appraisal development achieving success developing people 2005

1. APPRAISAL & DEVELOPMENT Achieving Success & Developing People 2005 I have this presentation on CDRom if you need it ( it�s too big for a floppy ) I have this presentation on CDRom if you need it ( it�s too big for a floppy )

3. 2. APPRAISAL : - What it�s about - The Appraiser role - The Appraisee role - Preparation - Managing the appraisal discussion

4. 3. PERFORMANCE COACHING : - The coaching experience - A personal coaching session - Principles & skills - Using the GROW model - Review

5. 4. RESOURCES : - Questions that help - Guidelines for feedback - Constructive criticism - Development planning

6. 1.PERFORMANCE MANAGEMENT

8. PERFORMANCE :TWO MEANINGS GETTING THE JOB DONE - Results/Objectives achieved - BUSINESS HOW IT�S DONE - Competence demonstrated/developed - CAPACITY

9. PERFORMANCE MANAGEMENT A process for establishing shared understanding about what is to be achieved An approach to managing people To increase the probability of achieving job related success A CHANCE TO CATCH YOU DOING SOMETHING RIGHT (Aquarius Consulting, November 2000)

11. �PERFORMANCE BREAKTHROUGHS : IMPROVING PERFORMANCE IN PUBLIC SECTOR ORGANISATIONS�

12. � The mechanics � targets, indicators, & plans � are only a small part of the whole process, & they are easy to deal with in comparison with getting the right focus, leadership & culture in place� �The benefits remains strong : organisations that work at managing performance know what they need to do & how to do it�

13. WHY MANAGING PERFORMANCE IS DIFFICULT Leaders aren�t interested There�s no time to learn There are too many priorities People don�t understand that what we do has to change The system doesn�t help Some people don�t perform

14. LEADERS AREN�T INTERESTED Leaders not making it clear to staff that managing & improving performance is important Without this,managers can�t sustain this message Staff unlikely to feel supported in trying to improve

15. THERE�S NO TIME TO LEARN Structured approach found difficult & is avoided: - no confidence that problems can be solved - looking at personal problems difficult - skill in designing & delivering sessions poor Taking feedback is uncomfortable No time or space is made available for it It takes time, focus & energy away from other important matters

16. THERE ARE TOO MANY PRIORITIES No one at the top has translated the many & complex demands from the outside world into a clear direction that makes sense to staff Don�t blame others, take control! If you�ve done the thinking, communicate the results clearly What are the priorities, & what can be dropped?

17. PEOPLE DON�T UNDERSTAND THAT WHAT WE DO HAS TO CHANGE Tough choices about services, to back new priorities, not made How to motivate people to change not understood : people don�t change easily or quickly Staff should be involved in developing priorities, so that they are prepared to make the changes needed to achieve them What you say about improving performance must be put in plain language People don�t how what they do contributes to improving performance

18. THE SYSTEM DOESN�T HELP It�s only a system : it can help organise an approach but can�t do the hard thinking & decision making you need to undertake Does the system reflect the needs of the organisation, & can it change with changing needs? Is it clear that the system will help measure what is important or just what is measurable?

19. SOME PEOPLE DON�T PERFORM Managing people who perform inadequately is challenging & therefore avoided If this is not done higher up the organisation, why should you feel under any pressure to do it? You may not have been adequately trained & supported to spot under performance, understand & deal with it How do you help people do their jobs to the best of their ability? Do systems (eg rewards), processes (eg levels of delegation) culture(accepted norms of behaviour) help people to perform well?

20. TESTING YOUR HIGH PERFORMANCE CULTURE : QUIZ

21. EIGHT WAYS TO BREAK THROUGH 1. Make it clear that performance matters 2. Join up your thinking & learn 3. Take action on what matters most 4. Make national agendas work for you 5. Sign up your staff 6. Find your own framework 7. Measure what matters 8. Help people to perform

22. 1. MAKE IT CLEAR THAT PERFORMANCE MATTERS Champion this, set an example Leadership throughout, not just at the top Don�t just say the right things, do things differently Show sustained commitment from the top Visit staff & speak to them about performance issues Show strength, enthusiasm

23. 2. JOIN UP YOUR THINKING & LEARN �A learning organisation is�where members of the organisation question the operations continuously, to find mistakes or differences & fix these themselves by restructuring their organisation & operations� Chris Argyris Question operations continuously Take time out in management teams regularly in well facilitated sessions Get feedback from others about what they feel works/could be improved

