RESETTING PERFORMANCE MANAGEMENT—DEVELOPING YOUR STAFF

Manager Briefing & Discussion SessionsWinter 2012

Copyright ©2012 by The Segal Group, Inc., parent of The Segal Company and its Sibson Consulting Division. All Rights Reserved.

This Year’s Cycle

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Phase 1· Clarifying and enhancing definitions of ratings· Resetting how ratings were used

Phase 2· Focus on goal setting · Merit increase differentiation

Phase 3 · Staff development

Schedule meetings with your direct reports and draft reviews

Submit salary recommendations by

May 4th

Finalize performance review and hold conversations –

due by April 2nd

Today’s Agenda

What do we mean by “Development”?

Group Discussion—Your Most Memorable Development Experience

Your Role as a Manager

A Question of Balance—Learning Orientation and Performance Orientation

A Debrief Tool

Exercise

Providing Feedback

Preparing for this Year’s Cycle

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Everyone Can Benefit From Development

Filling the gaps—skills, knowledge, performance

Building upon strengths—skills, knowledge, performance, and deepening experiences

Expanding expertise for future growth and advancement

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Exercise: A Memorable Development Experience

10 minutes

TIME

Reflect back on important development experiences and determine what made them memorable

· Consider the types of development we just discussed

· Think back on a development experience in your career

· Describe the situation. What made it memorable and why? What did you get out of it?

· We’ll share some of our experiences

Overview

Purpose

Your Role as a Manager

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Managers play important roles at Northeastern and defining the expected competencies is essential.

An effective manager at Northeastern …

Use the Manager Self-Review to assess your strengths and plan improvements

Pays attention to and addresses others’ capabilities and development needs; helps identify and close gaps

Effectively gives and receives feedback for growth

Seeks feedback about his or her own performance as a manager; learns from experience and mistakes

Models desired behavior for peers and subordinates

Delegates for the development of others—encourages others to make decisions, take responsibilities, and learn from it; “Gets out of the way”

Your Role as A Manager continued

Get to know your staff member· Goals, interests and aspirations· Strengths and areas for improvement· How they learn· How they see themselves

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Use the Employee Self-Assessment form and process

to get to know your staff member’s perspectives

Actively support and encourage their development· Help them plan and stick to the plan· Provide resources and opportunities as appropriate

Tailor to individual needs and styles· How does he/she learn: Visual, auditory or kinesthetic?· What is his/her focus: Developing or achieving?

Provide clear, supportive, frequent feedback· Positive to reinforce what should be continued· Constructive to redirect or change performance

Development Happens Every Day

90% of development opportunities can happen anytime—look for developmental, “coaching moments”

Consider the context· Identify goals and needs at the

individual and department level · Use your direct reports’

self-assessments· Find on-the-job opportunities· If appropriate, find stretch

opportunities outside own area

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Adapted from research by M.M. Lombardo and R.W. Eichinger for the Center for Creative Leadership

20%Feedback

Courses and Reading

10%

70%On the Job Experiences,

Tasks and Problem Solving

A Question of Balance

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1 Adapted from Dweck, D.S., & Leggett, E.L. (1988), A Social-Cognitive Approach to Motivation and Personality. Psychological Review, Volume 95, No 2 pp. 256-273

Focus: Improving and learning.

Implication: “Mistakes” viewed as a part of the learning process and therefore not bad

LEARNING ORIENTATION

Focus: Achievement and getting ahead

Implication: “Mistakes” viewed as failures and to be avoided

PERFORMANCE ORIENTATION

Fostering an Environment of Learning and Development

A DEBRIEF TOOL

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What?· To reflect on what happened, what worked and what

could be improved upon

When?· As soon as possible after the event—memories are

fresh, more efficient than adding to a “To Do” list

How?· Can be a group discussion, or individual exercise

· Identify and define action items and follow up

Why?· Supports learning orientation and facilitates improvement

· Lessens “scariness” of feedbacks

Fostering an Environment of Learning and Development

Customize the debrief

Sample questions:

What happened?

What did you think, feel, say, and do?

What could you have done differently?

What did others say and do?

What was effective?

What was not so effective?

How can you learn from this experience?

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Exercise: Providing Real Time Feedback

20 minutes

TIME

To practice providing feedback to a colleague

Within each group, one volunteer stands facing the others in the group.

Place an empty container 3 to 5 feet behind the volunteer—out of view of the volunteer

The volunteer tosses crumpled balls of paper into the container behind him/her without looking, aiming to get 3 in. Group members provide feedback to guide the volunteer

Repeat exercise with a new volunteer—move box to a different position for the new volunteer

Purpose

Overview

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Feedback Framework©

Feedback is essential to a learning and performance culture

Clear, specific, real-time works best

Provide both positive and constructive

Framework assists in preparing to deliver feedback effectively

Expectations Observations

AssessmentsOutcomes

Top 5 Take-Aways

1. Everyday activities create opportunities for feedback and development

2. 70% of development occurs through job experiences, tasks and problems solving

3. Create a learning environment to balance with performance—use the debrief tool, encourage self-reflection

4. Offer effective feedback and reinforcement—clear, specific, real time

5. Use what has proven effective—employee self-assessments

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The Performance Management Cycle

I.Performance

Planning/ Expectation Setting

III.End of Year Evaluation

II.Ongoing

Review and Feedback

And is discussed

here And takes place here

Development can be planned here

Using the Performance Appraisal to Document Development Goals and Proposed Actions

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IV. DEVELOPMENT DISCUSSIONS

A. Recommendations for Development (List specific recommendations to facilitate continued employee development for professional growth.)

B. Performance Improvement Requirements (List specific areas in which performance did not meet expectations and improvement is necessary.)

C. Actions to be taken by Employee/Supervisor (i.e., related to specific recommendations and/or requirements in either A or B above)

Development activities that specifically support the University and/or Department goals?

V. OVERALL PERFORMANCE RATING

Consistently Exceeds Frequently Exceeds Fully Meets Partially Meets Does Not Meet*

* Strongly recommend consultation with Human Resources Management

VI. EMPLOYEE COMMENTS (Optional)

Wrap-up – Questions, Comments, Thoughts?

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