Participating in Performance Dialogue

Information Session for M-level Staff Members

Appraising performance

Planning for performance

Managing & coaching for performance

www.mcgill.ca/hr/dialogue

Participating in Performance Dialogue

www.mcgill.ca/hr/dialogue

Appraising performance

Planning for performance

Managing & coaching for performance

2nd edition, June 2004Department of Human Resources

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Welcome to…

Participating in Performance Dialogue

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Welcome to the Information Session…

Provide you with information and the necessary tools to take an ACTIVE role in the Performance Dialogue process.

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Objectives for Today

In the session, staff members will: understand the goals of Performance Dialogue at

McGill; become familiar with the different steps of the

Performance Dialogue process and tools; learn to formulate measurable objectives in line

with department objectives; learn and apply a structured process for

documenting progress.

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Introductions

My name

My faculty/unit

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Workshop Agenda

8:30 – 8:458:45 – 9:159:15 – 10:00

10:00 – 10:1510:15 – 11:00

11:00 – 11:45

11:45 – 12:05

12:05 – 12:15

Session openingActivity: Getting at the IssuesPerformance Dialogue, Process and Self-assessmentCoffee BreakPhase 1 – Planning for Performance: Getting a Head StartPhase 2 – Managing and Coaching for Performance: Staying on TrackPhase 3 – Appraising Performance: No-surprises AppraisalConclusion

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Ground Rules for Learning

Participate fully

Share ideas and experience

Respect others’ opinions

Have fun

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Activity: Getting at the Issues

Time: 30 minutesPurpose:

Identify and share perceptions of what it takes to make performance appraisal process to work.

Steps to follow:In small groups (3 or 4 per group)

• Using coloured markers, illustrate with keywords, symbols, pictograms

– What can go wrong in a performance appraisal process? – What contributes to a successful performance appraisal

process?

After the small group discussion• Visit other flipcharts and add anymore ideas that come to

mind

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Activity: Getting at the Issues (Cont’d)

Activity Debriefing:

• What are the similarities/differences?

• What are the factors that contribute to making performance appraisal processes a success?

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What I Want to Get Out of This Session

… one thing I would like to learn about Performance Dialogue

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Building the Right Foundations for Performance Dialogue

Clear link between faculty/department and individual objectives

Ongoing process supported by feedback and coaching Foundation for training and development succession/

career planning Merit is only one among multiple uses Management tool aligned with business strategy and

owned by supervisors

Performance Dialogue

Performance Dialogue Overview

Appraising performance

Planning for performance

Managing & coaching for performance

University Mission

Objectives of Principal and Vice Principal

Faculty/Department Objectives

Individual/Team/Organizational Performance

Appraisal of individual contribution

Identification of training and development needs

University objectivesIndividual objectivesDevelopment plans

Communication of major changes

Adjustments and mutual feedback on results

CoachingInformal follow-upsReview discussions

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Performance Dialogue Overview (Cont’d)

POSITIVEWORK

CLIMATE

Clear Expectations Clarify roles Set objectives

Feedback Motivational Corrective

Results Competency Recognition and rewards Staff development

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Roles and ResponsibilitiesPlanning for Performance

What are your responsibilities? What are your supervisor’s responsibilities?

Planning for performance

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Roles and ResponsibilitiesManaging and Coaching for Performance

What are your responsibilities? What are your supervisor’s responsibilities?

Managing & coaching for performance

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Roles and ResponsibilitiesAppraising Performance

What are your responsibilities? What are your supervisor’s responsibilities?

Appraising performance

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Continuous Performance Appraisal

… What’s in it for you?… For supervisors?… For the University?

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Effective Performance Dialogue Behaviours

Self-assessment

Time: 15 minutesPurpose:

Establish strengths and areas for development related to Performance Dialogue skills

Steps to follow:Individual exercise (10 minutes)

• Complete and score the Self-assessment Tool• Identify one or two aspects you would like to develop

With a partner (5 minutes)• Share your areas for self-development with your partner

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Effective Performance Dialogue Behaviours Self-assessment (Cont’d)

For each question, insert the appropriate number reflecting your response on the 1 to 7 scale (1 = never – 4 = sometimes – 7 = always)

Add the responses across each line

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Performance Dialogue – Phase 1

“Getting a head start”

Planning for performance

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Why Is It Important to Have Objectives?

