1. Coaching for Effective Performance Management
Welcome everyone
Introduce yourself and other facilitator(s)
Presented by the
Office of the Provost
Rich Miller, Special Assistant
Matt Serra, Vice Provost

2. Learning Objectives
Explain the difference between “performance management” and an annual “performance review.”
Provide ongoing coaching and feedback through iterative performance management cycle
Review the Learning Objectives
Utilize a simple acronym and planner to provide feedback

3. Performance Management
THIS SECTION BEGINS 5 MINUTES INTO THE CLASS (15 minutes)
Ask: When I say the phrase, “performance management,” what comes to mind?
Solicit responses from the large group.
Say: Although commonly used as synonyms, there’s actually quite a difference between “performance management” and the “performance review.”

4. Traditional Annual Performance Review (APR) Process
Infrequent, top-down, subjective judgments of an employee's performance
Usually involve a manager conducting an annual critique of past performance, often with little active input from the employee
Often results in conflict, misunderstanding, and hostility. Both sides can become defensive, and the whole process is viewed negatively
Say: Traditionally, the performance review process tends to be infrequent, top-down, subjective judgments of an person’s performance. These types of reviews usually involve a supervisor of some sort conducting an annual critique of past performance, often with little active input from the employee.
Say: Leadership author Ken Blanchard refers to this as the “leave alone – ZAP!” style of leadership: you leave a person alone, expect good performance, and when you don’t get it, you zap them.
Say: Since people's perceptions of their own performance often differ from those of their leaders, this kind of assessment often results in conflict, misunderstanding, and hostility. Both sides can become defensive, and the whole process is viewed negatively.
Say: As a result, the performance review process has a poor reputation, and often fails to deliver the positive results it should.

5. APR vs. Performance Management
The Performance Review is a limited and reactive function of evaluating past performance, undertaken once a year.
Performance Management is a continuous and on-going proactive mechanism of identifying, measuring, managing, and developing the performance of personnel in an organization.
[refer participants to page 2 of workbook]
Say: Many of you may have experience with the bad and the ugly of performance reviews with perhaps very little of the “good.”
Say: But there is a distinct difference between the performance review and performance management.
Click to reveal purple box.
Say: The performance review is a limited and reactive function of evaluating past performance, undertaken once a year.
Click to reveal teal box.
Say: In contrast, performance management is a continuous and ongoing proactive mechanism of identifying, measuring, managing, and developing the performance of personnel in an organization.
Say: The goal of Performance Management is to do 1 of 2 things: increase excellence or eliminate barriers.
Increase excellence
Eliminate barriers

6. Performance Review (APR) Performance Management (PM)
What’s the difference?
Performance Review (APR)
Performance Management (PM)
One time event
Retrospective
Short-term
Correction oriented
Focus is on judging after the fact
Emphasizes the form
Fault-finding
Evaluation factors are subjectively identified
Ongoing
Prospective
Long-term
Progress steps
Focus is on planning and managing
Emphasizes the process
Problem-solving
Performance expectations are linked to the business plan
Say: So what’s the difference?
Click to reveal table.
Review points of the table at a high level.
Ask: What questions do you have so far?
Answer any questions to provide clarity.

7. What’s the value of Performance Management?
It is NOT…
The form
The administration
Writing perfect goals and objectives
It IS…
The process
Clarifying expectations
Providing feedback
Motivating people to excel
Say: In general, what is the value of performance management?
Click to reveal table on left.
Say: First we must recognize that the value is NOT found in:
The form – this is just one component of the process
The administration
Writing perfect goals and objectives
Click to reveal table on right.
Say: Performance management is more about a full, ongoing process. It isn’t a one-time event, but instead an experience for the leader and faculty member that is continuous throughout the year.
Say: It’s an opportunity to clarify expectations (for both the feedback giver AND receiver), provide feedback, and motivate people to excel.

