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APPRAISAL & DEVELOPMENT
Achieving Success & Developing People
2005
PROGRAMME
1.PERFORMANCE MANAGEMENT :
- The Council Priorities 2004-7
- Defining performance management
- Why it fails
- Test your culture
- Making performance breakthroughs
2. APPRAISAL :
- What it’s about
- The Appraiser role
- The Appraisee role
- Preparation
- Managing the appraisal discussion
3. PERFORMANCE COACHING :
- The coaching experience
- A personal coaching session
- Principles & skills
- Using the GROW model
- Review
4. RESOURCES :
- Questions that help
- Guidelines for feedback
- Constructive criticism
- Development planning
1.PERFORMANCE MANAGEMENT
Bradford’s Corporate Priorities 2004-7
Enhancing opportunities for young people through education and life long learning.
Creating a more prosperous district. Developing more cohesive and safer communities. Improving waste management and the environment – cleaner. Delivering social care for vulnerable people. Transforming customer service, using e-government to the full.
PERFORMANCE :TWO MEANINGS
GETTING THE JOB DONE - Results/Objectives achieved - BUSINESS
HOW IT’S DONE - Competence demonstrated/developed - CAPACITY
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)
“… it’s about getting results. Getting the best from people and helping them realise their potential…..An approach to achieving a shared vision of the organisation. It’s concerned with teams and individuals realising their potential whilst recognising their role in contributing to the goals of the organisation.( Pam Jones, The Performance Management Pocketbook 1999)
‘PERFORMANCE BREAKTHROUGHS : IMPROVING PERFORMANCE IN PUBLIC SECTOR ORGANISATIONS’
2002 Audit Commission report based on their work in 12 organisations in local government, the health service & the emergency services
“ 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”
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
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
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
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?
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
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?
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?
TESTING YOUR HIGH PERFORMANCE CULTURE : QUIZ
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
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
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
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?”
3. TAKE ACTION ON WHAT MATTERS
It’s only possible sustain focus on a limited number of issues
Focus on priorities & do somethingGet the right people involved : clarify top
priorities by talking to local peoplePut resources behind what matters
most : allocate & re allocate
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!
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
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
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
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
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
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
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
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
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
2.APPRAISAL
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
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
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
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
Diagnose staff strengths & development needs Formulate & agree a development plan Coach staff on how to achieve performance
objectives Monitor staff performance & give feedback
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
THE APPRAISAL PROCESS
PREPARATION
Give adequate notice Consider performance: -what were last year’s objectives? -what supporting facts are there? -what affected appraisee performance
(internal/external factors)
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
MANAGING THE APPRAISAL DISCUSSION
INTRODUCTIONEstablish rapportState objectives of sessionExplain the process/procedure/approach you’ll take Keep the atmosphere positive & informal
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
INDIVIDUAL PERFORMANCE OBJECTIVES SSPECIFIC MMEASURABLE AACTION FOCUSSED RREALISTIC TTIMEBOUND EENCOURAGE DEVELOPMENT RREGULARLY REVIEWED
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
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
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
3. PERFORMANCE COACHING
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
‘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
A PERSONAL COACHING SESSIONThe GROW model :Key principles Awareness & responsibilitySkills 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)
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 ?
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 ?
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
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
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
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)
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!
REFLECTIONS ON COACHING PRACTICE SESSIONS
CoachHow I felt
What I thought went well
What I learned about myself as a coach
CoacheeHow I felt
What I liked
What I have taken away
ObserverMy overall feelings about the coaching are…
What I would like to offer the coach…
4. RESOURCES
QUESTIONS THAT HELP
QUESTIONS THAT HELP
OPEN QUESTIONS Cannot be answered yes or no Require opinion,feeling, explanation,
experienceExamples:“What is your opinion of…”“How do you feel about…”“What do you think caused…”
Advantages: Demonstrates your interest in them Confirms you value their ideas & feelings Stimulates thought Helps you understand their needs Encourages dialogue not monologue
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?”
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
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?”
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
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 informationExamples:“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?”
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
GUIDELINES FOR FEEDBACK
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
Negotiate understanding Try the sandwich:
- positives first
- negatives in the middle
- end on a positive note Maintain their self esteem
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
CONSTRUCTIVE CRITICISM
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
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!
DEVELOPMENT PLANNING
WHAT THE PLAN SHOULD HAVE
SMARTER development objectivesMethods for their achievement
DEVELOPMENT METHODS
Team Coaching 1: 1 Instruction
Mentoring Placements
Shadowing Secondments
Delegated work Open & eLearning
Project work Off the job courses
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
You need supporters – friends, colleagues, networks
You will need perseverance, gumption