5Report Out & Sharing Activity Your Self Improvement PlanReport Out & Sharing Activity
6Your Self Improvement Plan AssignmentReview Topics covered in Module 1( Sessions 1-3)Start with one topicUse your "Self Improvement Plan" and fill in theappropriate information:Training TopicsSelf Improvement ObjectiveActivity UndertakenStart Date
7Your Self Improvement Plan Monitor and record progress in the log under:"Result" columnOnce Activity is completed, record in the log under:End Date and Final ResultsBased on the results, determine what the "Next Steps" shouldbe. Whether more analysis and specific activity is required ortrying another topic. Remember this is a journey not a Sprint.Maintain this log as you continue your training and keep tryingthe "new techniques" being taught.Bring Self Improvement Plans to Practicum 1B and all futuresessions
8Your Self Improvement Plan So How did it Go ? Let’s check and share !Each person at the table will have the opportunity to present their Plan. Presenters state: what they did, results to date , key learning's, problems encountered.etc. Each presenters will have 8 minutesOther members at the table will listen and only interrupt the presenter when you need clarification on the topic. Once the presenter has finished, other members at the table will be a total of 6 minutes for feedback. “ Suggestion: use the cards at your table to provide input”Maximum of 5 people per table
9Performance Management “Great leaders often inspire their followers to high levels of achievement by showing them how their work contributes to worthwhile ends.”~ Warren Bennis and Burt Nanus,LeadersErnie OliveiraDEO Associates
10Performance Management Situation:Susan Doherty was a "high potential" manager at a global industrial company. She had beenwith the company for 10 years. During that time she excelled as a technical specialist. A yearago, she was promoted to a managerial position. She didn't really want it, as she was veryhappy where she was. the new position required her to be more involved in internal politicsthan desired. She had solid credentials ( B.S. and M.S in Engineering) from a top school. Shehad an excellent performance record and was respected by all who worked with her.The reason Susan was promoted is that her company wanted to have more women inprominent leadership roles. To help her make the transition, they gave her an opportunity toparticipate in the company's management development program. Through the program shewas learning about herself, including her strengths and weaknesses as a manager. As part ofthe program, she was invited to sit down for about an hour with a senior member of thehuman resource staff to discuss her progress.As Susan prepared for the meeting, she was full of doubt. She had been told by hermanager that there were some concerns about doing the job. Not about her technicalexpertise- that was unquestioned- but her ability to be a manager, to supervise and relate toothers. She was a bit abrupt in her interactions to others, and typically more task orientedthan those she supervised. Also she seemed to be more comfortable when she was workingalone rather than as part of a team. Susan also disliked "schmoozing with the higher-up's," a"necessary condition for anyone on their way up", as her manager explained to her.
11Performance Management Situation:( continued)Susan was confused. She wasn't sure how she should handle the upcoming meeting. shehadn't really wanted the job in the first place, yet she did want to do well. She was confidentof her technical abilities but unsure she had what it takes to be a good manager. she wasn'tsure how much to divulge to the HR representative, or if that person would be able to helpher. She was really shaken. This was the first time in her professional career she hadreceived some potential damaging feedback. And she didn't know what to do.We learn that Susan's manager has some concerns. Do you feel her manager provided adequate support for Susan to improve ? Why or why not ?What are the key issues involved here ?What kind of feedback and help should she elicit form her manager ? From the HR representative ? From her co-workers ?What can Susan do on her own to prepare for the meeting- and to make a decision about how to proceed within the company ?
12Performance Management Characteristics of effective Performance feedbackWhen given effectively, feedback and especially performance feedback can have a positive impact on behavior and attitudes. While people obviously prefer positive feedback to negative, research has shown that regardless of content, feedback should be :A- Considerate in toneB- Specific in relation to goals and objectivesC- Delivered promptlyD- Provided frequently enough to aid in performance improvement withoutimposing an atmosphere of control
13Performance Management Strategy for Improving Performance Feedback Skills1- Clearly communicate your expectation to employees2- Know your “feedback roles” and keep them separated3- Prepare for the performance feedback session4- Practice effective listening skills5- Balance the “good with the “bad”6- Know the legalities of Performance feedback7- Adopt a problem solving approach to developmental andperformance improvement feedback sessions8- Be sure to follow up on employee improvement plans
14Performance Management Why is Providing Feedback an Important Skill ?Effective Performance feedback sessions have many advantagesIndividual efforts are linked to organizational goals, which helps peoplerecognize that their contributions make a differencePlanning takes place, which leads people to set prioritiesFuture actions to be taken are clarified and delegated, which leads people to take responsibility for changing their behavior (this is much more productive than talking about mistakes of the past which, of course, can’t be changed.)Employees know their responsibilities and your expectations.
