1. T H E U N I V E R S I T Y O F B R I T I S H C O L U M B I A CAUBO 2005 Performance Planning and Review Science and/or Art? Gina Borza, UBC Kristen Corrigan, Trinity Western Julie Stockton, UBC

2. T H E U N I V E R S I T Y O F B R I T I S H C O L U M B I A CAUBO 2005 What will today look like? n Setting the context – group activity in pairs – video clip n Review of the 2 models n An applied perspective from a manager n So what? n Your turn!

3. T H E U N I V E R S I T Y O F B R I T I S H C O L U M B I A CAUBO 2005 A brief history of performance feedback n Appraisal n Competency based n Critical n Attitudinal n Normative n Measurement scales n Transactional n Development n Strength based n Appreciative n Behavioural n Contingent n Change requested n Transformational

4. T H E U N I V E R S I T Y O F B R I T I S H C O L U M B I A CAUBO 2005 UBC’s story…… Intent / Purpose What we measure and why Who owns the process So what?

5. T H E U N I V E R S I T Y O F B R I T I S H C O L U M B I A CAUBO 2005

6. T H E U N I V E R S I T Y O F B R I T I S H C O L U M B I A CAUBO 2005 Purpose: To address these challenges n Lack of engagement between employee’s performance and organizational goals n Performance not effectively managed n Inability to create a performance-driven culture Outcome: Rewards ineffective Talent leaves Jeopardizes organizational future

7. T H E U N I V E R S I T Y O F B R I T I S H C O L U M B I A CAUBO 2005 In other words…. To create systems and infrastructure supportive of a coaching culture

8. T H E U N I V E R S I T Y O F B R I T I S H C O L U M B I A CAUBO 2005 Management Belief System Traditional Model n Managing for results n Controlling actions n Creating fear of consequences n Focusing on gaps/errors n Solving all the problems n Being the source of approval Coaching Model n Engaging individuals n Empowering individuals n Creating a safe space n Recognizing strengths n Preventing problems n Being the resource for collaboration

9. T H E U N I V E R S I T Y O F B R I T I S H C O L U M B I A CAUBO 2005

10. T H E U N I V E R S I T Y O F B R I T I S H C O L U M B I A CAUBO 2005 What’s the difference? n Prescriptive n Passive n Coercive n Requirement n Draining n retrospective n Creative n Active n Collaborative n Engaging n Energizing n generative

11. T H E U N I V E R S I T Y O F B R I T I S H C O L U M B I A CAUBO 2005 In essence, We “measure” development and engagement

12. T H E U N I V E R S I T Y O F B R I T I S H C O L U M B I A CAUBO 2005 Self Coaching Questions n What expectations am I communicating by the way I treat employees? n Am I limiting employees through the assignments I give and the challenges I offer? n Am I stretching and advancing my employees’ capabilities? n Do I provide enough opportunities for continued development? Where are your opportunities to enrich these?

13. CAUBO 2005 Trinity Western’s Story… Science and/or Art?

14. T H E U N I V E R S I T Y O F B R I T I S H C O L U M B I A CAUBO 2005 Purpose of the system n Answers key questions: –employer –employee

15. T H E U N I V E R S I T Y O F B R I T I S H C O L U M B I A CAUBO 2005 Questions the employee wants answered n How do I know what the priorities are for my role? n To what may I say “no”? n What resources may I access n Within what constraints must I operate? n How does all this fit in to what I will do in the future?

16. T H E U N I V E R S I T Y O F B R I T I S H C O L U M B I A CAUBO 2005 Questions the employer needs answered n How will we accomplish our mission and achieve our vision? n What principles/values are essential to our culture? n What do we really expect of our divisions, teams, individual contributors?

17. T H E U N I V E R S I T Y O F B R I T I S H C O L U M B I A CAUBO 2005 Before you start n What documents exist to drive responsibilities and priorities? –Organizational (mission, vision, values, strategic plan) –Divisional (Division charter / strategic / tactical plans) –Group / team specific (Team charter, tactical plan, benchmarks) –Individual (data for gap analysis, position description, previous performance plan, review)

18. T H E U N I V E R S I T Y O F B R I T I S H C O L U M B I A CAUBO 2005 Who owns the process? n The employee & The supervisor –When system is new probably more driven by supervisor –Needs to transition to shared ownership

19. T H E U N I V E R S I T Y O F B R I T I S H C O L U M B I A CAUBO 2005 Performance and Development Review Cycle Performance Planning Work toward goals Ongoing coaching & feedback Quarterly reviews (semi-formal) Annual Reviews 1 2 3-A 3-B

20. T H E U N I V E R S I T Y O F B R I T I S H C O L U M B I A CAUBO 2005 Performance Planning n Clearly define “standards of performance” or “performance expectations” including: –Measurable goals (quality, quantity, etc.) S.M.A.R.T –Interpersonal / relational competencies – link to demonstration of Core Values

21. T H E U N I V E R S I T Y O F B R I T I S H C O L U M B I A CAUBO 2005 Performance Planning n Gap analysis & planning –Strategy to close knowledge and skill gaps –Strategy to build toward career goals

22. T H E U N I V E R S I T Y O F B R I T I S H C O L U M B I A CAUBO 2005 Ongoing coaching & feedback n Leaders coach –Assess readiness –Provide direction, clarification, timely feedback, shared problem solving, empowerment, etc.

