S

Coaching Managers Performance

Management Process Increase Effectiveness in Organizational Performance

Agenda

•  Your Company PMP

•  5 Essential Coaching Tips for Managers •  Business Tool

•  Functionality

•  Conversations vs. Process

•  Provide Feedback Training

•  Identify Common Themes

•  Coaching New Managers •  Top Issues •  Role Modeling •  Big Picture Thinking •  Training Topics

Where is the maturity of your PMP Drive

3

Performance Management as Fragmented HR Process

Performance Management as Required Mandate

Performance Management Drives Development

Performance Management Drives Accountability and Compensation

What is your key objective

with PMP?

Poor Performance

Stellar Performance

Poor Performance

Stellar Performance

Retention & Succession

Improving manager effectiveness with performance management

Greater recognition of top talent and ready now successors

Improving performance across the organization (raising the bar)

Getting rid of old behaviors & rewarding new behaviors

Behavior Change

S

5 Things Managers Need to Understand about

PMP

2) Discuss how PMP develops the organization

S  Improve or increase business performance

S  Drive alignment of human capital to achieve business objectives

S  Retain top talent

S  Develop and identify high potentials

S  Reinforce Culture

S  Document historical information; trending, development or

3) Discuss the importance on Conversations vs. Process

Direction

(Offers advice)

Dialogue

(conversation is fluid and two way)

Attention

(lets the performer sit with a question)

Awareness

(formulates effective questions)

S  The Skill of Dialogue – shows a vested interest in the outcome and a shared future purpose.

S  The Skill of Inquiry - formulates and asks effective questions

S  The Skill of Advocacy - presents ‘tells’ and “sells” another point of view point.

S  The Skill of Facilitator – builds a mutual understanding of a shared future.

Inquiry (ask)

Advocacy (tell)

Coaching Choices: To ask, To tell, To say nothing

Case Study 1

Ben Snyder, an expat working in London at a global media company, was new at his job. He inherited an employee, Jim, whose primary responsibility was to travel to Africa, the Middle East, and Russia to develop partnerships, which would ultimately drive sales to Ben's business. But Jim wasn't delivering.

"During quarterly performance reviews, Jim and I had long conversations about his approaches and the great relationships he was developing. I would tell him how glad I was that people were talking to him, that he was forming these relationships. But I also told him that that we needed tangible deals," says Ben.

This happened for three straight quarters: same conversation, no deals.

Increasingly, though, Ben was under pressure: Jim was spending a lot of the company's money with nothing to show for it.

"I needed to scare him into action. At the next performance review, I gave Jim 90 days to close a deal.” (What do you think happen?)

Case Study 2

S  Lucy Orren worked as a director of business development at a biotech start-up in New Jersey. She managed Peter, who was “a real star, smart, very conscientious, and good at everything he tried." One of Peter's biggest responsibilities was giving presentations.

S  "One of the vice presidents at my company brought to my attention that Peter too often used a certain crutch phrase, and that while he was a good speaker, he was very deliberate in the way that he spoke, which was sometimes too slow. She thought it portrayed a lack of energy. I thought it was a relatively minor problem, but I decided to bring it up in the performance appraisal."

S  During the face-to-face discussion, however, Lucy chickened out. "Peter was so good at his job, that I was reluctant to give him any criticism," she says. "I tried to couch the advice when we were discussing his strengths. But I sugarcoated it too much, and he didn't get it."

S  At the very end of the conversation, Lucy highlighted areas of improvement. She told Peter to try to be more upbeat during in his presentations. The advice was too vague; Peter wasn't sure what do with the recommendation.

S  "The next few presentations he gave were pretty rocky. He overcompensated," recalls Lucy.(What coaching would you offer this manager?)

4) Provide Feedback Training

S  Frame feedback in terms of a "stop, start, and continue" model. S  What is the employee doing now that is not working?

S  What are they doing that is highly effective?

S  What actions should they adopt to be more so?

S  By focusing on behaviors not dispositions, it takes the personal edge out of the conversation.

5) Identify Common Themes

11

Ineffective Process No line level sponsorship

Managers Are Unskilled at PM Lack Effective Tools for PM

•  “Managers don’t want to be bothered with performance management.” •  “Performance management is seen as an HR

practice.” •  “This is not a true ‘pay-for-performance’ culture.”

•  “Managers lack the skills to manage performance effectively.” •  “There are no career growth opportunities here,

therefore development planning isn’t that beneficial.” •  “Managers would rather hold on to their people than

help them advance their careers.”

•  “Managers don’t want to deliver tough messages around performance.” •  “Managers and employees are only evaluated on goals

and not people skills, therefore, how you achieve your goals is not important. People can display bad behaviors and are not accountable.” •  “People here have been in their jobs for a long time, there

really aren’t any ‘goals’ to set.”

•  “There is limited training for managers around how to conduct good performance management conversations.” •  “Managers don’t have the time to focus on performance

management.” •  “Merit increases are awarded evenly across teams to

avoid employee dissatisfaction.”

S

Coaching for New Managers

The New Manager Top Issues

S  New Managers are unskilled at addressing performance issues and often sit back hoping they will be addressed magically.

S  New Managers lack the big picture of how PMP drives organizational performance.

S  New Manager personalize performance issue, get frustrated and act quickly without understanding the situation, creating the start of a defensive relationship.

Role Model Conversation with New Manager

S  Senior managers need to create an environment where constructive feedback is perceived not as criticism but as a source of empowerment.

S  This begins with the feedback you offer to your managers about their own development.

S  The key is to foster within them the desire to help their reports achieve their goals. Under those circumstances, even difficult personal issues become approachable.

Build Big Picture Thinking

S  Managers have a critical responsibility for evaluating the performance and the PMP provides managers with the structure to successfully carry out their responsibilities for managing staff performance. 

S  Manager need to understand how performance impacts the workforce and the value of human capital.

S  Managers can use the PMP to gain insight, motivate employees, increase engagement, enhance accountability for results and support professional and career growth.

S  The performance process is a critical tool to ensure employees receive information they need to be successful and contribute to the overall success of the company.

Train, Train, Train

S  Conduct mock PMP training to build skills and provide feedback.

S  Provide feedback training focused on cause-and-effect relationships, making the link between their intent and their actual impact.

S  Invest in new managers by training them correctly. They are like anthropologist; gathering information about their jobs and the culture by observing others behaviors and following the norms.