Performance & Performance Management
Linda Miklas and Christina FinegoldOrganizational Behavior, MGMT 4000April 12, 2011
Clarity-Communication-Rigor
2
Modeling
Decision-Making
Achieving
Results
Developing Talent
Source: MGMT 4000-Organizational Behavior, Harvard University Extension School, Miklas-Finegold
Clarity-Communication-Rigor
Talent Management: An Integrated System
Talent Management
Workforce Planning
Forecasting of talent needs and demand
Assessment of current workforce
Gap analysis
Recruitment
College recruitment
Experienced hires
Internal-external
On-boarding
Professional
Development
Experience- based
Relationship- Based
Feedback- based
Education & training-based
Leadership/High
Potential Developme
ntStretch/special assignments
Executive coaching
Cross-functional & international opportunities
Education/ training
Performance Management
Goal alignment
Competency profiles
IDPs
Feedback/ measurement
Reward/ recognition programs
Culture
Corporate values
Flexibility
Diversity
Internal communications
Talent Requirements
Business Unit Goals
Organizational Strategies
Retention
Specific efforts
Total rewards
Planning: Work Goals
Provide a roadmap to achieve success
Set clear expectations of results What is to be achieved Dynamic vs. static Aligned with the organization goals
and values Managers set goals related to
employee development
Planning: “SMART” Principles
S – Specific and Stretch
M – Measurable
A – Aligned
R – Realistic
T – Time-bound
Planning: Work Goal Example Before: Increase number of prospect
visits.
After: Complete 140 prospect visits (increase of 10%), by:• Conducting 35 visits per quarter• Spending the equivalent of 1 week per
month on the road• Keeping expenses level by clustering
visits geographically and planning in advance for lower fares
Planning: HARD Goals
Heartfelt – Goal will enrich the lives of others
Animated – Vivid picture of how great it feels
to achieve the goal
Required – Goal is absolutely necessary for
the organization
Difficult – Must learn new skills and leave
comfort zone
Leadership IQ Study: Are SMART Goals Dumb?
Planning: Factors for Goal Achievement1. I can vividly picture how great it will feel when I achieve my goals
2. I will have to learn new skills to achieve my assigned goals
3. My goals are absolutely necessary to help the organization
4. I actively participated in creating my goals
5. I have access to any necessary formal training
6. My goals will push me out of my comfort zone
7. My goals will enrich the lives of somebody besides me
(customers, community, etc.)
8. My goals are aligned with the organization’s top priorities
Leadership IQ Study: Are SMART Goals Dumb?
Planning: Development Goals
Some examples: Training, On-the-job training, Job shadowing,
On-line learning Reading/studying/research Working with someone with the skill Developing a mentor relationship Attending a conference Cross team projects
Important: What is the person going to do with the knowledge/skills; what is the impact?
Feedback: Behavior + Impact
PositiveIn addition to saying “That was a great job.” Say…
Behavior: John, you did a great job on Project XYZ. You tuned in to the client’s needs, and made sure that everyone understood the project’s goals and objectives before the project started.
Impact: Your project team stayed on the same page, and resolved issues quickly and responsively – which contributed to your ability to complete the project on time and within-budget.
Feedback:Behavior + Impact (with Alternative Behavior)
Constructive Instead of saying “That’s not the right way to do that.” Try…
Behavior: Victoria, as you know, we recently changed our procedures. I noticed that you continue to work the old way, and that’s inconsistent with what is expected now.
Impact: This hinders the department’s ability to get our work done on time, which means that we’re behind in meeting our goal, and the rest of the department has to pick up the slack. Let’s talk about what’s going on.
Alternative Behavior: Moving forward, please follow the new procedures.
Coaching
What is “Coaching”?
An ongoing conversation between a manager and a staff member, which focuses on using and improving an individual’s skills, knowledge, and ability to achieve goals.
Coaching: Open-ended Questions
Examples
What did you do well?
What would you do differently the next time?
What was your biggest success with the project?
How did you prepare for that meeting?
What are the most difficult problems that you are facing so far? What are some ways to overcome them?
Where do you get the most satisfaction? How could you bring those elements into other areas of your job?
Always ask, “How can I support you as your manager?”
Assessment: Principles
Build on conversations to date
No surprises
Provide specific, behavioral
feedback
Represent entire performance
period
Assessment: Tendencies
Positive Tendency Giving all employees positive assessments overall
Strictness Tendency
Giving employees only constructive, critical feedback; overly demanding
Central TendencyPlaying it safe by giving employees that same type and content of assessment
Halo EffectAssessment is based on a general impression of overall performance not specific, individual performance
Similar to MeAssessment is based on perception that those with certain values/habits similar to yours are successful
Recency EffectLooking only at recent events, a snap shot instead of the long view over the entire assessment period
Past Performance Effect
Being influenced by past performance rather than performance within the current cycle
Contrast EffectDirect comparison of staff member to others at same or higher levels, rather than performance on goals
Recognition: Key Components of an Effective Program
1: Link Rewards to Company Strategies and Goals
2: Impact a Large Number of Employees
3: Create Simple and User-Friendly Systems
4: Involve Employees in the Design and Implementation Phase
5: Involve and Train Managers
6: Communicate and Promote the Program
7: Give Personalized Awards, Not Money
8: Give Immediate and Innovative Awards
9: Enable Peer Recognition
10: Continually Reevaluate the Program
Source: 2006 Corporate Executive Board, Corporate Leadership Council’s “Creating an Effective Reward and Recognition Program”
References
Execution: The Discipline of Getting Things Done. Bossidy, Larry and Charan, Ram, 2002, Crown Business.
Reframing Organizations: Artistry, Choice, and Leadership. Bolman, Lee G. and Deal, Terrence E., 2008, Jossey-Bass.
Leadership IQ Study: Are SMART Goals Dumb? 2006 Corporate Executive Board, Corporate
Leadership Council’s “Creating an Effective Reward and Recognition Program”, CLC15AEYS5