Secrets of Great Managers

Using Feedback to Grow Great Employees

Developed For

2012 Oregon/Washington MGMA Annual Meeting

May 30 – June 2, 2012

By

Rochelle Crollard, SPHR and Beth Hannley, MA, EMBA

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Secrets of Great Managers

Using Feedback to Grow Great Employees

Great managers love to give performance feedback! That’s good because employee development is one of

the manager’s most important tasks. Growing employees requires frequent, clear and credible feedback, as

well as an annual evaluation and performance plan.

The instinct to coach others towards success is a core talent of great managers – and watching the

development of others gives them great pleasure. Great managers know that meaningful feedback is the

key to growing great performers.

How do they do this? They encourage the employee’s own intrinsic drive to master key skills and

knowledge. Great managers use high impact routines that are simple, frequent, focused on results and self-

monitoring as well as essential components of a successful performance management program. Every

employee – whether a high, middle or low performer- benefits by receiving frequent feedback, as well as an

annual evaluation and performance plan.

Recognition is one of the most powerful tools to enhance performance. The key is to give recognition that is

meaningful for the employee. Recognition is more meaningful if it is delivered soon after the event, is

specific, sincere, personal and stated in positive terms.

It’s equally important to give corrective feedback well. Most employees will accept corrective feedback, and

will make changes to improve performance and relationships. However, some employees fail to make the

change or to sustain changes and thus require formal discipline to help them regain focus. It’s essential to

document disciplinary discussions so that there is a clear record of the conversation and the employee’s

opportunity to change.

In this session, you will learn high impact routines that are simple, frequent, focused on results and self-

monitoring as well as essential components of a successful performance management program. You will

enhance skills in assessing performance, providing clear and effective feedback, based on observed

behaviors. We’ll practice four components of meaningful recognition.

After successfully completing this workshop, you will be able to: Describe the secrets of growing great employees

Use three simple, frequent high impact management practices that build great employees

Give recognition and praise that is meaningful and memorable.

Provide corrective feedback that is clear and specific, positive and constructive.

Apply tips for addressing performance issues with really difficult employees.

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The Everett Clinic’s Performance Management Process is a continuous process that has been developed to meet our goals of increasing clarity about our job expectations and providing feedback throughout the year on an employee’s performance. Receiving feedback is an integral part of how we learn, grow and be successful in our jobs.

Great managers are committed to their employees’ success, so they actively manage performance by setting clear goals and expectations and giving regular and ongoing feedback. We know that employees value feedback and we make it an expectation that they will be open to receiving feedback so they can learn and grow.

SETTING EXPECTATIONS & GOALS – Clear expectations ensure that employees know what you want them to do. Expectations go beyond the basic job description. Expectations also include behavioral competencies, those that are specific to the job, performance goals and development plans.

ASSESSING PERFORMANCE – Monitoring and assessing performance is essential to giving useful feedback. Before you can talk with an employee about his/her performance, you have to be clear in your own mind about your assessment of that performance. Compare the person’s performance in relation to the stated expectations and goals. Data sources include observation, peer feedback, examples of work, self-evaluation, customer responses, chart audits, etc. Make sure your ratings clearly distinguish between excellent, acceptable and unacceptable performance. It’s a judgment call based on observation, input from others and data.

COACHING & PROVIDING ONGOING FEEDBACK – Frequent feedback, both formal and informal, is important because it lets employees know how they’re doing. Great managers provide employees with ongoing feedback on what the employee is doing well, progress toward achieving goals, and address any performance concerns, as necessary, throughout the year. Both recognition and corrective feedback are accountability discussions.

THE PERFORMANCE REVIEW – The annual performance appraisal is an opportunity to summarize employee performance to job-specific and Clinic-wide performance expectations and achievement of annual goals. It’s also a time to set goals for the coming year and to coach and clarify expectations. The employee’s view on their performance is an important part of the review process. Employees are asked to complete a self-evaluation prior to the appraisal meeting with their supervisor or manager. The performance appraisal is also an opportunity to discuss and agree on future performance goals and plans with your manager. The annual performance review serves as formal documentation of the employee’s performance and can be used for employment decisions such as transfers, promotions or any disciplinary actions. The mid-year check-in is an opportunity to give feedback to the employee on their performance for the first six months, providing coaching to make corrections and recognition for performance that meets or exceeds expectations.