To give each staff member a sense that his/her contribution makes a difference

To promote ongoing communication between supervisor and staff member

To clarify expectations

To provide a clear direction

To reinforce pride and self-esteem

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Cascading Objectives

Faculty/Department Objectives

Faculty/Department Objectives

University MissionUniversity Mission

Principal’s and Vice Principals’

Objectives

Principal’s and Vice Principals’

Objectives

Your ObjectivesYour Objectives

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Cascading Objectives (specific example)

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OBJECTIVES for the next reference period:(3 - 6 objectives is appropriate)

Objectives related to the on-going service of the department:

Objectives related to projects (if applicable):

Planning For Performance

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TRAINING & DEVELOPMENT ACTION PLAN to enhance performance (including self-development such as relevant reading, courses and temporary assignments).

Specify the skills/knowledge to be developed:

Proposed action plan (immediate and medium term):

Planning For Performance

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PLANNING FOR PERFORMANCE SUPERVISORSTAFF

MEMBER

Review the University’s mission and global objectives, and the unit/department’s priorities & objectives.

X X

Meet to set the objectives. X X

Complete the relevant section of the Performance Dialogue form.

X X

Roles and Responsibilities

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Specific Vague & too many objectives

Measurable Lack of performance criteria

Achievable Too easy or too difficult

Relevant & Realistic Not linked to department priorities or resources not available

Time-bound No deadlines

Discussed Imposed by manager

Action-plan No follow-up

On the Road to Success...

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How SMART Is This Objective?

Financial support: Administer the financial operations of the unit within

budget constraints.Smart version: For November 1st, develop and start providing

monthly status report of the unit’s financial operations, based on the agreement with the Director. Monitor the gap between the budget and the year-to-date revenues and expenditures, while providing suggestions to improve the unit’s financial management.

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Position: Winger Score 30 goals during the 20XX season

Attend 100% of team practices for the 2000-2001 season

Develop and thoroughly apply my personal training plan

Lead 90% of the five-player attacks during official games

ActivitiesObjectiveResponsibility

For a Hockey Player

The Trap of Setting a List of Activities

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Position’s Key Roles and

Responsibilities

Position’s Key Roles and

Responsibilities

Planning Individual Objectives

Individual Objectives

(3 to 6)

Individual Objectives

(3 to 6)

Performance Indicators

Performance Indicators

Action Plans

Action Plans

What am I responsible for?

In my role, how can I contribute to the department’s success

How do I measure my results?

What do I need to do to reach my objectives?

Supervisor’s Objectives and Action Plans

Supervisor’s Objectives and Action Plans

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Tips for Formulating Result-oriented Objectives

1. Refer to one of your key roles and responsibilities2. Based on the University’s strategic plan and department’s

objectives/priorities, ask yourself the following questions: How can I best contribute to the University’s success? What critical result am I expected to produce this year in

this area of responsibility? Does this result represent a challenge for me?

3. Avoid verbs such as ensure, follow, support, collaborate

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4. Formulate your objective by beginning your statement with:

“an action verb in the infinitive” which describes what you must do to obtain the result (ex.: to produce, to develop…);

“that” in expressing the result / deliverable to be reached (ex.: that all analyses be completed);

“a verb in the perfect infinitive” which makes it possible to express something as if it had already been done (ex.: to have sold by x, to have reduced errors…)

5. Use only one verb6. Specify the deadline or provide the notion of a time-frame

(ex.: over the next 12 months)

Tips for Formulating Result-oriented Objectives (Cont’d)

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Defining Individual Objectives Exercise: Poorly Formulated Objectives

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Defining Individual Objectives Exercise: Poorly Formulated Objectives

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What is a performance indicator?

An index for: measuring the degree of achievement of the

objective

observing the result obtained

We measure what we can

improve

Defining Performance Indicators

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A good performance indicator…

is for measuring what is important and refers to tangible and accessible information

Examples: student enrolment

(international) productivity and efficiency

(quantity, volume) quality (reliability, accuracy) respect of standards,

procedures and rules clients’ satisfaction rate

quality of process, service cost reduction profit respect of budget respect of deadlines students’ satisfaction rate

Defining Performance Indicators

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Area Personnel Officer/Representative

Defining Performance IndicatorsExample

Individual ObjectiveMain Responsibility Performance Indicators

Management of HR Processes

Having implemented Performance Dialogue process at McGill according to established deadlines and action plan

Respect of deadlines

Quality of the implementation Clarity and frequency of

communications at all levels

Respect of needs expressed (ex.: training schedule)

Training evaluation satisfaction levels

Number of Performance Dialogue forms completed and submitted

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TIPS to establish an action plan:Ask yourself these questions…

Establishing Action Plans

What activities should I start with?

What activities will help me to reach my performance indicators?

What are the obstacles that may be in my way? What activities or strategies will help me to face them better?

Who will influence the realisation of my objective the most? What can these persons do to help?

