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Coaching at workplace- Performance management
- 1. A PRESENTATION BY:MEHREEN SHAFIQUE Performance Management Skills Expert Training & Facilitation, JAZZ
- 2. COACHING PROCESS Performance Management Skills SetDevelopmental Goals Identity Developmental Resources and Strategies Implement Strategies Observe and Documents Developmental Behavior Give Feedback
- 3. STEP#1: SET DEVELOPMENTAL GOALS Performance ManagementSkills GOALS: Key Component of the development Plan So they must be: • Reasonable • Attainable • Derived from Need Analysis for Improvement • Should cover both Short & Long Term Career Objectives
- 4. STEP#2 IDENTITY DEVELOPMENTAL RESOURCES& STRATEGIES: Performance Management Skills OBJECTIVE: To Identify resources & Strategies that will help employees to achieve the developmental Goals This Includes: • On the job training • Attending Courses • Self Guided Reading • Mentoring • Attending a conference • Getting a degree • Job Rotation • Temporary Assignment • Membership or a Leadership role in a Professional or Trade Organization
- 5. STEP#3 IMPLEMENT STRATEGIES: Performance ManagementSkills OBJECTIVE: To Implement the strategies that will allow the employees to achieve the developmental Goals. Example: • May begin her job rotation • May complete the online course he has opted • Start self-guiding reading
- 6. STEP#4 OBSERVE & DOCUMENTS DEVELOPMENTALBEHAVIOR Performance Management Skills OBJECTIVE: To collect & evaluate data to assess the achievement of the Goals. STEP#5 GIVE FEEDBACK • Coach Provides feedback to the employee based on • The Extent to which goal has been achieved • Developmental Goals are revised And then the entire Process begins again
- 7. OBSERVATION & DOCUMENTATION OFDEVELOPMENTAL BEHAVIOR & OUTCOMES Performance Management Skills
- 8. Performance Management Skills •Memos • Letters • Email Messages • Handwritten Notes • Comments • Observations • Descriptions • Evaluations provided by colleagues It is important to observe & documents behaviors related to developmental activities: DOCUMENTATION CAN INCLUDE:
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- 10. Performance Management Skills THREETYPES OF CONSRTAINTS A MANAGER MIGHT FACE IN OBSERVING DEVELOPMENTAL GOALS TIME SITUATIONAL ACTIVITY
- 11. HOW TO OVERCOMETHESE CONSTRAINTS? Performance Management Skills RECOMMENDATIONS: Good communication plan which explains the benefits • This helps managers to accept the plan Managers should be trained so that they minimize errors • Examples: Rater Error Training Share notions of what it means to complete the developmental activities successfully • Examples: Frame of reference training Observe Performance accurately • Examples: Behavioral observation trainings Understand the forces that motivate managers to invest time and effort or not in development of their employees • What managers would gain if employee’s developmental activities are supervised appropriately
- 12. DOCUMENTING EMPLOYEE GENERALPERFORMANCE Performance Management Skills
- 13. WHY WE SHOULDDO IT? Performance Management Skills • Minimize Cognitive Load: Documentation helps to prevent memory-related errors • Create Trust: • Promotes trust & acceptance of decision based on the evaluations provided • Everything is documented and is available in black and white • Plan for the future: Enables discussion about specific facts instead of assumptions • Provide Legal Protection: • Specific laws prohibit discrimination against members of various classes e.g. Gender, Religion • Helps to provide equal opportunities for all the employees
- 14. CONSTRUCTIVE WAYS OFDOCUEMENTING DEVELOPMENTAL ACTIVITES & PERFORMANCE IN GENERAL Performance Management Skills • BE SPECIFIC • Documents specific events and outcomes • Avoid making general statements such as “He’s lazy” • Provide specific examples to illustrate you point • “He submitted his presentation after deadlines at least on two occasions” • USE ADJECTIVE & ADVERBS SPARINGLY: • Use of evaluative adjectives & Adverbs may lead to ambiguous interpretation • May not be clear whether the level of achievement has been Average or Outstanding • BALANCE POSITIVES WITH NEGATIVES: • Documents instances of both Good & Poor performance • Do not focus only on the positive & only on the negatives
- 15. Performance Management Skills •BE COMPREHENSIVE: • Include performance information regarding all goals & activities • Cover the entire Review period • Document the performance of all employees (achievers/Not Achievers) • STANDARDIZE PROCEDURES: • Use similar method & format to documents information for all employees • DESCRIBE OBSERVABLE BEHAVIOR: • Phrase your notes in behavioral terms • Avoid statements implying subjective judgment or prejudice CONSTRUCTIVE WAYS OF DOCUEMENTING DEVELOPMENTAL ACTIVITES & PERFORMANCE IN GENERAL
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- 17. Performance Management Skills •It’s a key component of the coaching process • It is the information about past behavior • Given with the goal of improving future performance • “Back” is a part of feedback, giving feedback has both a past & a future component • IF done properly, feedback can be relabeled feed forward • Includes information about both Positive & negative aspects of Job
- 18. PURPOSE Performance Management Skills HELPSBUILD CONFIDENCE: • Also lets employees know that their manager cares about them DEVELOP COMPETENCE: • Communicating: • What has been done right • How to do the work correctly • Helps employees to become more competent & improve performance • And helps to avoid repetition of same mistakes ENHANCES INVOLVEMENT: • Feedback & Discussing performance issues allow employees to understand their roles in the org. • This helps employees to become more involved in their respective unit and over all in the org too