24. Use good performance information, which reflects specifically the results of the decisions you have made Reflect on what you need to do differently, as an organisation, as a management team, & as individuals Share this with the organisation, to guide action & reflection Combine this with encouraging people to experiment, try new ways of doing things Accept that some things will not work � but make sure you learn from your mistakes Take an hour out with a colleague to ask �what is really going on here?�

25. 3. TAKE ACTION ON WHAT MATTERS It�s only possible sustain focus on a limited number of issues Focus on priorities & do something Get the right people involved : clarify top priorities by talking to local people Put resources behind what matters most : allocate & re allocate

26. 4. MAKE NATIONAL AGENDAS WORK FOR YOU Make them mean something, rather than a burden to work round How do national targets fit onto your agenda? The primary focus is to change what you do to improve services to customers Don�t be a victim!

27. 5. SIGN UP YOUR STAFF You may redesign, reconfigure, reorganise for efficiency, but it is the performance of people in everyday jobs that cause an organisation to work well It is easy to create systems to manage performance but much harder to make people want to use them to bring about change Consult staff about how best to improve services Allow people to take responsibility & make them accountable

28. People will perform better if they feel responsible for something Stop upwards delegation! Use plain language to describe what good performance should be �Jargon & ambiguous language can work against you by creating confusion & resistance� Peter Senge Communicate well

29. 6. FIND YOUR OWN FRAMEWORK �� the moment performance management turns into a system, the battle has been lost� Tom Lester Show a clear �line of sight� from corporate objectives to the jobs that people do Teams & individuals then understand what they personally have to do in order for the organisation to achieve it�s aims Force any conflicts between objectives out into the open, to help you manage better

30. Common Problems Failing to think through why you want a new framework, & what you want it to do Taking an off the shelf system & not tailoring it Focusing too much on the mechanics, rather than the purpose � to improve services �Paralysis by analysis� � collecting more than the important information Making the system too complicated instead of working to keep it simple Expecting the framework to do the hard thinking for you

31. Failing to give high enough priority to getting the framework right Failing to involve staff or prepare them for change Not being prepared to update the framework continuously

32. 7. MEASURE WHAT MATTERS If measures reflect the organisations strategy, people understand better what they have to do This is important when facing new external challenge, or there are improvement programmes Some just collect what is collectable, or just what is specified nationally Others discuss what constitutes good performance with stakeholders, ie focus on outputs as well as inputs & outputs Large amounts of data may feel comfortable but do not of themselves improve anything Interpretation must be intelligent

33. 8. HELP PEOPLE TO PERFORM �Actually, you can�t empower people : you can only create a climate in which they can empower themselves� M.D., Engineering Company Develop, train & support people to do a well defined job Create a culture which motivates staff & gives them responsibility Give honest, critical feedback the those whose performance you are not happy with

34. Give feedback which is honest about problems but supports individuals This discussion takes thinking & courage from both parties If the employee sees feedback as accurate & useful, it can lead to a breakthrough in their performance & their relationship with their manager Managers need to pursue poor performance issues, & not wait for someone to leave or someone better will join

35. Separating the person from their performance enables you to work with the performance of those you do not like Also,concern about racial &/or sexual harassment can prevent people being honest & open - honesty & robust evidence from the manager are especially important here

36. 2.APPRAISAL

37. WHAT IT�S ABOUT An opportunity for managers & employees to have a dialogue about their key work objectives & how their work contributes to the achievement of organisational priorities The means through which performance standards can be agreed & feedback provided on performance against them Emphasising & developing continuous improvement

38. Supporting individuals to achieve objectives & standards as agreed Supporting the development of competences required by the organisation Helping individuals to maintain a wide range of skills in their personal portfolio

39. THE AIMS OF P.A.D.S. Share views on work & performance Discuss issues of importance concerning work & future career development Establish & agree achievable performance targets in line with Unit/Divisional objectives Praise & acknowledge work completed

40. THE APPRAISER ROLE To grasp the purpose, processes & procedures of performance appraisal To understand the key objectives of the organisation, their Department & the priorities for their area of responsibility To translate these goals into objectives for an individual To communicate these proposals clearly

41. Diagnose staff strengths & development needs Formulate & agree a development plan Coach staff on how to achieve performance objectives Monitor staff performance & give feedback

42. APPRAISEE ROLE To prepare thoroughly � consider their workload & key priorities To self assess & seek feedback on work performance To consider what aspects of work & their working environment helps & hinder their effective performance To check out expectations of them To engage positively in the appraisal discussion