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Action PlanExample

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Phase 1: Planning for Performance Getting a Head Start

Preparing my SMART objectives Discussing and agreeing on objectives with my

supervisor Developing your action plans Completing the performance dialogue form

Keys for success

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Performance Dialogue – Phase 2

“Staying on track”

Managing & coaching for performance

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Managing and Coaching for Performance

What’s in it for you?

Managing & coaching for performance

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Roles and Responsibilities

MANAGING & COACHING FOR PERFORMANCE

SUPERVISORSTAFF

MEMBER

Give & receive timely feedback X X

Exchange ideas: identify the gaps and agree on specific actions to achieve results

X X

Review progress in terms of achievement of the objectives.

X X

Plan development X X

Keep track of successes, difficulties, improvements.

X X

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Managing and Coaching for Performance Means…

Documenting your progress Preparing for review discussions Asking for regular feedback and coaching

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Case Study Exercise Staying on Track

Time: 35 minutesPurpose:

Practice using a structured process to document performance

Steps to follow:In small groups (3 or 4 per group – 25 minutes)

• Read the case study scenario • Use the Staying on Track checklist to analyse the case study

information and determine your approach• Prepare to share your approach with other groups

Plenary discussion (10 minutes)• Present your ideas to the group

Documenting your Progress Staying on Track Checklist

Have you reviewed your individual objectives and performance indicators?

Have you collected data about your progress toward objectives?

Which sources of information will you use to document progress on objectives?

Have you asked for or received feedback on your performance?

Have you assessed if performance is on track or off track?

Can you provide specific examples to illustrate if your performance is on track, off track?

Have you identified specific roadblocks or obstacles to achieving your objectives?

Did specific external events affect your performance?

Have you determined your strengths and areas for improvement?

Have you considered how you can improve on results?

Have you asked appropriate key resources to provide you with feedback related to your individual objectives?

Has your supervisor planned a review discussion with you?

Have you anticipated possible reaction?

Actions

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Phase 2: Managing and Coaching for Performance – Staying on Track

Being well documented on your progress Recognizing progress Accepting limits on making improvement action

plans Asking for and integrating feedback

Keys for success

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Asking/Receiving Feedback Without Getting Defensive

Tell the person what you want to have feedback about Listen, avoid interrupting Re-phrase what you think the person has said Check your understanding Ask for more information Ask for suggestions for improvement Ask for feedback in a timely manner Take action accordingly

 Feedback is like a gift – sometimes you don’t care for the wrapping!

Tips

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Phase 3: Appraising Performance

“No-surprises appraisal”

Appraising performance

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Why Are Performance Appraisals Dreaded So Much?

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Appraising Performance is About…

Taking stock Measuring overall contribution Continued dialogue and communication Having a “no-surprises” discussion Planning for growth and development Increasing commitment

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APPRAISING PERFORMANCE SUPERVISORSTAFF

MEMBER

Compile the factual observations collected during the reference period.

X X

Analyze the performance, identify training and development needs and prepare for the meeting.

X X

Discuss and agree on the appraisal and the content of the performance dialogue form.

X X

Roles and Responsibilities

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PERFORMANCE and special ACHIEVEMENTS (during the reference period ending):

Contribution to the on-going service or objectives of the department:

Contribution to projects (if applicable):

Reasons why objectives were not met (within and outside the person’s control):

Review of training and development activities:

Appraising Performance

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STRENGTHS & AREAS FOR IMPROVEMENT(which support or hinder performance)

Demonstrated skills:

Areas for improvement:

Development needs:

Readiness for additional or different responsibilities (specify potential examples):

Appraising Performance

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TRAINING & DEVELOPMENT ACTION PLAN to enhance performance (including self-development such as relevant reading, courses and temporary assignments).

Specify the skills/knowledge to be developed:

Proposed action plan (immediate and medium term):

Appraising Performance

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Building a Development Plan

Identify individual/ development needs

Identify with staff member the development needs

Develop with staff members a development plan

Provide developmental opportunities

Follow up on execution

Know skills/knowledge associated with his job role

Conduct self-evaluation & discuss with manager/ supervisor

Be receptive to manager’s feedback

Take advantage of development opportunities

Be committed to his/her own development

SUPERVISOR’S ROLE STAFF MEMBER’S ROLE

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Types of Learning Activities

Readings Courses & workshop Conferences On-the-job-assignment

(provides with valuable hand-on experience)

Web-based learning tools Mentoring

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Conclusion

Back to Work... Getting Started: Review department objectives Review your role profile and identify critical

responsibilities Draft objectives for discussion with your

supervisor and direct reports Prepare to meet with your supervisor

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Personal Action Plan

What do you need to add to your personal action plan?

How will you follow through on your personal commitment to develop your skills?

How will you remind yourself to discuss your progress with your partner?

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Conclusion

What have I got out of this session?

What will I do tomorrow about Performance Dialogue?