1. People and Performance Management
Insert date and location

2. Theory X or Theory Y ? Theory X Theory Y People enjoy work
People are naturally Idle
Work as little as possible
Lack ambition
Dislike responsibility
Prefer to be led
Theory Y
People enjoy work
Prepared to expand effort
Provided they think task is worthwhile
Accept and often seek responsibility
Like to exercise self-control

3. Maslow’s Hierarchy of Needs
Self - actualization
Esteem
Social and Affiliation
Safety and Security
Physiological
The need to fulfill oneself by maximizing the use of one’s abilities, skills and potential
The need for self-esteem and the esteem of others
The need for friendship and interaction with others
The need to feel safe and secure
The need for food, drink, shelter, warmth and relief from pain

5. Motivation Factors – factors that lead to extreme satisfaction
Achievement
Recognition
Work Itself
Responsibility
Advancement
Growth

6. How are staff motivated?
The importance and limitations of money as a motivator
The manager can create the right conditions for staff to be motivated more effectively
Personal goals must be identified. They may include:
A need to feel a sense of achievement
Recognition for good work
Advancement and promotion
Participation in decision making
Increased responsibility
Freedom to plan and organize own work
Challenge and personal growth

7. Motivation Everybody can be enthusiastic!
Know your people – what will make them ‘walk the plank’?
Provide what your people need in terms of direction/support
It’s more than just the money

8. How are staff motivated?
Activity:
Brainstorm a list of 20 actions a manager could take to motivate their team
Write your ideas on flip-chart for other groups to review
Identify which ideas you could use.

9. Managers vs. Leaders Administers Reactive Follows procedures
Co-ordinates
Seeks discipline
Controls
Does
Organises
Adjusts to Change
Accepts current practice
Creates
Proactive
Sets the pace
Drives
Inspires loyalty
Inspires
Thinks
Motivates
Initiates change
Challenges status quo

10. Tom Peters’ View Manager: Leader: Cop Referee Devil’s advocate
Dispassionate analyst
Pronouncer
Leader:
Enthusiast
Cheerleader
Nurturer of champions
Coach
Facilitator 10

11. What is management?
Management is the efficient and effective use of resources to achieve objectives with and through the efforts of other people. 11

12. Leadership – a definition
Inspiring others to follow your lead by creating a compelling vision of the future 12

13. John Adair’s Action Centred Leadership
Task
Team Maintenance
Individual Needs 13

14. Leadership Style 14

15. Styles of Leadership: Tennenbaum & Schmidt (1957)
Leader Centered
Balanced Style
Group Centered 15

16. Why performance management?
What are the benefits for:
The organisation?
The managers?
The job holder?
What are some of the drawbacks or
disadvantages of the review process 16

17. Problem Solving and Employee Development
The performance management cycles
Define Roles and Responsibilities
What does the employee do?
Review Results
Manager and employee evaluate performance over the entire period and conduct review
Set Expectations
Results expected of the employee?
How will they be attained and measured
Problem Solving and Employee Development
Coaching Performance
Manager and employee monitor performance relative to expectations, and develop strategies on how performance can be maintained and improved 17

19. Performance management process

20. Objectives? Some quotes:
If you're not sure where you are going, you're liable to end up someplace else. (Robert F. Mager)
Committing your goals to paper increases the likelihood of your achieving them by one thousand percent! (Brian Tracy)
The longest journey begins with the first step. (Lao Tsu) 20

21. What is an objective?
An important part of the job which makes a significant impact on achieving its overall purpose
A concise, precise and measurable statement of intended action 21

22. SMARTER Objectives Specific Measurable Agreed Realistic Time-scaled
Exciting
Reviewed 22

23. Articulating SMARTER Objectives
Avoid the abstract Use action verbs
To know
To understand
To appreciate
To be familiar with
To perceive
To be aware of
To think about
To write
To demonstrate
To define
To solve
To identify
To explain
To select 23

24. Three Part Objectives There are three parts to an objective:
The performance element
The conditions - refers to environment, equipment, etc
The standards of achievement required 24

25. Bias in Assessment Halo – assessing highly because of one strength
Horns – assessing poorly because of one weakness
Recency – allowing events close to time of assessment to have unfair weighting
Strictness/Leniency – assessing consistently but too high or low 25