8. Performance Management Process
Day-to-day coaching and feedback: Discuss performance on a regular basis (not just during formal reviews). Share feedback about the employee’s successes and areas needing improvement. Seek employee input about the work process and results.
Performance planning: Plan for the coming year in the following areas:
Clarify the expectations and standards for the job
Set performance goals
Set development goals
Organizational
Mission &
Goals
Performance
Check in
Review
Planning
Feedback & Coaching
Say: This image depicts the Performance Management Process. Let’s take a closer look at each piece.
Click to reveal “Performance Planning.”
Say: Performance Planning is what starts the Performance Management process. It’s a chance to sit down and clarify expectations as well as set performance-based and developmental goals.
Click to reveal “Performance Check-in.”
Say: A formal performance check-in should happen at least mid-year, if not quarterly, to serve as a progress check on goals set, and to adjust goals and address barriers to achieving those goals if needed.
Click to reveal “Performance review.”
Say: The performance review is what most of you are familiar with. This is the annual review of your progress toward performance and developmental goals, and begins the planning process for the upcoming year.
Click to reveal “Day-to-Day coaching and feedback.”
Say: You’ll notice in-between each of these is Feedback & Coaching. For Performance Management to be most effective, feedback and coaching needs to be happening all year round, both formally and informally, both reinforcing the positive, as well as discussing areas of opportunity.
Say: This not only improves performance and the leader/faculty relationship, but it reduces “surprises” and negative reactions at the annual review. We’ll go more into coaching and feedback in a bit.
Performance review: Meet annually to review feedback from the previous year, document performance outcomes and development results, and plan for the coming year.
Performance Check-in: Have a “progress check” conversation at
least midyear. Identify successes and opportunities for improvements

9. Performance Management includes…
The Annual Performance Review (APR)
Accountability to goals & expectations
Regular & ongoing coaching and feedback
Collaborative goal-setting & problem-solving
Personnel development
Slide/bullets will build as you explain each point.
Say: Let’s review: Performance Management encompasses:
The Annual Performance Review – this is the culminating piece of performance management
Accountability to goals & expectations – that were set at the beginning of the performance year
Regular and ongoing coaching and feedback
Collaborative goal-setting and problem-solving
Personnel development

10. Say: The University of Cincinnati, across the board, is moving towards this more iterative, year-round process of performance management, and it has a direct tie-in with one of the key areas of our Third Century initiative. Performance management is part of investing in faculty and staff.
Ask: What would the value be for your faculty members?
Solicit responses, such as:
Clearer focus – clear goals and objectives
Record answers on a flip chart.

11. Benefits to UC & Leaders
Add a needed measure of organizational accountability and discipline
Keeps everyone at every level focused on the same destination
Allows accurate forecasting of resource needs, fosters the efficient use of those resources, and avoids costly stops/starts/changes in direction
Learning experience for you as a leader
Ask: Continuing to think about this new definition of performance management versus “the annual review,” what is the value in it for you as leaders?
Solicit a few responses, recording them on a flip chart or white board if desired.
Click to reveal additional benefits on the screen.

12. Benefits to UC & Leaders
Keeps employees engaged because they know what is expected of them at work
Gallup spent 30 years conducting research with 17 million employees, leading to 12 core elements that best predict employee and team engagement and performance
Say: Performance Management also helps to increase employee engagement and performance.
Click to reveal first sub-point.
Say: Gallup spent 30 years conducting research with over 17 million employees to discover what impacts engagement and performance on the job, and came up with 12 core elements that you see here.
Click to reveal 2nd sub-point.
Say: Of these 12 statements, their research found that employees knowing clearly what is expected of them at work is fundamental to improved engagement and performance on the job. This clarity comes from consistent and clear communication during the Performance Management cycle.
Of the 12 high success statements, Gallup identified “I know what is expected of me at work” as fundamental.