INDIVIDUAL DEVELOPMENT PLAN – Development plans are created that help employees improve their current performance, further develop their skills and achieve their performance and career goals.

TEC Performance Management Process

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High Impact Performance Routines

How do great managers develop their staff? The Gallup Organization studied the best practices of the best managers in many industries. Each of them focused on staff development as a primary area of responsibility and as a means to achieving group and organizational goals. They did this despite the competing pressures and problems that arise in every day’s operations. How?

The secret is that they follow simple, frequent routines that result in higher performance despite day-to-day pressures of getting the actual work done. The routines, of meetings and conversations serves to keep focused on the progress of each persona’s performance, while dealing with the many other demands of the business.

While each manager’s routine reflected personal and situational style, they all shared four characteristics.

First, the routine was simple. Great managers don’t want to waste a lot of time developing complicated checklists or systems for staff development. Instead, they prefer a simple format that allows them to concentrate on the important work of what to say to each employee and how to say it.

Second, the routine involves frequent interaction between employee and manager. Rather than waiting for the annual evaluation to set goals and give feedback, great managers schedule routine, short focused sessions with employees to review progress and reset goals. These meetings may happen more frequently, but are invariably at least once a quarter.

Third, the routine is focused on the future. Great managers don’t spend as much time reviewing past performance as they do in focusing on future performance. The past is used as a tool for feedback and learning, to reinforce skills and concepts to bring forward into future performance.

Fourth, the routine asks the employee to do self-tracking of his/her own performance. This has the advantage of reinforcing learning and commitment on the part of the employee at the same time, relieving the manager of the task of documenting the meeting. The records are produced by the employee.

Finally, truly great managers, put extra emphasis on top performers, in recognition of the higher return on investment that will yield as a result of this increased attention Manager time is precious; use it to the best effect.

Simple, Frequent, High Return Practices

Rounding – this is an intentional practice designed to help your staff notice what’s working well, make sure they have the tools they need to do their job, and give recognition to one another for good work. (Daily or weekly)

Performance management meetings – amazingly efficient way to help high performers set action goals, identify learning objectives and build relationships. (Quarterly, 20 minute meeting). There are two parts to this meeting: a focused review of the past quarter and a plan for the next three months.

1. What have you achieved? 2. What have you learned? 3. What relationships or partnerships have you built or enhanced?

Strengths Interview – a great way to quickly learn the strengths of new employees, to establish a positive working relationship and to understand their goals for personal and professional development. (Within the first three months after hire; can be tailored to use with current employees as part of the annual review).

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Meaningful feedback improves performance

Giving feedback effectively and frequently is an essential practice of managers and supervisors. Giving and receiving feedback is an important part of the Leader-Team Member relationship. It’s a process that both parties understand and value.

Feedback is information about a process or behavior, so that the individual receiving the feedback can sustain or improve performance. It’s information, not criticism.

Change is the only constant in healthcare. It’s an environment that requires continuous learning and growth – and the ability to give and receive feedback. Many people feel somewhat uncomfortable giving feedback because of its negative connotations. So, it’s important to recognize that feedback is simply information about a process or behavior.

It is best practice for the Supervisor to begin giving feedback as part of the initial training period, and to continue this in regular performance coaching sessions throughout the employee’s career. If you’re uncomfortable about giving feedback, start with praise and recognition. After giving positive feedback, you’ll feel more at ease in giving corrective comments.

Giving Positive Feedback

Positive feedback can be given any time, either in public or private. Positive feedback is where we praise a desired attitude, behavior or performance. The effect of positive feedback is that the person is encouraged to repeat this behavior and is also motivated to improve. It also builds self confidence and self esteem in the Team Member.

The reverse is also true! Lack of positive feedback is discouraging, de-motivating and will lead to a poor performance level. The employee gets the impression that no one cares whether they do well or not, and that their work has no value!

Giving Constructive Feedback

The other type of feedback is Constructive Feedback, or Corrective Feedback. Again, this is essential to performance and motivation. Don’t think in terms of NEGATIVE feedback as this is not a useful thought. The aim is not to point out the negative or the bad. If you do this, you will find that the person does not improve. You will find yourself saying the same things over and over again.