26. Bias in Assessment
Safety – avoiding negative comments in order to avoid conflict
Attribution – failing to take account of the context in explaining others failures
Blindspot – failing to detect weaknesses as same weaknesses exist in the assessor
Stereotyping/Prejudice – allowing own beliefs to influence judgements 26

27. Avoiding Bias in an Assessment
How far do I feel competent to judge my staff’s performance objectively?
What evidence do I have to support my claim of objectivity?
Could I be guilty of any bias in my judgement? 27

28. Kolb’s learning cycle:
Diagram taken from:

29. How you scored (2) Very strong pref Strong pref Moderate pref Low pref
Very low pref
Activist
13-20
11-12
7-10
4-6
0-3
Reflector
18-20
15-17
12-14
9-11
0-8
Theorist
16-20
14-15
11-13
8-10
0-7
Pragmatist
17-20
15-16 29

30. Activist Strengths Flexible and open minded Happy to have a go
Happy to be exposed to new situations
Optimistic about anything new and therefore unlikely to resist change. 30

31. Activist
Weaknesses
Tendency to take the immediately obvious action without thinking
Often takes unnecessary risks
Tendency to do too much themselves and to hog the limelight
Rush into action without sufficient preparation
Get bored with implementation/consolidation 31

32. Reflector Strengths Careful Thorough and methodical Thoughtful
Good at listening to others and assimilating information 32

33. Reflector Weaknesses Tendency to hold back from direct participation
Slow to make up their minds and reach a decision
Tendency to be too cautious and not take enough risks
Not assertive - they are not particularly forthcoming and have no ‘small talk’ 33

34. Theorist Strengths Logical ‘vertical’ thinkers Rational and objective
Good at asking probing questions
Disciplined approach 34

35. Theorist Weaknesses Restricted in lateral thinking
Low tolerance for uncertainty, disorder and ambiguity
Intolerant of anything subjective or intuitive
Full of “shoulds”, “oughts” and “musts” 35

36. Pragmatist Strengths Keen to test things out in practice
Practical, down to earth, realistic
Businesslike - gets straight to the point
Technique oriented 36

37. Pragmatist Weaknesses
Tendency to reject anything without an obvious application
Not very interested in theory or basic principles
Tendency to seize on the first expedient solution to a problem
Impatient with waffle
On balance, task oriented not people oriented. 37

38. Learning and Development Opportunities
Coaching
Delegation
Project work
Job exchanges
Secondments
Deputising
Shadowing
Training Courses
Committee Membership
Telephone Hot-line
Writing Reports
E-learning
Making Presentations
External Representation
Product Champion
National Forums Representative
Representative on Professional Bodies.
Self Study – Books/CDs
Study visits
Trade Exhibitions
Vocational Qualification 38

39. GROW – a popular coaching model
G – GOAL
R – REALITY
O – OPTIONS
W – WRAP UP 39

40. Skills Practice Briefing Sheet
Job Holder: Explain in detail a current work based problem   Manager: Help the job holder explore the problem Identify a possible way forward
Don’t impose a solution
Summarise what has been said Observer: Keeps time Makes notes
Gives feedback on the Manager’s Skills
Time: /20 minutes for each discussion /10 minutes for feedback 40

41. Performance interviewing exercise
Decide on your roles:
Manager. Job Holder. Observer
Prepare and conduct a Performance Management Interview
Interview 15 minutes. Review 5 minutes
Discuss your experiences/learning in plenary group 41

42. Difficult Reactions Interviewees who clam up
Interviewees who get distressed
Interviewees who argue
Interviewees who WON’T participate. 42

43. Preparing for Fight/Flight
Perception of threat:
100% perception
Threat to anything that affects ‘homeostasis’
Production of adrenaline & cortisol
Stimulation to cope with threat
Production of steroids to release fats and sugars for energy

44. Effects of Fight/Flight
Heart rate increases
Breathing faster
Blood vessels constrict, blood gets thicker
Blood pressure rises
Digestion slows down
Sweating
Eyes dilate

45. Staying in Control - be aware of your thinking:
Negative self-talk
That isn’t fair; it wasn’t my fault
They shouldn’t speak to me like that
This is so unjust, it isn’t fair
What a rotten job; I’m always getting angry customers
Positive self-talk
This person has, or feels they have a problem. I need to help them
I need to help this person speak more calmly
Angry people usually exaggerate. I can help him communicate clearly
Helping angry people calm down is a great way of learning good interpersonal skills