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Federal Acquisition Service U.S. General Services Administration Delivering Feedback And Coaching for Success Partnership for Public Service May 2012 U.S.

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Presentation on theme: "Federal Acquisition Service U.S. General Services Administration Delivering Feedback And Coaching for Success Partnership for Public Service May 2012 U.S."— Presentation transcript:

1 Federal Acquisition Service U.S. General Services Administration Delivering Feedback And Coaching for Success Partnership for Public Service May 2012 U.S. General Services Administration. Federal Acquisition Service. Delivering Feedback And Coaching for Success Partnership for Public Service May 2012

2 Delivering Feedback and Coaching for Success GSA Expo 2012

3 Partnership for Public Service The Partnership for Public Service works to revitalize our federal government by inspiring a new generation to serve and by transforming the way government works Securing the Right Talent Call to Serve and Annenberg Speakers Bureau Engaging Employees to Deliver Results Best Places to Work in the Federal Government Developing and Energizing Leaders Center for Government Leadership Fueling Innovation Service to America Medals (Sammies)

4 Center for Government Leadership Preparing federal leaders to solve national challenges by driving innovation, inspiring employees and delivering results Alumni Network

5 Benefits of Coaching for Performance Opportunity to make necessary changes or maintain good behavior Helps each employee develop an accurate self-image Facilitates mutual problem-solving Supports a culture of learning and growth Retains employees

6 Management Made Easy

7 Discussion Turn to a neighbor and take a few minutes each to discuss: What challenges do you face in providing feedback to employees and dealing with performance problems?

8 Managing for Performance Establishing SMART Goals Providing Regular Feedback Assessing and Managing Performance Developing Employees for the Long-Run

9 Establishing SMART Goals Providing Regular Feedback Assessing and Managing Performance Developing Employees for the Long-Run Managing for Performance

10 A Tool: SMART Goals S pecific M easurable A ction-oriented R ealistic T ime-bound

11 Set Employees Up for Success 1.Assess the individuals ability to perform a given task based on experience and motivation 2.Reach agreement with the employee on the level of support they need. For example: 1.Inexperienced employees may need you to: 1) teach them what to do, 2) let them try it out, and 3) have you closely monitor their performance and provide feedback 2.Experienced employees may need you to simply serve as a resource for thinking through problems or removing barriers 3.Provide support and remove barriers to success 1.Assess the individuals ability to perform a given task based on experience and motivation 2.Reach agreement with the employee on the level of support they need. For example: 1.Inexperienced employees may need you to: 1) teach them what to do, 2) let them try it out, and 3) have you closely monitor their performance and provide feedback 2.Experienced employees may need you to simply serve as a resource for thinking through problems or removing barriers 3.Provide support and remove barriers to success

12 Establishing SMART Goals Providing Regular Feedback Assessing and Managing Performance Developing Employees for the Long-Run Managing for Performance

13 Provide Regular Feedback Feedback should be formal and informal Begin with an open-ended, problem-solving approach Set aside enough time for an open dialogue Do not allow the performance appraisal form to dictate the conversation Managing Performance, by Linda Hill and John Gabarro, Harvard Business School Note

14 10 Guidelines for Providing Effective Feedback 1.Make it relevant 2.Focus on the future 3.Be honest and straightforward 4.Make it timely 5.Be specific 6.Focus on behavior, not personality 7.Keep it limited 8.Be sure it's actionable 9.Explain the impact 10.End on a positive note

15 A Tool: One-on-Ones Short – 15 to 30 minutes Frequent – at least once every two weeks Focused on what the individual wants to talk about Scheduled in advance A top priority – if a meeting is postponed, it needs to be rescheduled promptly © 2001 The Ken Blanchard Companies. All rights reserved. Short – 15 to 30 minutes Frequent – at least once every two weeks Focused on what the individual wants to talk about Scheduled in advance A top priority – if a meeting is postponed, it needs to be rescheduled promptly © 2001 The Ken Blanchard Companies. All rights reserved.