Giving constructive feedback is about identifying an area for improvement and working out solutions to improve or correct the situation. Giving constructive feedback is about persuading the other person to change his or her behavior. If you do this well, you will see the desired result.

Feedback is information

that helps us grow,

improve performance and

solve problems.

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Recognition and Reward

Recognition is one of the most powerful tools in a supervisor’s tool kit. Every employee wants to know that the boss is satisfied with the job he or she is doing. Even long-term employees respond well to meaningful praise and recognition.

What makes praise meaningful? It’s true that everybody’s different, that some folks are self-motivating, while others look to others for approval. Still, even the most self-motivated individuals like to know that someone has noticed a job well done.

Give recognition ASAP. According to Bob Nelson, the Guru of Thank You, you can make praise meaningful by giving recognition ASAP!

As Soon Timing is everything; don’t delay praise.

As Sincere People can tell you’re your appreciation is real and when it’s not.

As Specific Avoid generalities; be specific about the behavior you saw.

As Personal Whenever possible, give your praise in person. If the employee isn’t around, send an email or write a quick note of thanks.

As Positive Use positive words; don’t undercut praise with a note of criticism.

As Proactive Praise progress towards goals. Don’t wait for perfection.

Nature hates a vacuum. In the absence of positive feedback from a supervisor, most people will make up their own story. It might be right. It might be wrong. More often than not, the story people tell themselves is negative. Without positive feedback, most people will assume they’re not doing as good a job as others, that the boss doesn’t like them. Unconsciously, they might act out so that they receive some attention, even if it’s negative. It’s too bad because a few words can make a big difference.

Hard to believe, but many people have never learned to give positive recognition. Yet, positive feedback is one of the most powerful tools in a supervisor’s tool kit. Effective discipline involves the use of positive as well as corrective feedback.

FOUR COMPONENTS OF MEANINGFUL RECOGNITION

According to Bob Nelson, there are four components of effective feedback.

1. Observation “I saw what you did.” 2. Appreciation “I appreciate it.” 3. Value “It’s important because……” 4. Emotion “Here’s how it makes me feel.”

Skip any one of these steps and the feedback doesn’t seem quite so real. Follow the ASAP Principles and use these four components, and your employees will truly know that you appreciate and value what they do.

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Confronting Poor Performance

A caring manager confronts poor performance early because they care about the person succeeding. They make the time to observe each member of their team in high frequency, high customer contact activities. They feel comfortable in addressing poor performance rather than allowing their employees to languish in mediocrity. If the employee is unable or unwilling to make the necessary change, effective managers will counsel him or her out of the organization.

MEANINGFUL CORRECTIVE FEEDBACK

Corrective Feedback that is meaningful includes the same components as recognition. The best managers

engage the employee by asking for their view of the situation and ways to solve the problem.

1. Observation “I saw what you did.” 2. Concern “I’m concerned …..” 3. Value “It’s important because……” 4. Emotion “Here’s how it makes me feel.”

HOWEVER, SOME EMPLOYEES NEED ADDITIONAL HELP.

Any of these sound familiar? Tardiness, messy work space, extended breaks

and lunches, personal calls, not playing nice, lack of follow through. Such is the

stuff that managers' headaches are made of. You can take two aspirin and hope

it’s better in the morning, but a change in work habits is unlikely without

intervention.

So, why don’t we address performance issues as soon as they appear? Low

performers are masters of blame and diversions. Their expertise in tactical

defense is the reason why supervisor are sometimes reluctant to address poor

performance.

Your team's morale and poor work habits impact employee performance,

customer satisfaction, profitability, and retention. Yet, as managers we are reluctant to deal with "minor"

incidents, believing that it's not worth the trouble or that change is unlikely. Also, addressing performance issues

is sometimes difficult or uncomfortable and not on our list of "favorite things I like to do." The truth is that

dealing effectively with minor infractions can have major results.

In fact, ignore poor performers and you run the risk of losing your highly engaged employees. They have the

most opportunities to go elsewhere and failure to act on performance issues is one of the few things that will

drive them out. And, poor performance always, always drags down business results, teamwork and customer

satisfaction.

“Until low performers are moved up or out, an organization will never move beyond

short term gains.” – Quint Studer,

Results That Last .

