Managing staff performance University of Cambridge Sue Duraikan.
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Transcript of Managing staff performance University of Cambridge Sue Duraikan.
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Managing staff performance
University of Cambridge
Sue Duraikan
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Objectives • Understand your responsibilities in performance
management• Understand University policies on Induction,
Probation, Capability and SRD • Know how and why to set clear goals and standards• Know how to use delegation and coaching to
motivate and develop individuals• Be able to give feedback constructively
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Employee Lifecycle 1 Induction
Probation
Extend Confirm Terminate
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Employee Lifecycle 2
Set goals
Coach, delegate, monitor, feedback
Performance review
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Jan• 19 years old• Joining next week• First full time role• Not native English
speaker
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Carmen• 25 years old• Joined 3 months ago• Brilliant at IT• Quiet and reserved
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Jenny• 35 years old• Joined 5 years ago• Good performer• Resistant to change• Can snap easily
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Boris• 53 years old• Joined 13 years ago• ‘Safe pair of hands’• Takes ownership• Tends to take on too
much
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INDUCTION
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Induction - Aims
Effective integration of new employees into/across the Institute/Department/Organisation by:
• giving new employees an understanding of the University and its policies and procedures as well as the specific Department / Faculty / Institution they are working in.
• aiding better understanding of the role
• ensuring greater understanding of the role
• enabling new employees to demonstrate skills and abilities – helping ensure suitability to the role
• helping build first good impression.
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Induction - Benefits
• New employees integrated into the workplace quickly = increased effectiveness
• Builds positive relationships
• Establishes communication channels
• Provides clarity of expectations – increases levels of competency and security
• New employees feel valued & supported
• Increases job satisfaction
• Research shows tailor made induction programmes increase retention
• Promotes the Department / Faculty / Institution / University in a positive light – reputational impact
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Induction
What it should include:
• Introductions to colleagues/workplace
• Formal responsibilities of the job & standards required
• Practical issues including health and safety
• Line management, support and monitoring
• Training
• Potentially assigning a mentor.
• General University induction event.
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Induction – Who is responsible?
• Head of Institution
• Actual responsibility delegated to the Departmental Administrator / Principal Investigator / Line Manager / Supervisor / Team Leader.
• Ensure regular progress meetings / discussions are scheduled.
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Induction – Guidance/Documentation
• HR Induction weblink:
http://www.hr.admin.cam.ac.uk/recruitment/stage-5-supporting-new-employees/induction
• HR22 - Induction Planning Checklist – for those responsible for induction to use:
http://www.admin.cam.ac.uk/cam-only/offices/hr/forms/hr22/
• HR24 - Employee Induction Checklist – for the new employee to use
http://www.admin.cam.ac.uk/cam-only/offices/hr/forms/pd24/
Checklists contain weblinks for training and development (PPD) & online training (Equality and Diversity, Induction and Health and Safety)
N.B. Remember Equal Opportunities
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PROBATION
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Probation – not just an easy option!
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Probation
• Heads of Institutions are responsible for ensuring probation periods are carried out/monitored. Line managers/supervisors usually have delegated responsibility for monitoring performance, conduction meetings, providing guidance.
• Formal Arrangement with review meetings at appropriate intervals, completed documentation and CHRIS updated.
• Aim is to assess and review employees performance, capability, and suitability for the role.
• Purpose is twofold – identify progress and any steps taken to resolve any difficulties
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Probation
• Review meetings should be constructive, helpful and positive
• Opportunity to provide immediate feedback
• Reviews must be documented
• Unsatisfactory performance – outline specific concerns, improvements needed, how will these be achieved
• Final Review – May be accompanied by trade union representative or work colleague
• Full employment rights – two year’s continuous service
• Still important for those transferring roles within the University
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Outcomes at end of probation
• Satisfactory completion
• Extension:
o Use of extension of probation should only be used in exceptional circumstances
o The intention of the extension is to bring the employee’s performance up to a standard where their probation can be confirmed
Two possible outcomes after an extension:
• Progress Reviews are satisfactory in which case the probation can be confirmed
• Progress Reviews are unsatisfactory in which case the Head of Institution must make a recommendation/decision that employment be terminated.
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Outcomes at end of probation
• Termination
o If an employee’s performance is clearly unsatisfactory the probation may be curtailed to enable early termination – always consult HR
o A formal review meeting must be held as appropriate and the employee must be given the right to be accompanied
o Right of appeal
Full details of policy/procedure on HR website:
http://www.admin.cam.ac.uk/cam-only/offices/hr/probation/
-----------------------------------------------------------------------------------------------
N.B. Current probation policy is under review. General principles unchanged, although length of probation periods will be changing. There will also be more guidance made available with regards to managing probation.