- 19. CHALLENGES: Performance Management Skills Somechallenges we might face even if we have a presence of the feedback: As per research and 131 studies based on Effects of feedback on performance concluded: • 38% reviewed programs had a negative effect on lower performance levels • REASONS: • Feedback does not have useful information • Not delivered in right way
- 20. SUGGESTIONS TO ENHANCEFEEDBACK Performance Management Skills TIMELINES: • Feedbacks must be given as close to the Performance event as possible • Suggested to give it immediately after the event FREQUENCY: • Should be provided on an ongoing basis, daily if possible • Since Performance Improvement is an ongoing activity therefore feedback should also be provided continuously • SPECIFICITY: • Should include specific work behaviors • Results • Situations in which these behaviors & results were observed • VERIFIABILITY: • Should include verifiable and accurate information • Should not be based on inferences or rumors
- 21. SUGGESTIONS TO ENHANCEFEEDBACK Performance Management Skills CONSISTENCY: • Should be consistent • Should not include Harsh criticism & overwhelming praise PRIVACY: • Should be given in private to avoid any kind of embarrassment • This applies to both criticism & Praise • Some individuals may also be shy and uncomfortable in receiving praise in public CONSEQUENCES: • Should include contextual information • Helps to understand the importance & consequences of the behaviors and results in question • Example: In case of misbehaving with the customer out of frustration should clearly state the impact on employee’s performance and on over all org. image DESCRIPTION FIRST, EVALUATION SECOND: • Focus first on describing behaviors & Results • Report first what has been observed • Upon agreement what has been done evaluate what has been observed • Direct evaluation leads to rejection of the feedback
- 22. SUGGESTIONS TO ENHANCEFEEDBACK Performance Management Skills PERFORMANCE CONTINUUM: • CONTINUUM means BAND or FIELD • Which means, going from less to more in the case of good performance • And From more to less in the case of Poor Performance • It should clearly describe how to show good behaviors and how to avoid bad PATTERN IDENTIFICATION: • Should be based on detailed pattern performance • Isolated events or mistakes do not provide room for improvement at a larger scale • It also helps to identify the causes too CONFIDENCE IN THE EMPLOYEE: • Feedback must include an image of Manager’s confidence in the employee • This reinforces the idea that feedback is about performance not the performer • But this should only be used when a manager honestly feels that the employee could improve • Incase of poor performance same could be used in context if the employee is fired ADVICE AND IDEA GENERATION: • Feedback can initiate both the Advice and the idea • Managers can give advice to improve the performance and so can Employee come up with the ideas to improve it
- 23. Performance Management Skills Allthese recommendations are useful when feedback is given to employees who need improvement on personality traits labeled as CORE SELF EVALUATION: It is a combination of four traits: • Self Esteem Degree an individual holds a positive attitude towards himself • Self Efficacy • Degree an individual believes he is capable of taking action, taking control over events • Emotional Stability Degree an individual is NOT insecure, guilty or timid • Locus Control Degree an individual believes he can control events and outcomes in his life
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- 25. GUIDELINES: Performance Management Skills FIRST: It should be sincere & given only when it is deserved Second: Should be about specific behavior Should have some relevant context so that the employees know what to repeat in future Third: It should be done in a pleasing manner not rushed Fourth: Use positive phrasing Do not use as a comparison to previous bad performance such as “NOT BAD” , “BETTER THAN BEFORE”
- 26. THANK YOU Performance ManagementSkills A PRESENTATION BY: MEHREEN SHAFIQUE Expert Training & Facilitation, JAZZ
Editor's Notes
- #8 The coaching Model includes developmental goals and developmental resources and strategies. Let’s discuss two remaining components of the coaching model: Observing and documenting developmental behavior data and giving feedback.
- #9 Although that discussion presented in this section is specifically related to behaviors regarding developmental activities it can be easily generalized to behaviors related to performance in general.
- #10 Observing and employee’s progress in achieving developmental goals is not as easy as it may seem. Consider the following constraints that managers might experience in attempting to observe an employee’s performance regarding developmental activities.
- #11 Time: Managers are busy and may not have time to observe and documents the developmental activities so there could be a lapse b/e the assignment of the activity and the observation Situational: Managers usually don’t have the first hand knowledge since they do not follow the employees to an extent to check that which employee is has enrolled for an online programe and either he is a passive learner or an active participant Activity: When the developmental activity is highly unstructured, e.g. employee’s reading a book so now manager would have to wait until the employee finishes his book to assess if the activity is beneficial or not
- #14 concerned with the act or process of knowing, perceiving,
- #15 Sparingly: Cautiously
- #16 Prejudice: pre judgement
- #17 FINAL important component of the coaching process. GIVING FEEDBACK
- #20 Example: An employee sacrificing his/her personal life for official engagements and was given a feedback that he/she is not a good performer since failed to retain an important client. Feedback is true but it will lead employee to think about the choices of his/her life.
- #22 Contextual: Appropriate
- #23 CONTINUMM: BAND , FIELD
- #24 Individuals with poor performance can feel negative regarding the feedback so it is important to keep things balanced and motivate them when and where required.