16 Dont Forget About Upward Feedback What is one thing you want me to continue doing? What is one thing that I can do to help your productivity? Your professional growth? If you could get me to stop doing one thing, what would it be (i.e., it diminishes your productivity, morale)? If you could get me to start doing one thing, what would it be (i.e., it would increase your productivity, morale)? What else can I do to be a better colleague/ supervisor? What is one thing you want me to continue doing? What is one thing that I can do to help your productivity? Your professional growth? If you could get me to stop doing one thing, what would it be (i.e., it diminishes your productivity, morale)? If you could get me to start doing one thing, what would it be (i.e., it would increase your productivity, morale)? What else can I do to be a better colleague/ supervisor?

17 Establishing SMART Goals Providing Regular Feedback Assessing and Managing Performance Developing Employees for the Long-Run Managing for Performance

18 Assessing Performance Take uninterrupted time to evaluate performance Test your assumptions and biases Ensure that you recognize the employees strengths Differentiate between your own actions and those of your employees Managing Performance, by Linda Hill and John Gabarro, Harvard Business School Note

19 Coaching for Improvement Be specific Take advantage of critical incidents Establish a development plan with benchmarks and timetables Identify resources for assistance Adapt your coaching style to the individual Agree to next steps (set SMART Goals) Managing Performance, by Linda Hill and John Gabarro, Harvard Business School Note

20 Managing Poor Performance 1.Do your homework – explore what is going on 2.If necessary, renegotiate goals or redirect 3.Spend more time observing and monitoring performance and giving feedback 4.Describe the consequences of continued low performance, if necessary 1.Do your homework – explore what is going on 2.If necessary, renegotiate goals or redirect 3.Spend more time observing and monitoring performance and giving feedback 4.Describe the consequences of continued low performance, if necessary

21 Busting Myths It is hard to fire someone for poor performance Firing someone takes too much documentation Performance actions can only occur during the annual review process Poor performers who have been carried can never be fired for performance It is hard to fire someone for poor performance Firing someone takes too much documentation Performance actions can only occur during the annual review process Poor performers who have been carried can never be fired for performance

22 Barriers to Dealing with Performance Problems Grievances/EEO complaints Complicated process Burdensome documentation Problem will go away if you ignore it Lack of support from senior leadership Grievances/EEO complaints Complicated process Burdensome documentation Problem will go away if you ignore it Lack of support from senior leadership

23 Establishing SMART Goals Providing Regular Feedback Assessing and Managing Performance Developing Employees for the Long-Run Managing for Performance

24 Thinking about the Long Run Create a safe space for employees to share their long-term goals even if they dont involve your organization Draw links between the skills your employees are developing and the skills needed to reach their goals Find unique developmental opportunities that will help your employees work towards their goals Create a safe space for employees to share their long-term goals even if they dont involve your organization Draw links between the skills your employees are developing and the skills needed to reach their goals Find unique developmental opportunities that will help your employees work towards their goals

25 Coaching Simulation Exercise In groups of three, take turns delivering and receiving feedback: Discuss as a group how you would approach each discussion as a manager (5 minutes) Assign one person to each of the following roles: Manager, employee, observer The manager and employee should engage in a feedback discussion; the observer should take notes (5 minutes) The observer provides feedback to the manager and employee on their style and approach (5 minutes) Rotate and repeat the process with the next case In groups of three, take turns delivering and receiving feedback: Discuss as a group how you would approach each discussion as a manager (5 minutes) Assign one person to each of the following roles: Manager, employee, observer The manager and employee should engage in a feedback discussion; the observer should take notes (5 minutes) The observer provides feedback to the manager and employee on their style and approach (5 minutes) Rotate and repeat the process with the next case

