Is the potential there? SOLUTION: Feedback, practice, training, transfer, dismissal External IS THE TASK TOO DIFFICULT? What are the demands of the job? Is there a simpler way? Do they need help? SOLUTION: Job design, enrichment, restructuring ARE THERE EXTENUATING CIRCUMSTANCES? What distraction or disruptions occur? Are they dependant on other people? Are proper materials equipment, information available? SOLUTION: Counsel, provide resources and support

Working back from procedures Conduct (won’t) Gross misconduct e. g. theft Misconduct e. g. persistent lateness Discipline procedure Misconduct Capability (can’t) Skill or aptitude deficiencies e. g. IT skills Health, physical or mental problems, e. g. long term sickness Capability procedure Performance Sickness absence procedure

Performance problems l Performance problems should be addressed as and when they arise l Most issues can be addressed through an informal process involving: – Constructive criticism – Co-operation – Setting or reinforcing appropriate standards or targets – Monitoring performance over a reasonable time period l Where the informal approach is not effective, formal capability or disciplinary procedures may need to be applied

Prevention strategies Prompt Performance reviews Setting clear expectations Biting the bullet early on Coaching/ training Clear policies Regular meetings and reviews

Think before you act Consider: – have you been clear on your expectations? – Are your expectations realistic? – have you shared with the employee specific examples of areas which need improving? – Have you given them opportunities for training or coaching from you? – Are there any other factors which may be hindering their performance?

Improvement action plans Goal/Target to achieve Ideas/approaches Timescale to Support needed to meet the goal achieve it To ensure that the purchase ledger accounts are finalised for each month by 5 th of the following month Visit each By XXXX department’s team meeting to explain the procedure forwarding purchased goods details, identify any staff training needs and explain its importance Manager to ask other managers if X can attend team meetings

Challenging process 1. Name the issue 2. Select a specific example that illustrates the behaviour or situation you want to change 3. Describe your emotions about the issue 4. Clarify what is at stake 5. Identify your contributions to this problem 6. Indicate your wish to resolve the issue 7. Invite a response