13. Benefits to Faculty Clearer focus
Goals clearly set out intentions and desires and what you really want to achieve.
Optimum use of resources
Setting goals helps prioritize use of limited resources; putting resources behind what you really want to do, rather than things by default or deflection.
Effective use of time
Time is a resource, but deserves special consideration because of it’s importance.
Ask: Continuing to think about this new definition of performance management versus “the annual review,” what would be the value for your faculty members?
Solicit a few responses, recording them on a flip chart or white board if desired.
Click to reveal additional benefits on the screen.
“If you want to improve how you manage time, stop doing what doesn't need to be done!”
– Peter Drucker

14. Benefits to Faculty Clarity to decision making
“Does this activity get me closer to my goal?”
Easier measurement of what you do
Setting SMART goals allows you to measure how well you are moving towards them.
More freedom of thought
Setting goals can help release creative energies, looking for ways to make it happen.
Easier communication with others
Setting goals enables you to clarify with other people what you are trying to do, and how they can contribute or support.
Continue to walk through additional benefits to faculty.

15. Performance Planning The Benefits of Goal Setting
THIS SECTION BEGINS 20 MINUTES INTO THE CLASS (15 minutes for this section)
Say: As we just discussed, effective goals help set clear, realistic expectations for both the faculty and you as the department head.
Say: While goal-setting as a part of performance management may be new for some of us, it’s not something that is unfamiliar to us in principle.
Say: As researchers, all of us have set goals or created hypotheses. We try things, and sometimes they work, and sometimes we have to make adjustments mid-stream to achieve our goal. Knowing whether your research is on track requires regular check-ins and adjustments.
Say: Performance planning follows the same idea. We don’t want to say “we’re going to do this or that,” never make a plan for how to accomplish it, and expect to magically achieve it within the year.
Say: Goals, and specifically SMART goals, serve as a road map to guide where we’re going. We’ll get to SMART goals in a bit.
Performance Planning

16. Goal Alignment University Goals Department or Team Goals
Say: Your individual performance and goals do not exist in a vacuum.
Click to reveal purple circle.
Say: Our Third Century key areas of focus highlight goals at the University level.
Click to reveal yellow circle.
Say: Based on the University’s goals, each department or team within the University sets goals that will help the University to achieve its goal.
Click to reveal green circle.
Say: Based on the department or team goals, each individual will set goals that will help the department, and therefore the University, achieve its goals.
Say: Your job duties and your performance goals are not the same thing. Your job duties are what you were hired to do. For instance, I can’t put as a goal, “teach classes.” That’s what I was hired to do. My performance goal has to be something that’s a bit of a stretch, but achievable, and will help the department and UC reach their goals.
Individual Goals

17. Goal Alignment Example
University Goal
Department Goal
Say: Here’s another way of looking at how goal alignment works. Depending on the structure of your department, there may be an additional level in here to consider in goal alignment.
Say: Let’s walk through an example of how this may play out here at UC.
Individual Goal

18. Goal Alignment Example
Third Century Key Area:
Reimagining the Student Experience
Increase student satisfaction rankings in freshmen courses by 5% by end of academic year by addressing specific student concerns as noted in reviews.
Walk through this example with participants.
Create 2-3 weekly open office times for students to ask questions about assignments or seek further guidance on projects, resulting in increased student engagement and rankings improved by 5% by end of academic year.

19. Effective Performance Goals…
Show clear alignment with the University’s mission and values and with University-wide and departmental goals & objectives
May require the employee to “stretch,” but are definitely achievable
Further the employee’s professional and/or personal development
Are S.M.A.R.T.
Say: As we’ve just seen, effective performance goals show clear alignment with the University’s mission and values and the University-wide and departmental goals and objectives.
Click to reveal 2nd bullet.
Say: Additionally, effective goals may require the employee to stretch, but are achievable. We should not be setting impossible and unrealistic goals, as that does nothing towards setting people up for success.
Click to reveal 3rd bullet.
Say: Effective goals should also serve to further the employee’s professional development and/or his/her personal development.
Click to reveal 4th bullet.
Say: Lastly, effective goals are SMART.
Ask: Who here has heard of SMART goals? What are they?
- Solicit responses.
NEXT SLIDE

20. S.M.A.R.T. Goals
Say: SMART goals are goals that are specific, measureable, attainable, relevant, and timely.
Say: Let’s walk through a more applicable example. You also have a template in your workbook on page 4 that you can use for creating SMART goals and refer to later.