43. THE APPRAISAL PROCESS

44. PREPARATION Give adequate notice Consider performance: -what were last year�s objectives? -what supporting facts are there? -what affected appraisee performance (internal/external factors) DOCUMENTATION - Last years objectives/Prioritise Key responsibilities/Supporting facts/External & internal factors. Allow sufficient time. Venue etc. Have a go at appraisees sheet. Road Map Job description if first appraisal with new member of staff LUNCHDOCUMENTATION - Last years objectives/Prioritise Key responsibilities/Supporting facts/External & internal factors. Allow sufficient time. Venue etc. Have a go at appraisees sheet. Road Map Job description if first appraisal with new member of staff LUNCH

45. Identify what needs achieving in the current business plan Look for ways of improving organisational effectiveness Make sure you are familiar with the requirements of the job Review employee history:skills, training, experience, past jobs & performance Note any personal development which may be needed based on any assessed competence Allow for time & privacy

46. MANAGING THE APPRAISAL DISCUSSION INTRODUCTION Establish rapport State objectives of session Explain the process/procedure/approach you�ll take Keep the atmosphere positive & informal Start with the positives Evaluate performance not expectation Equality not superiority �We�ve done it that way for years, but I�d like to hear your ideas� (NAPPIES) Accepting not dogmatic �This is the solution I thought do you have any suggestions� (I�VE DECIDED) Descriptive not judgmental �That was a stupid thing to do� (WHAT CAUSED)Start with the positives Evaluate performance not expectation Equality not superiority �We�ve done it that way for years, but I�d like to hear your ideas� (NAPPIES) Accepting not dogmatic �This is the solution I thought do you have any suggestions� (I�VE DECIDED) Descriptive not judgmental �That was a stupid thing to do� (WHAT CAUSED)

47. MAIN BODY Encourage the employee to talk from the start Ask open questions to find out how they feel about the job Use probing & behavioural questions to find out facts about how they have performed over the period, to gain evidence Use reflective questions to encourage them to expand on their points Use summaries to keep the session on line, point out the progress made & the way ahead

48. INDIVIDUAL PERFORMANCE OBJECTIVES SPECIFIC MEASURABLE ACTION FOCUSSED REALISTIC TIMEBOUND ENCOURAGE DEVELOPMENT REGULARLY REVIEWED

49. FROM SERVICE OBJECTIVES TO INDIVIDUAL DEVELOPMENT Select a service objective Create a SMARTER objective for a team member Work out any support they might need to achieve this Specify any development methods which might assist

50. ENDING & FOLLOW UP Complete any forms & get the appraisee to sign them Review the success of the session Agree & diary date of next appraisal session & intervening review meetings Take any action you have agreed to take throughout the year

51. REVIEW Schedule & diary meetings throughout the appraisal year before the end of the appraisal session Without these, progress towards, & achievement of, targets will be missed They will allow targets to be changed in the light of developments Actions taken by appraiser & appraisee can be monitored All this should be recorded

52. 3. PERFORMANCE COACHING

53. THE COACHING EXPERIENCE�Take your seat� Work with a partner A stands up B instructs A how to take their seat from a standing position B uses a number of component parts rather than general instructions, such as �Sit down� You have three minutes Swop roles & repeat

54. �TAKE YOUR SEAT�De - brief Coachees : What was it like being instructed? How easy or difficult was it to take your seat & why? What would you have liked more of from the coach? What were your feelings? General comments : Positive & negative, from coach Positive & negative, from coachee

55. A PERSONAL COACHING SESSION The GROW model : Key principles Awareness & responsibility Skills Effective questioning & active listening Steps G oals � what do you want? R eality � what is happening now? O ptions � what could you do? W ill � what will you do? (from �Coaching for Performance�, John Whitmore, Nicholas Brearley Publishing, 1996)

56. ACTIVITY(Plenary) Think of something at work that you would personally like to be coached in Take questions from the GROW model & record on the proforma What actions will you commit to? How much are you committed to them : from 0 = low commitment to 10 = high commitment ?

57. PRINCIPLES & SKILLS What do you think the principles AWARENESS & RESPONSIBILITY might mean in the coaching context ? What might be involved in the skills EFFECTIVE QUESTIONING ACTIVE LISTENING ?