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DEALING WITH REALLY DIFFICULT EMPLOYEES

All managers have to confront poor performance or poor behavior. It’s part of the job. Over time, we

become more skilled in dealing with most situations. We have a conversation (or two) with the employee and

his or her performance improves. Recognition and praise help to solidify the desired behavior and the

group’s overall performance and morale rise.

BASIC STEPS IN CONFRONTING PERFORMANCE ISSUES

1. Describe your concern clearly and specifically.

2. Describe the impact of the performance problem.

3. Ask the employee how he/she sees the issue.

4. Ask the employee to identify a solution.

5. Agree on plan.

6. Get commitment and set up date for review.

For most employees, this intervention is sufficient to help them make the desired change. High performers

are self-correcting for the most part and appreciate the leader’s feedback. Middle performers improve

performance with coaching and feedback.

Low performers – now that’s a different story. Low performers are masters of deflection, blame, denial.

They can go from irritating to irate in sixty seconds or less. And, they often have far more experience in

feedback sessions than does the manager. They’ve become highly skilled in disputing your feedback, arguing

points, refusing responsibility. They may even make you feel guilty for bringing the issue up with them. How

dare you!

Leaders everywhere freely talk about the frustration they feel in dealing with a small number of staff

members who are not performing according to expectations or standards – and have no desire to change. It

seems that regardless of the time and attention they invest, they don’t see much change in the low

performer. After awhile, many leaders simply give up and turn their attention to problems with more

potential for resolution.

High and middle performers are frustrated too. They see the performance gap between themselves and the

low performer as unfair and intolerable. As they recognize that the low performers aren’t being dealt with,

high and middle performers start to slow down. This reduces the performance of the whole organization.

The low performers continue doing what they’ve always done. They are tenacious. They’ve outlasted more

than one supervisor. Their mantra is “This too shall pass.”

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SOME EMPLOYEES ARE MORE DIFFICULT TO MANAGE

WHY ARE D IFFICULT EMPLOYEES L IKE THAT?

Nothing succeeds like success. Difficult employees are that way simply because

it’s worked for them in the past. They may not know any other behavior or they

may choose this behavior when they think it will be most effective. They have

trained others, including their supervisors, to tolerate their behaviors.

Their challenging behaviors can range from being argumentative, constantly

complaining and sulking through to arrogance and bullying or berating others. They

may be frustrated at their promotion path, feel undervalued or dislike their job.

Some may resent authority and deploy guerrilla tactics to achieve their own ends.

You will be successful in dealing with difficult employees only to the extent that

you can make these undesirable behaviors no longer effective for them. That

takes preparation and persistence.

Dealing with a difficult employee can be very difficult indeed. Nevertheless, supervisors need to address

problems with these people because they have such powerful impacts on patients, coworkers, and the

organization.

WHY DO SUPERVISORS HE SITATE? WHO THE PE RSON IS………

Hard-to-f i l l posit ion (e.g. PT, MRI tech,etc)

Long-term employee

Personal struggles (spouse is i l l or out of work)

Powerful al l ies (physic ian, more senior manager)

Protected class

Posit ive (or no) performance appraisals

Limited (or no) record of prior disciplinary actions

Repeat offender

Your fr iend (a former peer )

HOW THE PE RSON W ILL R E SPOND……

Denying

Arguing

Blaming others

Blaming you

Making excuses

Going around you to powerful ally

Getting angry

Threatening a grievance

Sulking

Retaliating

Being passive/aggressive

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PREPARING FOR DIFFICULT CONVERSATIONS

KEY POINTS 1. Be prepared. Low performers are incredibly skilled at derailing

feedback sessions. You will want to thoroughly prepare for this

meeting to ensure success.

2. Get your facts together. Directly observe the behaviors or poor

performance. Compile feedback from peers, customers, providers,

other departments.

3. Gather supporting documents e.g. Core Values, Behavioral competencies, Service Standards, standard

work descriptions, policies and procedure statements, etc.

4. Determine the consequences of continued poor performance. What level of discipline (formal or

informal) is appropriate? What will happen if the desired change does not occur, if it isn’t sustained, or

if the employee retaliates in some way?

5. Plan for the meeting. Use the worksheet to organize your approach and comments. You may want to

rehearse with a colleague or with an HR representative.

6. Be firm. Do not start the meeting out on a positive note. Use the DESK approach: Describe, Evaluate,

Show, Know.

USE THE DESK APPROACH TO STRUCTURE THE CONVERSATION.