21. Specific Goal: My goal is to increase the student ratings for faculty.
Be Specific:
What specific areas do you want to improve?
Improved Goal:
My goal is to support the improvement of the teaching skills of our faculty members resulting in higher scores on student evaluations.
Specific
OPTIONAL EXAMPLE FOR FACULTY
Could also do a the research one about securing grants for research
Say: Here is the beginning goal: to increase the student USRI ratings for faculty.
Walk through the example on each slide, showing how to make the goal SMART.

22. Goal:
My goal is to support the improvement of the teaching skills of our faculty members resulting in higher scores on student evaluations.
Make it Measurable:
What percentage increases are you looking for? How will you know this goal is achieved? How will you achieve this goal?
Better Goal:
My goal is to support the improvement of the teaching skills of our faculty members. I will support this goal through running a weekly “teaching excellence” Lunch & Learn series for the faculty. Communication regarding the opportunity will focus on motivating and encouraging faculty to attend a minimum of at least 2 sessions, with a target of 25% of faculty attending at least two sessions.
Measurable

23. Time-Bound Goal: Make it Time-Bound:
My goal is to support the improvement of the teaching skills of our faculty members. I will support this goal through running a weekly “teaching excellence” Lunch & Learn series for the faculty. Communication regarding the opportunity will focus on motivating and encouraging faculty to attend a minimum of at least 2 sessions, with a target of 25% of faculty attending at least two sessions.
Make it Time-Bound:
When do you expect to see these results? What milestones can you measure?
SMART Goal:
My goal is to support the improvement of the teaching skills of our faculty members. I will support this goal through running a weekly “teaching excellence” Lunch & Learn series through the end of the academic year for the faculty. Communication regarding the opportunity will be sent by end of September 2015 and will focus on motivating and encouraging faculty to attend a minimum of at least 2 sessions, with a target of 25% of faculty attending at least two sessions throughout the academic year.
Time-Bound

24. Attainable & Relevant SMART Goal:
My goal is to support the improvement of the teaching skills of our faculty members. I will support this goal through running a weekly “teaching excellence” Lunch & Learn series through the end of the academic year for the faculty and communicate the opportunity and benefits to all faculty members via priority channels by the end of September 2015.
Is it Attainable?
Can objectives pertaining to the goal be carried out? Do I have the resources to do this (budget for training, time, skills to develop the process, etc)?
If you answered no, rewrite to be a challenging but realistically attainable goal.
Is it Relevant?
Does this goal help you meet the overall objective of the team, department, and/or University?
If you answered no, rewrite to align to team/department and University goals.
Attainable & Relevant

25. Coaching & feedback Ensuring Effective Performance Management
THIS SECTION BEGINS 35 MINUTES INTO THE CLASS (about 15 minutes)
Say: As you can see, creating SMART goals creates clear, defined goals and expectations. Without them being SMART, our goal sounded more like a wish or a hope.
Say: With goals established, the next phase in the Performance Management process is Coaching and Feedback.
Coaching & feedback

26. Performance Management Process
Organizational
Mission &
Goals
Performance
Check in
Review
Planning
Feedback & Coaching
Say: At the very core of successful Performance Management is the ability and willingness to provide continual coaching and feedback.
Say: Let’s take a look at each of these terms a little more closely – starting with coaching.

27. Motivation & Engagement
Coaching
Skill vs Will
Say: Let’s take a few moments to talk about what a coach is and what the word “coaching” means. Jot down thoughts in your workbook on page 5 as they come to mind or as others share.
Ask: How many of you have ever coached a team or had kids on teams with coaches? What does that involve?
Solicit responses, such as: motivating the team, teaching skills, helping them see potential, strategizing how to win, etc.
Say: When you are a coach, whether formally or informally, it is part of your responsibility to help those you coach increase both “skill and will.”
Click to reveal graphic.
Ask: What do I mean by “skill and will?”
Solicit responses:
skill = ability and competency(improving upon, teaching new skills, etc)
will = motivation/engaging, what drives the person
Click to reveal definitions.
Ability & Competency
Motivation & Engagement