23. T H E U N I V E R S I T Y O F B R I T I S H C O L U M B I A CAUBO 2005 Quarterly Reviews n Informal n Opportunity to “catch people doing something approximately right” n Praise progress n Plan, coach, redirect, etc. to close performance gaps

24. T H E U N I V E R S I T Y O F B R I T I S H C O L U M B I A CAUBO 2005 Annual Performance Reviews n No surprises!!! n Contribution by both supervisor and staff member n Leads to planning for next cycle

25. T H E U N I V E R S I T Y O F B R I T I S H C O L U M B I A CAUBO 2005 One Manager’s Story…… ChallengesProcess Discoveries & Learning Key Message

26. T H E U N I V E R S I T Y O F B R I T I S H C O L U M B I A CAUBO 2005 “I’m not going to tell you what I think I’m not doing well at, and have you write it down and put it in my file for future use.” UBC staff person, March 2004

27. T H E U N I V E R S I T Y O F B R I T I S H C O L U M B I A CAUBO 2005 Our challenges…….. Resistance! Fear: negative meaning, negative experience using traditional model Not part of the culture: experienced once during initial probationary period “We don’t do that here.”

28. T H E U N I V E R S I T Y O F B R I T I S H C O L U M B I A CAUBO 2005 Now what?  Process of understanding  Beliefs? Values? Assumptions?  Trust Building: n Dialogue…. and more dialogue n Revealed beliefs & values n Emphasized intentions n Self as model

29. T H E U N I V E R S I T Y O F B R I T I S H C O L U M B I A CAUBO 2005 Now what?  Discovered new UBC model – took workshop  Other people using new model  Shared traditional model and new model with staff

30. T H E U N I V E R S I T Y O F B R I T I S H C O L U M B I A CAUBO 2005 Now what?  Gain experience using new model: n Peers n Staff from another unit n Self n Integrated the questions into our conversations

31. T H E U N I V E R S I T Y O F B R I T I S H C O L U M B I A CAUBO 2005 Now what? Keep Dialogue Alive Watch Respond to Readiness

32. T H E U N I V E R S I T Y O F B R I T I S H C O L U M B I A CAUBO 2005Discoveries…… Ownership&Possibilities

33. T H E U N I V E R S I T Y O F B R I T I S H C O L U M B I A CAUBO 2005Learning…. Engage with readiness. Start where they’re at… tailor the model to meet the individual. Support people in their ownership.

34. T H E U N I V E R S I T Y O F B R I T I S H C O L U M B I A CAUBO 2005 One Key Message…. Using (or developing) a model like this? Develop your users / managers to practice the ‘art of being’ in the performance planning process.

35. T H E U N I V E R S I T Y O F B R I T I S H C O L U M B I A CAUBO 2005 The ‘art of being’ in the process: n Engaging in meaningful dialogue n Creating opportunity for reflection n Personal awareness n Empowering others

36. T H E U N I V E R S I T Y O F B R I T I S H C O L U M B I A CAUBO 2005 “…. it’s constructive and proactive. What I enjoy most is the focus on my goals and my development, and feeling supported, instead of just being told what I’m doing wrong.” UBC staff person, March 2005

37. T H E U N I V E R S I T Y O F B R I T I S H C O L U M B I A CAUBO 2005 Science and/or Art? Yes

38. T H E U N I V E R S I T Y O F B R I T I S H C O L U M B I A CAUBO 2005No It’s all about Readiness Large or small ? Does it make a difference?

39. T H E U N I V E R S I T Y O F B R I T I S H C O L U M B I A CAUBO 2005 Are you clear about your purpose? Grow the culture you want Grow the culture you want –Permission to say no –Permission to make mistakes –Shared ownership –Trust building –Meaningful dialogue Create a system that advances the organization’s vision and goals

40. T H E U N I V E R S I T Y O F B R I T I S H C O L U M B I A CAUBO 2005 Are you clear about what you’re trying to measure? vision goals performance leadership values engagement personal growth Professional growth

41. T H E U N I V E R S I T Y O F B R I T I S H C O L U M B I A CAUBO 2005 Who owns the process? We all do