15Performance Management Why is Providing Feedback an Important Skill ?Feedback and DeliveryMany people have identified a relationship between the ways in which feedback isprovided and its impact on performance. Research concerning destructive criticism( i.e., negative feedback that is general, delayed, and delivered in an inconsideratemanner) indicates that such feedback :- Impairs motivation- Results in significantly lower self -set goals- Provokes greater organizational conflict
16Performance Management Why is Providing Feedback an Important Skill ?Feedback and the provider’s intentionsWhat employees perceive as their supervisor or managers’ intentions inproviding feedback may also be related to their responses to that feedback.Constructive intentions ( as reflected by the quality of information andpersonal support offered by the supervisor or manager) have been found tobe related to satisfaction with the feedback, reduced feelings of anxiety, and agreater motivation to improve.Interestingly, the positive effects of perceived supervisor intention onemployee outcomes are even greater when positive feedback is given.Insincere or vague comments regarding good performance tend to negate anyof the positive employee reactions that would otherwise resulted.
17Guidelines and Practice Session Performance ManagementGiving FeedbackGuidelines and Practice Session
18Performance Management 4/14/2017Performance ManagementWhen Giving Feedback:Focus on behavior. “You talk rapidly. I find it difficult to understand what youare saying.” This allows the individual to take responsibility for changingbehavior when receiving feedback.Describe your own reaction to the behavior. “I felt shut out of the discussionwhen you didn’t respond to my comments.” This gives the receiver the optionto use or not to use the information..
19Performance Management 4/14/2017Performance ManagementWhen Giving Feedback:Suggest alternate ways of behaving. “Some possible ways to participate moreare to ask questions of others or to take on a responsibility such as recorderor timekeeper.” This allows the individual to choose what he or she wants todo to change behaviorBe specific. Tell when the behavior occurred, what the person did, and how itaffected you. “During the group discussion, you made all the decisions. I feltunnecessary.” Point out behavior to be improved, or, if it is effective, to beused more fully..
20Performance Management 4/14/2017Performance ManagementWhen Giving Feedback, Avoid :Giving evaluative comments. “You’re arrogant and dominate every conversation.” This can interfere with the opportunity to learn about the behavior.Giving General comments. “When one does not listen to others, one tends to be a bore.” This fails to inform the individual of what he or she personally needs to change.Giving absolute statements or labels. “You’re shy.” “You’re super.” These are value ,judgments which connote a permanency to a trait. Their meaningfulness is very limited and can differ between sender and receiver.Commenting on behavior over which the individual has no control. “You blink too rapidly.” This merely leads to frustration.
21Performance Management 4/14/2017Performance ManagementGood FeedbackIs specific and descriptive. It gives examples of what the person said ordid. Is “clean”. It does not guess motives, blame, or judge.Gives observations, not inferences.Doesn’t use global statements like “always” or “never”.Does not mix positive and negative.Is only given for things the person can do something about
22Performance Management 4/14/2017Performance ManagementFeedback Examples:“The way you began your meeting today with a clear, specific, example really focused the group on our purpose.”“When you yelled ‘No way!’ three or four people winced and they were quiet during the remainder of the meeting.”“Your report was crisp and clear. It was helpful to have four main categories that helped organize all the information.”“We have had five complaints form people in the Accounting office about the noise level (yelling) coming from your conference room during staff meetings.”
23Performance Management 4/14/2017EXERCISE:Please provide feedback to your employee for the following situations :Continually late to work ( 15 minutes to one hour )Absent from work a minimum of one day every two weeks ( past 3 months)Several complaints from customers this month about their work ( house-keeping)Observed individual being abusive to another employeePoor personal appearance when reporting to work
24Performance Review Process Steps Performance ManagementPerformance Review Process StepsGuide
25Performance Management STEPS INVLOVED IN A PERFORMANCE REVIEW PROCESS1- Start with the employees’ job descriptions as the vehicle for establishing andcommunicating expectations for performance.2- Review the job description with the incumbent upon employment and periodicallythroughout his/her tenure in the position .3- Next review all work standards associated with the employee’s position .4- Continually provide feedback to and solicit input from the employee asappropriate.5- Establish a formal performance review timetable with the employee.6- Establish a personnel file on the employee and collect all relevant informationneeded to provide appropriate feedback.-
26Performance Management STEPS INVLOVED IN A PERFORMANCE REVIEW PROCESS:7- Ask the employee to do a self-evaluation of their performance ( includingaccomplishments of goals and other achievements, proficiencies, developmentalneeds for current or future positions, progress against last review’s selfimprovement plan ). Employee should provide information 2 weeks prior to theformal review.8-Establish a timetable for: analyzing employee input, preparing and writing thereview, checking into training and other development opportunities, meeting andreviewing the employee performance review with your superior, meeting withthe employee.9-Set up a time for the review that is convenient for you and the employee. Allow aminimum of 1 1/2 hours per employee.10-Conduct the review in a direct, open manner. Continually interact with the employee and follow the guidelines of this training as a template.-