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Managing staff performance

Managing staff performance. Sue Duraikan and Jo Patrickson. University of Cambridge. Objectives. Understand your responsibilities in managing and sustaining effective performance Have an overview of University policies on induction, probation and capability

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Managing staff performance

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  1. Managing staff performance Sue Duraikanand Jo Patrickson University of Cambridge

  2. Objectives • Understand your responsibilities in managing • and sustaining effective performance • Have an overview of University policies on induction, • probation and capability • Know how and why to set objectives and standards • Give feedback constructively • Flex your management style to support individuals • Use delegation and coaching to motivate and develop staff

  3. Employee Lifecycle 1 Induction Probation Extend Confirm Terminate

  4. Employee Lifecycle 2

  5. Jan • 19 years old • Joining next week • First full time role • Not native English speaker

  6. Carmen • 25 years old • Joined 3 months ago • Brilliant at IT • Quiet and reserved

  7. Jenny • Joined 5 years ago • Good performer • Resistant to change • Can snap easily

  8. Boris • Joined 13 years ago • ‘Safe pair of hands’ • Takes ownership • Tends to take on too much

  9. Induction….

  10. INDUCTION

  11. Induction - Aims To integrate new employees effectively into/across Institute/Department/Organisation: • Gives understanding of the University and its policies and procedures as well as specific Department / Faculty / Institution they are working in. • Ensures greater understanding of the role • Enables them to demonstrate skills and abilities – helping ensure suitability to the role • Helps build first good impression.

  12. Induction - Benefits • New employees integrated into the workplace quickly = increased effectiveness • Builds positive relationships • Establishes communication channels • Provides clarity of expectations – increases levels of competency and security • New employees feel valued & supported • Increases job satisfaction • Research shows tailor-made induction programmes increase retention • Promotes the Department / Faculty / Institution / University in a positive light – reputational impact

  13. Induction What it should include: • Introductions to colleagues/workplace • Formal responsibilities of the job & standards required • Practical issues including health and safety • Line management, support and monitoring • Training • Potentially assigning a mentor • General University induction event

  14. Induction – Who is responsible? • Head of Institution • Actual responsibility delegated to the Departmental Administrator / Principal Investigator / Line Manager / Supervisor / Team Leader. • Ensure regular progress meetings / discussions are scheduled.

  15. Induction – Guidance/Documentation • HR Induction weblink: http://www.induction.admin.cam.ac.uk/ HR22 - Induction Planning Checklist – for those responsible for induction to use: http://www.hr.admin.cam.ac.uk/files/hr22_induction_planning_checklist.doc HR24 - Employee Induction Checklist – for the new employee to use http://www.hr.admin.cam.ac.uk/files/hr24_employee_induction_checklist_2.doc Checklists contain weblinks for training and development (PPD) & online training (Equality and Diversity, Induction and Health and Safety)

  16. PROBATION

  17. Probation – not just an easy option!

  18. Probation • Heads of Institutions responsible for ensuring probation periods are carried out/monitored. Line managers/supervisors usually have delegated responsibility. • Formal Arrangement with review meetings at appropriate intervals, completed documentation and CHRIS updated. • Aim is to assess and review employee’s performance, capability, and suitability for the role. • Purpose is twofold – identify progress and steps taken to resolve any difficulties

  19. Probation • Review meetings should be constructive, helpful and positive • Opportunity to provide immediate feedback • Reviews must be documented • Unsatisfactory performance – outline specific concerns, improvements needed, how these will be achieved • Final Review – May be accompanied by trade union representative or work colleague • Full employment rights – two years’ continuous service • Still important for those transferring roles within the University

  20. Outcomes at end of probation • Satisfactory completion • Extension: • Should only be used in exceptional circumstances • Intention is to bring employee’s performance up to standard where probation can be confirmed Two possible outcomes after an extension: • Progress Reviews satisfactory probation can be confirmed • Progress Reviews unsatisfactory Head of Institution must make a recommendation/decision that employment be terminated.

  21. Outcomes at end of probation • Termination • If an employee’s performance is clearly unsatisfactory, probation may be curtailed to enable early termination – always consult HR well in advance • Formal review meeting must be held as appropriate; employee must be given right to be accompanied • Right of appeal Full details of policy/procedure on HR website: http://www.admin.cam.ac.uk/cam-only/offices/hr/probation/ ----------------------------------------------------------------------------------------------- N.B. Current probation policy is under review. General principles unchanged, although length of probation periods will be changing. There will be more guidance on managing probation.

  22. Managing Performance after the probation • In the event performance concerns arise following the completion of the probation procedure these may need to be addressed through the Capability policy - http://www.admin.cam.ac.uk/offices/hr/policy/capability/ • Manager's responsibility to identify underperformance and to seek to address this at the earliest opportunity. • Supportive process that enables manager to deal with performance concerns in a fair and consistent way. • Need to treat all capability issues with care and sensitivity and to identify and (where appropriate) address the underlying causes. • Guidance from HR should be sought at the earliest opportunity.

  23. SMART goals • Specific • Measurable • Achievable • Relevant • Time-limited

  24. Why give feedback? Staff need it so they… • Are motivated • Keep on track • Know what’s acceptable … or not! • Learn how to do things differently/better You need to give it in order to… • Maintain morale • Clarify and reinforce standards • Improve performance • Show you’re in touch • Avoid recrimination • Nip problems in the bud

  25. What is effective feedback? • Regular • Timely • Specific • Positive/negative but always constructive • Honest • Private/public • Face-to-face/in writing

  26. Negative feedback • Clarify what you expected • Explainhow it looks to you • Discuss • Agree an action plan • Review

  27. Conversations are rarely linear!

  28. Causes of poor performance • Capability • Commitment • Communication • Change • Conflict • Organisation • Other (health, external factors)

  29. CAPABILITY

  30. Capability Policy • Introduced July 2013 • Applies to all University employees with contract of employment except for University Officers whose procedures are contained in Statutes & Ordinances • Provides framework for managing underperformance fairly and consistently • Emphasis on supporting employees – helping them to identify potential causes of underperformance • Helps decide what practical steps can be taken to improve performance, ie. training, coaching, mentoring etc • Helps consider whether there are mitigating factors • Policy supplemented by detailed guidance document & toolkit • http://www.admin.cam.ac.uk/offices/hr/policy/capability/

  31. Flexible management styles High ASK Based on Hersey and Blanchard’s Situational Leadership model Low TELL High

  32. Flexible delegation No problem. That’s a quick job. Could you update the Excel spreadsheets for Project Z by Friday? Carmen I’ll stay and do that tonight. I’m not great with Excel. It could take a while. Excel! Oh help! Project Z? What on earth…? Yeah. Whatever. Jenny Boris Jan

  33. How do people learn their jobs? M Morgan McCall, Robert Eichinger, Michael Lombardo, Center for Creative Leadership, North Carolina

  34. What is coaching? ‘Unlocking a person’s potential to maximise their own performance. It is helping them to learn rather than teaching them.’ Timothy Gallwey, The Inner Game ‘A manager’s job is simple – to get the job done and grow your staff. Time and cost pressures limit the latter. Coaching is one process with both effects. Sir John Whitmore, Coaching for Success

  35. GROW Model of Coaching Sir John Whitmore

  36. Why does it matter?

  37. Why does it matter? ‘Put simply, employees leave managers, not companies.’ Graeme Buckingham, Gallup Organisation ‘…management skills have a direct impact on effective employee engagement.’ Department for Business, Innovation and Skills, 2012

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