58. AWARENESS Helping the coachee focus on the reality of the situation as it is now Understanding their role, involvement & influence Enabling them to explore fully the relationship between a perceived understanding of the situation & the reality of what is happening How they might change their behaviour

59. RESPONSIBILITY Coachee finds solution Takes responsibility & ownership Leads to motivation Things that give us a buzz, or employ our unique talents, are not found difficult Coach needs only to prompt or offer support

60. EFFECTIVE QUESTIONING Framing questions to help the coachee think beyond the obvious & bland answer Drawing out the coachee Remaining on their agenda Helping them move forward with their own ideas Not hinting what the coach would like to hear Not suggesting what the coachee should do in the future

61. ACTIVE LISTENING At two levels: - the meaning/content of the words (WORDS) - the feelings carried by the spoken word (MUSIC) Undivided attention given to the coachee Maintain eye contact Close, but not threatening, physical presence Not invading personal space Not distant/distracted Hearing both words & music(hints at doubts, concerns, reservations)

62. USING THE GROW MODEL Coach, Coachee, Observer triads No role playing Each person thinks of a real life situation on which they would like coaching Select coach, coachee & observer for round one Coach works through the �GROW : Effective Questions� sheet with coachee Observer notes questions & reactions Coach, coachee, & observer complete a �Reflections� sheet Observer debriefs first the coachee, then the coach Plenary discussion Change around within the triad & repeat & again!

63. REFLECTIONS ON COACHING PRACTICE SESSIONS Coach How I felt What I thought went well What I learned about myself as a coach Coachee How I felt What I liked What I have taken away Observer My overall feelings about the coaching are� What I would like to offer the coach�

64. 4. RESOURCES

65. QUESTIONS THAT HELP

66. QUESTIONS THAT HELP OPEN QUESTIONS Cannot be answered yes or no Require opinion,feeling, explanation, experience Examples: �What is your opinion of�� �How do you feel about�� �What do you think caused��

67. Advantages: Demonstrates your interest in them Confirms you value their ideas & feelings Stimulates thought Helps you understand their needs Encourages dialogue not monologue

68. REFLECTIVE QUESTIONS Repeats a statement the other had made, as a question Requires good listening Important to select the most important aspect Example: Employee: �Our results would be better if we modified the procedures to take samples� Manager: �you seem to be saying that you definitely believe it possible to improve the results?�

69. Advantages: You are not evaluating what has been said-this can avoid arguments You confirm your understanding of what has been said They are encouraged to clarify & expand Encourages dialogue

70. PROBING QUESTIONS Solicit information about a particular point or issue Used to deepen communication Example: Manager: �If you are convinced the results can improve,what steps would you take & when would you take them?�

71. Advantages: Generate information in the areas of most interest to you Challenge the other to to explore ideas, defend statements, contribute suggestions Foster clear thinking Raises personal responsiblity

72. BEHAVIOURAL QUESTIONS Seek specific examples, from past experience, of a particular skill The other person can learn what you are looking for & give you much information Examples: �Tell me about a time when you�� �Give me a specific example of when you had to deal with a poorly performing team member � what did you do?� �Can you give me some examples of the kinds of decisions you have had to make on your own initiative?�

73. Advantages: Past performance is the best predictor of future behaviour You will get specific names, dates, numbers, times, locations�ie �real� evidence You will get beyond your preconceptions or first impressions of the employee

74. GUIDELINES FOR FEEDBACK

75. GUIDELINES FOR FEEDBACK Giving: Be sure of your motives Always own it Measure it Be descriptive & specific, not judgemental Focus on achievable change Give soon after performance

76. Negotiate understanding Try the sandwich: - positives first - negatives in the middle - end on a positive note Maintain their self esteem

77. GUIDELINES FOR FEEDBACK Receiving: Listen & acknowledge positive & negative feedback Don�t crumple! Recognise your strengths Look for opportunities to improve Maintain you self respect Act on justifiable criticism

78. CONSTRUCTIVE CRITICISM

79. CONSTRUCTIVE CRITICISM Confrontation causes anxiety Anxiety distorts: pussyfooting � not stating the problem clearly clobbering � too much negativity Middle road: tell the truth � based on firm evidence, but given with care

80. Focus on facts & behaviours rather than personalities & opinion Communicate facts clearly & honestly Clarify what you think the problem is Commit both of you to an agreed course of action to deal with the problem If you can�t take it, you can�t give it!

81. DEVELOPMENT PLANNING

82. WHAT THE PLAN SHOULD HAVE SMARTER development objectives Methods for their achievement

83. DEVELOPMENT METHODS Team Coaching 1: 1 Instruction Mentoring Placements Shadowing Secondments Delegated work Open & eLearning Project work Off the job courses

84. GETTING STARTED � Changes which are self attributed are maintained to a greater degree than those which are believed to be due to external causes� Goodwin It all starts with you & your desire to learn You must take a risk, a jump, a chance You need some SMARTER objectives You will need to assess yourself against these

85. You need supporters � friends, colleagues, networks You will need perseverance, gumption