28. Motivation & Engagement
Coaching
Skill vs Will vs Hill
Say: The ability to properly assess where the person being coached falls in each of these areas is tantamount to understanding what kind of coaching they need. And sometimes it’s not a matter of skill or will, but a hill – a barrier or obstacle that the person needs assistance to overcome that is outside his or her control.
Say: For instance, a good basketball coach needs to be able to assess and understand whether the player that’s not meeting expectations has the actual ability to do so (the skill), or if he’s just lacking the motivation to make it happen (the will), or perhaps the player’s issue has more to do with improper equipment or clothing (the hill).
Say: None of us is perfect. All of us have areas of opportunity to take our skill and will to the next level. As a coach, your role is to help sharpen skills and get to know your people to better understand what motivates them.
Say: A coach is there not only to support but direct. Coaches help those they coach achieve goals, excel in their skills and their roles, motivate them, and remove barriers to success.
Say: And as a coach, part of the role is giving feedback to increase skill or will, and sometimes it can be challenging to provide that feedback, based on the situation and/or the recipient.
Ability & Competency
Motivation & Engagement

29. Feedback Under Par = Exceeds Expectations Par = Meets Expectations
Over Par = Needs Improvement
Ask: What are some of the challenges with providing coaching and feedback to your faculty members?
Solicit responses, such as:
They’ve been my AUH before or might be in the next season
We’re friends and colleagues
I’m pretty sure everyone will react negatively.
Say: Part of helping those we coach to be more open to feedback involves setting clear expectations for their roles, goals, and how the APR works.
Ask: Does anyone here play golf? How does PAR work in golf?
Have someone explain how PAR works in golf: the PAR on a given course hole is the number of strokes that an experienced, skilled player is expected to take.
Click to reveal golf graphic and text.
Say: In the world of golf, PAR is what people aim for. Making PAR indicates that the golfer has performed well.
Say: In the world of academia, it is important to be aware of performance rating inflation. Because we’re used to being surrounded by letter grades, we may believe that a rating of “meets expectations” is comparable to a “C”, which feels like a lackluster grade. Therefore it may be tempting to give individuals “exceed expectations” as if they are “under PAR” when they have, in fact, only “made PAR.”
Say: Another key difficulty in giving feedback is that most of what receive and most of what we give tends to look and feel more like this:
NEXT SLIDE

30. Feedback
Say: For most people, if they say or hear the phrase “I have some feedback for you,” they assume that this is what they’re going to get.
Ask: Can any of you relate to this?

31. Feedback
Say: However, most of your feedback and coaching should be around positive things that you notice people doing right.
Ask: How many of you would like to hear that you’ve done well, and receive kudos for your work more often?
Solicit responses.
Say: It’s all about providing balanced feedback – focusing on strengths and opportunities for improvement.

32. Feedback
Say: One of the most important things you can do to help make the coaching and feedback process easier, as well as easing the APR process, is maintain good documentation.
Say: In your workbook on page 6 is an example of a Performance Log. Whenever you have a positive or corrective conversation with a faculty member, record the information in this log. This log is actually a fillable Word document, allowing it to be easily maintained and updated.
Say: When it comes time to complete the APR, rather than trying to recall what every person you have to complete an APR for has done in the past year, you can simply pull out these logs and review their strengths and opportunities.
Say: This is also a helpful tool for promotions, tenure, and merit increases and helps serve as documentation for these.
Say: We’ll send an electronic version of this log out after today’s session.