D - Describe what has been observed.

E - Evaluate how you feel.

S- Show what needs to be done.

K- ensure that the employee Knows the consequences of continued poor performance.

Because difficult employees are so skilled at excuses, guilt, and indignation, these conversations can be

difficult for managers. Be calm, objective, and clear about consequences if performance does not improve by

a date you specify. Then follow through and take action.

Relentless Follow-up – DESK Plus Phew! That was a tough meeting, but you got through it. You’re glad that’s over. This is often where leaders

think their job is done. It’s one of the biggest mistakes a manager can make with a difficult employee. In

fact, your job is just beginning. Difficult employees have survived over the years because they’ve outlasted

the concerns.

Close monitoring and follow-up are essential to helping these low performers to move up or out.

Schedule a meeting with the employee in two weeks (or less) to review performance expectations and

progress. Don’t hesitate to meet sooner if the employee continues to display the bad behavior or acts out in

some other way. Don’t forget to document, document, document.

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TIPS FOR HANDLING DIFFICULT CONVERSATIONS

1. Do not start the meeting out on a positive note. Use a firm tone and the DESK

approach.

2. Get control of the discussion at the beginning of the meeting. Outline the purpose of the meeting.

Establish the ground rules and expected behavior of the employee during the meeting.

“Rochelle, I want to talk with you about your behavior with your coworkers. I want you to

listen without interrupting. You will have a chance to speak when I have finished.”

3. Maintain control during the meeting. Do not allow the employee to interrupt you.

“Rochelle, please let me finish. Then you can speak. After I’m finished, you can respond.”

“Rochelle, I’ve asked you to listen without interruption. Let me finish. Then you can speak.”

“Rochelle, stop talking. I’ve asked you to listen without interruption. You will be able to speak

when I’ve finished.”

4. Be specific and prepared to give more than one example. Glittering generalities and vague descriptions

won’t cut it with a difficult employee.

5. Don’t argue the point. You do not have to get the employee to agree with your observations.

“Nevertheless, my expectation is that you……..”

“I’m satisfied that……..”

“That’s not the issue……”

6. Be prepared for emotional responses. Don’t let this derail you. Even the biggest bullies will

resort to tears if needed. Keep your cool. Stay calm and firm.

7. Ask the employee to commit to the change. People are more likely to change if they

vocalize their agreement.

“Rochelle, do I have your commitment to (describe the behavior you want in future)?”

8. Warn the employee against retaliation in any form to anyone.

“Rochelle, I expect that you will keep this conversation between us. Do not discuss this with anyone.

Retaliation against anyone for bringing these concerns to my attention or providing information to me for

this meeting is not allowed. Some examples of retaliation are: confronting your coworkers about this,

treating someone differently or even ignoring them. If you have any questions, please discuss them with

me.”

9. Suspend the meeting if the employee becomes angry or threatening.

“Stop. This meeting is over. Please leave the building now. I will contact you about the next meeting. You

are off the schedule until then.”

10. If you have to start fresh because you haven’t been documenting the problem, it’s ok.

“Rochelle, I’ve made a mistake as a leader. I should have discussed your behavior with you before this. I

can’t go backward, so we’re starting from today.”

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SUMMARY

Feedback is one of the most powerful tools in a supervisor’s tool kit. Every employee wants to know what the boss thinks about how he or she is doing. Even long-term employees respond well to meaningful feedback, especially praise and recognition.

New employees appreciate feedback even more. They aren’t yet sure about what they’re expected to do, how well they’re doing or how well they’re fitting in. Feedback answers those questions, reassuring a new employee who is meeting expectations. It’s also the perfect time for a course correction, before poor habits or technical skills become set patterns.

Feedback is information that helps us improve. Great managers love to give feedback, especially when

they see the employee respond and grow. Great managers know that all feedback is positive, whether

it’s given as praise or to correct problem behavior or to improve technical skills.

Employees recognize that feedback is a sign that the manager cares about them as a person and will

take the time to meet with them to discuss their performance. They also appreciate that their

managers are addressing poor performance of others. It’s a matter of fairness to them.

When leaders use feedback effectively, to recognize good work and to address poor performance and

behavior concerns, their staff remain motivated and engaged. The entire organization benefits. It’s

the right thing to do. Our staff and our patients deserve the best.