26 Case 1: Coaching Simulation Exercise Michael (Manager): You are meeting with Dwight – a GS-12 who has been with the Department for about six years and understands how to get things done – to review his performance on a recent project. Dwight is a great researcher and works tirelessly. However, his analysis and reporting are often far too detailed, requiring a lot of editing. You ask to meet with Dwight to provide him with positive feedback and guidance about the appropriate level of detail for analyses. Dwight (Employee): You were frustrated by Michaels constant edits to your analysis. You wish that Michael had more clearly explained what he was expecting up front, as well as why he made the edits that he did. Michael (Manager): You are meeting with Dwight – a GS-12 who has been with the Department for about six years and understands how to get things done – to review his performance on a recent project. Dwight is a great researcher and works tirelessly. However, his analysis and reporting are often far too detailed, requiring a lot of editing. You ask to meet with Dwight to provide him with positive feedback and guidance about the appropriate level of detail for analyses. Dwight (Employee): You were frustrated by Michaels constant edits to your analysis. You wish that Michael had more clearly explained what he was expecting up front, as well as why he made the edits that he did.

27 Case 2: Coaching Simulation Exercise Michael (Manager): You are meeting with Pam – a rising GS-9 – to review her performance on a recent project and discuss her career goals. Pams performance on your most recent project was exceptional. She was a great team player, her work was always on time and spot on, and she delivered a great presentation to the leadership team. Given her marketability, management is concerned that she may be at risk of leaving the Department sometime soon and you think that Pam would benefit from some career path guidance. Pam (Employee): You enjoyed working on this recent project but you are growing impatient with your position in the Department. Many of your friends have already gone on to bigger and better roles within their private sector organizations. You are seriously considering leaving and want to discuss opportunities for advancement. Michael (Manager): You are meeting with Pam – a rising GS-9 – to review her performance on a recent project and discuss her career goals. Pams performance on your most recent project was exceptional. She was a great team player, her work was always on time and spot on, and she delivered a great presentation to the leadership team. Given her marketability, management is concerned that she may be at risk of leaving the Department sometime soon and you think that Pam would benefit from some career path guidance. Pam (Employee): You enjoyed working on this recent project but you are growing impatient with your position in the Department. Many of your friends have already gone on to bigger and better roles within their private sector organizations. You are seriously considering leaving and want to discuss opportunities for advancement.

28 Case 3: Coaching Simulation Exercise Michael (Manager): You are meeting with Jim – an experienced but overextended, GS-13– to review his performance on a recent project. Jim nearly dropped the ball on his assignment. He ended up producing an outstanding report, but he finished the report after the teams agreed-upon deadline. As a result, the rest of the team had to work over the weekend to complete fact-checks and proofread the report. You want to talk to Jim about his time management to prevent this from happening in the future. Jim (Employee): Throughout the project, you were frustrated that the team did not provide information more regularly, which delayed your writing, but you tried not to complain. You also want to let Michael know that this type of work underutilizes your skills and that you would like more challenging assignments. Michael (Manager): You are meeting with Jim – an experienced but overextended, GS-13– to review his performance on a recent project. Jim nearly dropped the ball on his assignment. He ended up producing an outstanding report, but he finished the report after the teams agreed-upon deadline. As a result, the rest of the team had to work over the weekend to complete fact-checks and proofread the report. You want to talk to Jim about his time management to prevent this from happening in the future. Jim (Employee): Throughout the project, you were frustrated that the team did not provide information more regularly, which delayed your writing, but you tried not to complain. You also want to let Michael know that this type of work underutilizes your skills and that you would like more challenging assignments.

29 Action Planning What are one to three actions that you will take upon returning to work? What support will you need to accomplish these tasks?

30 Stay Engaged! Center for Government Leadership: Annenberg Leadership Seminars Excellence in Government Fellows program Fed Coach Daily Pipeline Annenberg Speakers Bureau Service to America Medals

31 Stay Engaged! Tom Fox Laura Howes Catie Hargrove

32 ourpublicservice.org


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