33. GUIDE to providing coaching & feedback
THIS SECTION BEGINS 50 MINUTES INTO THE CLASS (about 10 minutes)
Say: We’ve spent some time discussing the importance of giving feedback and of the importance of a leader playing the role of a coach to ensure peak performance and success.
Say: Coaching involves providing timely guidance and feedback to help others strengthen the specific skills, knowledge areas, or behaviors needed to accomplish a task or solve a problem.
Say: At the same time, providing coaching and feedback is not always an easy task.
Ask: What would you say if we could give you a few tools that would make these conversations easier and more efficient to have?
Solicit responses, such as head nods, etc.
GUIDE to providing coaching & feedback

34. People Have Needs Personal Needs Practical Needs
The “human needs that people bring to the workplace and to an interaction.
to be heard and understood, respected and valued, trusted, involved, supported
Say: We’re going to show you a few tools that are taken from a series of classes that the Leadership Development Center offers.
Say: Anytime you have a conversation with someone, it’s important to ensure both their personal and practical needs are met.
Ask: What do we mean by “personal needs”? What about “practical needs”?
Personal needs: to be heard and understood, respected and valued, trusted, involved, supported
Practical needs: reach a decision, resolve a conflict, develop a solution, create a plan, provide feedback
Say: When you meet personal needs, you encourage two way communication, build trust, build enthusiasm and momentum for what needs to be accomplished, and strengthen relationships.
Say: When you meet practical needs, you accomplish the objective of your interaction.
Say: The first set of tools includes:
Key Principles to keep in mind to meet the Personal Needs and
a set of Interaction Guidelines that provide structure and direction to your discussion so that you can meet the practical need of achieving the objectives of your conversation.
Say: Let’s start by looking at the Key Principles to meet Personal Needs.
Next
The objectives you want the accomplish through an interaction
reach a decision, resolve a conflict, develop a solution, create a plan, provide feedback

35. Key Principles Maintain or enhance Self Esteem
Listen and Respond with Empathy
Ask for Help and Encourage Involvement
Share thoughts, feelings and rationale
Provide Support without removing responsibility
Say: DDI, a world renown training and development organization, has identified 5 key principles that are important to keep in mind when interacting with others. IF we make an effort to be mindful of these 5 principles when interacting with others, their personal needs will be fulfilled, which will help them perform more efficiently.
Maintain or Enhance Self Esteem
Say: People need to feel respected and have a sense of self-worth in order to be motivated, confident and committed to their work.
Listen and Respond with Empathy
Say: What do we mean by empathy? Say: When you listen and respond with empathy, you demonstrate that you have heard and acknowledge the other person’s emotions. It doesn’t mean that you agree with those feelings – just that you are trying to understand them.
Say: It is important to reflect both the facts of the situation and the feelings of the person so they know you have listened to them. For example: “It sounds like you are concerned (Feeling) about the timing of the move, especially because it is happening at the same time as your conference (FACT)
Ask for Help and Encourage Involvement
Say: To get the most from people, you need to seek their ideas and opinions. When ideas belong to the people who will carry them out, commitment is stronger and success is more likely.
Say: In addition, when you ask for help and encourage involvement, you show people that you value their input and their abilities.
Share thoughts, feelings and rationale
Say: People work best for leaders they trust. A proven way to build trust is to appropriately disclose thoughts, feelings or rationale that people would otherwise be unaware of.
Say: If the other person shares a situation with you that’s similar to one you’ve already handeld, offer your advice an disclose any lessons learned. People will appreciate it and feel more confident that they can do the job.
Provide Support
Say: Providing support means offering guidance and resources and removing barriers as needed without removing the responsibility from those who must think through issues and carry out tasks.
Say: The Support Principle does not involve taking responsibility for action yourself. Instead coach people to seek alternatives, explore options, and develop action plans. For example “What additional support can I provide you to help coordinate the move?”

