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Transcript of Coaching for Effective Performance Management Presented by the Office of the Provost Rich Miller,...
Coaching for Effective Performance Management
Presented by the
Office of the ProvostRich Miller, Special Assistant
Matt Serra, Vice Provost
Learning Objectives
• Explain the difference between “performance management” and an annual “performance review.”
• Provide ongoing coaching and feedback through iterative performance management cycle
• Utilize a simple acronym and planner to provide feedback
Traditional Annual Performance Review (APR) Process
• Infrequent, top-down, subjective judgments of an employee's performance
• Usually involve a manager conducting an annual critique of past performance, often with little active input from the employee
• Often results in conflict, misunderstanding, and hostility. Both sides can become defensive, and the whole process is viewed negatively
APR vs. Performance Management
Performance Management is a continuous and on-going proactive mechanism of identifying, measuring, managing, and developing the performance of personnel in an organization.
The Performance Review is a limited and reactive function of evaluating past performance, undertaken once a year.
1.Increase excellence2.Eliminate barriers
What’s the difference?Performance Review
(APR)Performance
Management (PM)
• One time event• Retrospective• Short-term• Correction oriented• Focus is on judging
after the fact• Emphasizes the form
• Fault-finding• Evaluation factors are
subjectively identified
• Ongoing• Prospective• Long-term• Progress steps• Focus is on planning
and managing• Emphasizes the
process• Problem-solving• Performance
expectations are linked to the business plan
What’s the value of Performance Management?It is NOT…
• The form• The
administration • Writing perfect
goals and objectives
It IS…
• The process• Clarifying
expectations• Providing
feedback• Motivating people
to excel
Performance Management Process
Organizational Mission &
GoalsPerformance
Check inPerformance
Review
Performance Planning
Feedback & Coaching
Feedback & Coaching
Feedback & Coaching
Performance planning: Plan for the coming year in the following areas:• Clarify the expectations and
standards for the job• Set performance goals• Set development goals
Performance Check-in: Have a “progress check” conversation atleast midyear. Identify successes and opportunities for improvements
Performance review: Meet annually to review feedback from the previous year, document performance outcomes and development results, and plan for the coming year.
Day-to-day coaching and feedback: Discuss performance on a regular basis (not just during formal reviews). Share feedback about the employee’s successes and areas needing improvement. Seek employee input about the work process and results.
Performance Management includes…
• The Annual Performance Review (APR)• Accountability to goals & expectations• Regular & ongoing coaching and feedback• Collaborative goal-setting & problem-
solving• Personnel development
Benefits to UC & Leaders
• Add a needed measure of organizational accountability and discipline• Keeps everyone at every level focused on the
same destination
• Allows accurate forecasting of resource needs, fosters the efficient use of those resources, and avoids costly stops/starts/changes in direction
• Learning experience for you as a leader
Benefits to UC & Leaders
• Keeps employees engaged because they know what is expected of them at work• Gallup spent 30 years
conducting research with 17 million employees, leading to 12 core elements that best predict employee and team engagement and performance
• Of the 12 high success statements, Gallup identified “I know what is expected of me at work” as fundamental.
Benefits to Faculty• Clearer focus
- Goals clearly set out intentions and desires and what you really want to achieve.
• Optimum use of resources- Setting goals helps prioritize use of limited
resources; putting resources behind what you really want to do, rather than things by default or deflection.
• Effective use of time- Time is a resource, but deserves special
consideration because of it’s importance.
“If you want to improve how you manage time, stop doing what doesn't
need to be done!” – Peter Drucker
Benefits to Faculty• Clarity to decision making
- “Does this activity get me closer to my goal?”• Easier measurement of what you do
- Setting SMART goals allows you to measure how well you are moving towards them.
• More freedom of thought- Setting goals can help release creative energies,
looking for ways to make it happen.• Easier communication with others
- Setting goals enables you to clarify with other people what you are trying to do, and how they can contribute or support.
Goal Alignment Example
Third Century Key Area:Reimagining the Student Experience
Increase student satisfaction rankings in freshmen courses by 5% by end of 2015-16 academic year by addressing specific student concerns as noted in reviews.
Create 2-3 weekly open office times for students to ask questions about assignments or seek further guidance on projects, resulting in increased student engagement and rankings improved by 5% by end of 2015-16 academic year.
