MANAGING UNDER -PERFORMANCE

Presented by Anh Phan, Merida Anderson & Sam Leckie20th October 2016

Session Outline

Introduction

The stages of HRDNI• Needs Investigation • Design• Excerpt of ‘GROW’ training

• Delivery• Evaluation

Questions

How can managers effectively address underperforming staff?

S1HRDNI

HRDNI - Step 1 - Investigating Employee Engagement

Data Source Key Response Areas Development Needs Indicators

Employee Engagement SurveyLeadershipTraining & DevelopmentRecognition of Achievements Low percentage of positive

response management techniques must be addressed360° Feedback Data Performance Feedback & Coaching

Managing Poor Performance

Employee Turnover Rates

Compare to previous years Identify trends, compare to changes in key leadersAbsenteeism Rates

Employee Performance Statistics

KPI’s, KRA’sEfficiency Internal/External Complaints

Performance levels under benchmark

HRDNI - Step 2 - Performance Appraisals, Exit Surveys

- Step 3 - Employee Interviews

Employee Interviews• Stratified Random Sampling - “Slice Group”

(Delahaye p. 190)• Managers• Supervisors• Front Line Staff

• Meaningful research objective• Semi-Structured interview (Delahaye 2011, pp. 207-208)

“People leave managers, not companies”(Lipman 2015, p. 3)

Exit SurveysWhy are staff voluntarily leaving?

• Poor management or poor relationship with managers?

• Few opportunities for ascension or development?

Performance Appraisals

• Feedback regarding supervisors and managers• Feedback from leaders - challenges or areas of improvement• Performance indicators related to management

HRDNI - Step 4 - Focus Group

Facilitated by HR Developer

Senior Managers and Leadership Teams

Structured Focus Group (Delahaye p. 210)

Outcomes will help inform program design

S2DESIGN

S1HRDNI

We present…THE GROW TRAINING PROGRAM

Design – Learning outcomes

Learning outcomes Indicators of Learning HLO Alignment

Understand: • The importance of active

under-performance management

• The importance of coaching skills

Plan an effective performance feedback conversation

Critical thinking

Meta abilities

Emancipatory learning

Know:• How to use GROW Model and

coaching skills in performance feedback conversations

• How to implement GROW method in management role

• Deliver effective opening frames

• Explain goal setting process• Co-create quality goals• Courageously discuss

underperformance for positive outcomes

• Build team ownership outcomes

Programmed knowledge

Task

Relationship

Critical thinking

Design - The learners

Current knowledge• Age: 30s and 40s• Solid Functional knowledge and experience• Management experience (vary)

Motivation• Expectancy theory: easy vs difficult, values• Three level theory: Utility, Achievement, Interest

Orientation and learning styleReflector, Activist, Theorist, Pragmatist

Active experiment followed by reflective observationAbstract concept then proved by concrete experience

Design - Learning strategy

Emphasis on value and utility

Experiential learning

Suggest concrete action steps

Incorporate learners’ current knowledge

Experience Reflection Conceptualise Application

WHY supported by facts & data

Discussion Experience sharing

Design - Program outlineNo.

Section Description

1 What is Performance Feedback Meeting (PFM) Lecture

2Why PFM is important in managing underperformance

LectureDiscussion and sharing

3 GROW Model Experiential learning

4 Constructive Feedback Dos & Don’ts

LectureDiscussion & sharingHow to give constructive feedback

5 Practice delivering GROW model

Work in group of 3Give constructive feedback to each other

6 Application planPlan & Perform real PFMReport to be submitted in 3 months

Please ….

THE QUESTIONSOF

The GROW modelGoal• Establish topic for

discussion• Establish focus for this

conversation• Clarify goal• Test importance of goal

Reality• Explore perceptions• Test assumptions• Offer feedback• Explore response

Options• Generate many option• Encourage innovative

thinking• Explore benefits & hazards• Offer alternatives

Way forward• Select option• Make it SMART• Agree on support• Encourage &

congratulate

G ROW

G

W

O

R

G ROW

What is an important issue for you right now?

What would you like to get out of our discussion?

What is the outcome that you want? What is the goal you have set

yourself? What does success look like? Why this goal is important for you?

What is the situation now? How do you know this is accurate? What have you done about this so

far? How has this made you feel? What are you ignoring about this

situation? What’s another way of looking at

this?

What are your options? What else?

What have you seen others do effectively?

What is the craziest thing you would do?

What’s the most imaginative thing you could do?

What is the next step? When will you do that? What help would you need? What are the potential risks? How you will know if you are successful? What are you most excited about?

S2DESIGN

S1HRDNI

S3DELIVERY

Delivery - Where “the rubber hits the road” (Delahaye 2011, p.295)

Preparation - logistical considerations

• Invitations• Facilities• Catering• Technology• Ice breaker

Delivery - Micro skills - techniques to enhance learning

EnthusiasmFeldman - causal effect of high enthusiasm and expressiveness - associated with learner achievement (2007; cited in Delahaye 2011, p. 297)

QuestioningStem-plus-query

RespondingParaphrase, probe, summarise

Visual aidsVideos, whiteboard, PowerPoint, butchers paper, participant workbook

WIIFM - learning objectives

Delivery - applying the learning cycle

Delivery - Semi-structured Approach

S2DESIGN

S4EVALUATION

S1HRDNI

S3DELIVERY

Evaluation - Kirkpatrick’s Four Levels Level 1 - Reaction - Immediate • Incorporated into Delivery

Stage• Participant engagement,

facilitator, and program delivery • Review learnings at end of

session - opportunity for questions• Facilitator to collect reaction

questionnaires and review with HR developers

Evaluation - Kirkpatrick’s Four LevelsLevel 2 - Learning - Short-Mid Term • Some evaluation included in delivery:• Participants practice using GROW in pairs• Application plan

• Reflection report - two weeks after training - meeting with HR developers

• Implementation plan assessment - three months after training

Evaluation - Kirkpatrick’s Four Levels

Level 3 - Behaviour - Mid-Long Term

HR developers to sit in on performance coaching activities to observe managers• Must observe at least one performance

coaching activity within the first 3 months post-training

• Identifiable changes - observers must be clear that they are looking for implementation of GROW techniques

• Document observations to be included in evaluation report

Evaluation - Kirkpatrick’s Four LevelsLevel 4 - Results - Long Term

Compare employee engagement data using the pre-test post-test approach

Quantify the benefits of the training program

Compile results into evaluation report

Forms basis of cost-benefit analysis

Data Source Key Response Areas Program Evaluation Indicators

Employee Engagement Survey

LeadershipTraining & DevelopmentRecognition of Achievements Compare pre-training data to

post-training data - if leadership training has been effective, positive responses in these areas should increase360° Feedback Data

Performance Feedback & Coaching Managing Poor Performance

Employee Turnover RatesCompare to pre-training levels

In theory, turnover and absenteeism should decrease

Absenteeism Rates

Employee Performance Statistics

KPI’s, KRA’s, Efficiency, Internal/External Complaints

Good leadership should be reflected in better employee performance and business activity