36. Interaction Guidelines
PM PAGE 7
Say: While the Key Principles are important to keep in mind to meet personal needs, Interaction Guidelines help ensure the practical needs are met.
Say: This is another great tool brought to us by DDI. Interaction Guidelines are practical skills, proven to be effective and sequenced in a way that helps you communicate efficiently.
Say: When having a coaching conversation, whether it’s to strengths or areas of opportunity, plan ahead for the conversation by considering these 5 steps:
Open – In the Open step, you identify the purpose of the discussion and it importance, such as the impact on or benefits to the person, the team, or the university.
Clarify – This is the information gathering step where your seek and share information.
It is also important to identify any possible barriers as well as concerns people might have and address them
Develop – this is the idea –generating step in which you ask people for ideas or suggestions while you supplement and build on their ideas as needed.
working together, discuss ideas, solutions for improvement, and discuss any needed resources and support required
Agree – This is the action planning step during which you and the person specify specific actions for addressing the situation. come to a consensus on next steps and how progress will be measured
Close – In Close, summarize important points, and express confidence in a positive outcome.
recap the conversation, next steps, and confirm confidence and commitment.
Say: Check for understanding is useful anytime there is the possibility of misunderstandings – when a lot of information has been exchanged, when issues or concerns are unclear, or when you need to clarify agreements.
Say: Making procedural suggestions helps you keep the discussion on track and moving efficiently in a results oriented direction. They’re often stated in the form of a question. For example: “Would it help if we talked about roles and responsibilities next?”
NEXT
© Development Dimensions International, Inc., MMX.

37. Discussion Planner © Development Dimensions International, Inc., MMX.
PM PAGE 8-9
Say: In your workbook on page 9-10, you’ll see a Discussion Planner, designed to use the Key Principles to keep personal needs in mind, as well as the Interaction Guidelines to keep practical needs in mind.
Say: Before sitting down to a formal coaching conversation, utilize this form to think through the topic to discuss, what Key Principles you need to keep in mind based on the subject, your approach, and then some key things you want to remember to mention during each step of the Interaction Guidelines.
Say: The Discussion Planner is a tool designed to help you think through how you’ll use the Interaction Guidelines and Key Principles to meet people’s personal and practical needs during an interaction.
Say: The Planner provides prompts to help you:
Decide which Key Principles you’ll focus on and determine your approach to the discussion.
Prepare what you’ll say at each stage of the discussion using the Interaction Guidelines, including how much time you expect to spend on each step.
Provide feedback to yourself after the discussion.
KEY PRINCIPLES
Say: In this section think about the other person’s personal needs and which Key Principles will best address those needs. Then check the one’s you’ll focus on.
MY APPROACH
Say: In the My Approach section, you’ll see it says “Seeking” vs “Telling”.
Ask: What do we mean by these?
Ask: Why is it important to balance these?
to encourage the person to think through situations on his or her own and to gain the person’s buy-in and commitment by asking powerful questions often (seek) and by sharing your experiences and insight (tell)
INTERACTION GUIDELINES
Say: The planner lists each Interaction Guideline along with prompts that are specific to the type of discussion you’re planning
Say: You can use the time boxes to the left to write in the amount of time you expect to spend on each Interaction Guideline
Say: The checkboxes to the right serve as reminders to make procedural suggestions and check for understanding.
POST DISCUSSION NOTES
Say: This section enables you to quickly analyze how well you handled the interaction.
Say: Two questions prompt you to consider what you said or did to use the skills effectively and what you could say or do to use the skills more effectively in your next discussion.
Say: The first few times you use the Discussion Planner it will propably take you some time to complete it. However, the more you use it, the less time you’ll spend on it.
Say: Over time, you might find you’ve become so familiar with the Interaction Essentials, that you can prepare for an interaction without completing a Discussion Planner.
Say: The planner is still a good resource if you’d like to retain written documentation of the discussion.
© Development Dimensions International, Inc., MMX.

38. Providing Feedback Feedback “Great job with that student today.”
PM PAGE 7
Say: When it comes to giving feedback, whether to strengths or opportunities, there’s a simple formula to remember. Using this formula allows you to maintain objectivity, while also helping to keep things clear for the recipient. This formula can be used in both informal and formal feedback situations.
Say – STAR can be used for providing positive and developmental feedback.
For Positive Feedback:
Say: STAR stands for:
“Situation or Task” – usually a problem, opportunity or challenge
Action – the effective action the person took to address the situation.
Result”. – what happened as a result of the action.
Click to reveal first box.
Say: Here is a compliment we might give to a faculty member.
Say: Using STAR, we can make the feedback more impactful by recognizing the positive behaviors we want to praise and encourage.
Click to reveal second box.
Say: Now let’s look at how you can use the STAR format to provide developmental feedback.
NEXT
More Impactful Feedback
“When John was confused about the homework assignment (situation/task), you took the time to explain some tips and helped him out (action), and he left looking much less stressed and more confident in the assignment (result).”
© Development Dimensions International, Inc., MMX.