Effective Performance Goals…
• Show clear alignment with the University’s mission and values and with University-wide and departmental goals & objectives
• May require the employee to “stretch,” but are definitely achievable
• Further the employee’s professional and/or personal development
• Are S.M.A.R.T.
S.M.A.R.T. Goals
Goal: My goal is to increase the student ratings for faculty.
Be Specific: What specific areas do you want to improve?
Improved Goal: My goal is to support the improvement of the teaching skills of our faculty members resulting in higher scores on student evaluations.
Sp
ecif
ic
Goal: My goal is to support the improvement of the teaching skills of our faculty members resulting in higher scores on student evaluations.
Make it Measurable:
What percentage increases are you looking for? How will you know this goal is achieved? How will you achieve this goal?
Better Goal: My goal is to support the improvement of the teaching skills of our faculty members. I will support this goal through running a weekly “teaching excellence” Lunch & Learn series for the faculty. Communication regarding the opportunity will focus on motivating and encouraging faculty to attend a minimum of at least 2 sessions, with a target of 25% of faculty attending at least two sessions.
Mea
sura
ble
Tim
e-B
ou
nd
Goal: My goal is to support the improvement of the teaching skills of our faculty members. I will support this goal through running a weekly “teaching excellence” Lunch & Learn series for the faculty. Communication regarding the opportunity will focus on motivating and encouraging faculty to attend a minimum of at least 2 sessions, with a target of 25% of faculty attending at least two sessions.
Make it Time-Bound:
When do you expect to see these results? What milestones can you measure?
SMART Goal: My goal is to support the improvement of the teaching skills of our faculty members. I will support this goal through running a weekly “teaching excellence” Lunch & Learn series through the end of the 2015-2016 academic year for the faculty. Communication regarding the opportunity will be sent by end of September 2015 and will focus on motivating and encouraging faculty to attend a minimum of at least 2 sessions, with a target of 25% of faculty attending at least two sessions throughout the academic year.
Att
ain
able
& R
elev
ant
SMART Goal: My goal is to support the improvement of the teaching skills of our faculty members. I will support this goal through running a weekly “teaching excellence” Lunch & Learn series through the end of the 2015-2016 academic year for the faculty and communicate the opportunity and benefits to all faculty members via priority channels by the end of September 2015.
Is it Attainable?
Can objectives pertaining to the goal be carried out? Do I have the resources to do this (budget for training, time, skills to develop the process, etc)?
If you answered no, rewrite to be a challenging but realistically attainable goal.
Is it Relevant? Does this goal help you meet the overall objective of the team, department, and/or University?
If you answered no, rewrite to align to team/department and University goals.
Performance Management Process
Organizational Mission &
GoalsPerformance
Check inPerformance
Review
Performance Planning
Feedback & Coaching
Feedback & Coaching
Feedback & Coaching
People Have Needs
Personal Needs
Practical Needs
- The “human needs that people bring to the workplace and to an interaction.
- to be heard and understood, respected and valued, trusted, involved, supported
- The objectives you want the accomplish through an interaction
- reach a decision, resolve a conflict, develop a solution, create a plan, provide feedback
Key Principles
• Maintain or enhance Self Esteem• Listen and Respond with Empathy• Ask for Help and Encourage Involvement • Share thoughts, feelings and rationale• Provide Support without removing
responsibility
Providing Feedback
Feedback“Great job with that student today.”
More Impactful Feedback“When John was confused about the homework assignment (situation/task), you took the time to explain some tips and helped him out (action), and he left looking much less stressed and more confident in the assignment (result).”
© Development Dimensions International, Inc., MMX.
Providing FeedbackFeedback“You need to learn to communicate with students better.”
More Impactful Feedback“When John had a concern (situation/task), you told him to figure it out and brushed him off (action), and he left frustrated and angry (result). If you had taken the time to explain the assignment to him (alternative action), he would’ve understood better and had a better chance of success (alternative result).”
© Development Dimensions International, Inc., MMX.
PracticeScenario: Due to a shift in senior leadership, you have assumed interim leadership of 3 faculty members whose performance has been declining over the past few months. They seem to lack some of the key skills and knowledge needed to do their jobs effectively, and their attitudes have worsened because of all of the change.
Recap
• Explain the difference between “performance management” and an annual “performance review.”
• Provide ongoing coaching and feedback through iterative performance management cycle
• Utilize a simple acronym and planner to provide feedback