39. Providing Feedback Feedback
“You need to learn to communicate with students better.”
Say: When it comes to giving developmental feedback to help improve an area of opportunity, a modification of STAR is used.
Say: In this one, you still share:
the situation/task, action, and result,
but since that didn’t yield optimum results, you’ll also share an alternative result.
This is referred to as STAR/AR. Let’s take a look at an example.
Click to reveal first box.
Say: Here’s an example of developmental feedback that may not only be ineffective, but may put the recipient on the defensive.
Say: Using STAR/AR to provide more impactful developmental feedback, it would sound more like this:
Click to reveal second box.
Ask: How would it feel to receive developmental feedback like the second example in comparison to the first?
Solicit responses.
Say: When you are giving developmental feedback, you might seek the alternative action and enhanced result from the person.
Seeking alternatives can be more powerful than simply telling the person what he or she could have done better.
More Impactful Feedback
“When John had a concern (situation/task), you told him to figure it out and brushed him off (action), and he left frustrated and angry (result). If you had taken the time to explain the assignment to him (alternative action), he would’ve understood better and had a better chance of success (alternative result).”
© Development Dimensions International, Inc., MMX.

40. Annual Review Surprises
Consistent and balanced coaching and feedback
Annual Review
Surprises
Say: Consistent, balanced feedback makes the recipient more open to regular feedback: they understand areas of opportunity, but they also know what they do well is noticed and recognized.
Say: And regular coaching and feedback removes the element of surprise from conversations, especially at the Annual Performance Review.
Say: By the time the Annual Performance Review comes along, nothing that you note as a strength or opportunity should be a surprise to them, since you’ve had conversations about it all year long. The APR simply becomes a recap of the conversations you’ve had throughout the year.
Say: We’ll go over more information about how to deal with difficult faculty in March, and February’s session will talk more about how to create the kind of culture and work environment you want to see within your department.

41. Practice
THIS SECTION BEGINS 60 MINUTES INTO THE CLASS – 25 minutes is allotted for intro, activity, and debrief
Say: We’re going to put a scenario up in a moment. This is a possible conversation a department head might need to have with a faculty members.
Say: As a group, using the discussion planner provided in your workbook on page 9-10, talk through your approach to these scenarios. Appoint someone to record your steps in his/her planner.
Say: You will have about 12 minutes to work through the scenario.
Ask: What questions do you have?

42. Practice
Scenario: Due to a shift in senior leadership, you have assumed interim leadership of 3 faculty members whose performance has been declining over the past few months. They seem to lack some of the key skills and knowledge needed to do their jobs effectively, and their attitudes have worsened because of all of the change.
ALLOW 12 MINUTES TO COMPLETE THE ACTIVITY.
Debrief the activity for 10 minutes

43. THIS SECTION BEGINS 85 MINUTES INTO THE CLASS
Say: In your workbook are a few other resources you can review for Performance Reviews. Electronic versions of these are also on the UC HR website in the “Managers” tab under the Performance Management toolkit.

44. Recap
Explain the difference between “performance management” and an annual “performance review.”
Provide ongoing coaching and feedback through iterative performance management cycle
Say: At the beginning of the class, we said we were going to learn these three things.
Recap Learning Objectives.
Say: Based on what you’ve discussed today, or what you saw in the prework e-Learnings, does anyone have any “aha” moments that they would be willing to share? What have you learned that will impact how you approach coaching, feedback, presenting APRs, etc?
Solicit responses and thank them for sharing.
Utilize a simple acronym and planner to provide feedback

45. Coaching for Effective Performance Management
Please fill out an evaluation and leave on the table on your way out.
Say: Thank you for coming today. Please fill out the evaluation in the back of your workbook and leave it on the table on your way out.
Thank you!