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Managing Performance after the probation
• In the event performance concerns arise following the completion of the probation procedure these may need to be addressed through the Capability policy - http://www.admin.cam.ac.uk/offices/hr/policy/capability/
• It is a manager's responsibility to identify underperformance and to seek to address this at the earliest opportunity.
• Supportive process that enables manager to deal with performance concerns in a fair and consistent way.
• There is a need to treat all capability issues with care and sensitivity and to identify and (where appropriate) address the underlying causes.
• Guidance from HR should be sought at the earliest opportunity.
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SMART goals
• Specific• Measurable• Achievable• Relevant• Time-limited
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Why give feedback?Staff need it so they…• Are motivated• Keep on track• Know what’s acceptable
… or not!• Learn how to do things
differently/better
You need to give it in order to… • Maintain individ and team morale• Clarify and reinforce standards• Improve performance• Show you’re in touch• Avoid recrimination• Nip problems in the bud
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What is effective feedback?• Regular• Timely• Specific• Positive/negative but
always constructive• Honest• Private/public• Face-to-face/in writing
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Negative feedback• Clarify what you
expected• Explain how it looks to
you• Discuss• Agree an action plan• Review
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Causes of poor performance• Competence• Commitment• Communication• Change• Conflict• Organisation• Other (health, external
factors)
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Capability Policy
• Introduced in July 2013
• Applies to all University employees who have a contract of employment except for University Officers whose procedures are contained in the Statutes & Ordinances
• Provides a framework for managing underperformance in a fair and consistent way
• Emphasis on supporting employees – helping them to identify potential causes of underperformance
• Helps decide what practical steps can be taken to improve performance, i.e. training, coaching, mentoring etc
• Helps consider whether there are mitigating factors
• Policy supplemented by detailed guidance document & toolkit
• http://www.admin.cam.ac.uk/offices/hr/policy/capability/
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STAFF REVIEW AND DEVELOPMENT
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Staff Review and Development (SRD)
• Responsibility of Head of Institute or their nominated representative
• Purpose – to enhance work effectiveness and facilitate career development
• All staff should be included in their Institutions SRD scheme
• SRD meetings should include: Positive, constructive feedback; action; training needs; identification of difficulties / obstacles; balancing needs
• Benefits of SRD:
o Improved communication – more open style of management
o Formal opportunity to review progress; clarify roles/responsibilities/aims & priorities; plan for future activity/development
o Formal record of experience/learning over time – CPD activity
o Allows Institutions to better target training & development
o Enhanced performance through more motivated staff
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Stages of the Review Process
• Three key stages:
• 1) Preparation – staff member to think about successes; difficulties, personal and professional plans; obstacles that may need to be removed in order for these to be achieved; training needs.
Reviewer to arrange a date for review, assess progress, request staff member to bring relevant documentation (C.V., list of duties etc).
• 2) Discussion – Review meeting between staff member and reviewer.
Discuss training and development needs; two way open discussion; meeting can take place external to Institution, conversation can be kept confidential
• 3) Recording – Achievements, training / development needs, agreed targets recorded.
• Forms to be used: PD25 & PD26
• Formal record will be used at subsequent review meeting.
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Staff Review and Development
• HR weblink :
http://www.hr.admin.cam.ac.uk/recruitment/stage-5-supporting-new-employees/staff-management
• Forms can be found at :
http://www.hr.admin.cam.ac.uk/forms/pd25-pd26-and-pd27
Appraisal returns are required on an annual basis
• For Contract Research Staff see Career Management and Employment Scheme : http://www.cam.ac.uk/research-staff/employment-and-career-management
___________________________________________________________
• The SRD scheme is currently under review (consideration is being given to online reviews and a review is being carried out in relation to the scheme that applies to Academics)
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C
Flexible management styles
Competence
Commitment
Low High
High
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C
Flexible management stylesShort term goalsDirect, instruct Encourage and supportObserve, listen and monitorFeed back
Long term goalsDelegateChallengeDevelopFeed backLight touch
Hands onShort term goalsDirect, instructEncourageExplore motivation: carrot or stick?Observe, listen and monitorFeed backFuture?
Short term goalsExplore motivation: carrot or stick?CoachBig pictureHelp with prioritisingMonitor progressEncourage self-review
Competence
Commitment
Low High
High
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Flexible delegationCould you update the Exel spreadsheets for Project Z
by Friday?
Yeah. Whatever.
No problem. That’s a quick job.
I’ll stay and do that tonight. I’m not great with Exel. It could take a while.
Exel! Oh help! Project Z? What
on earth…?
Jenny
Carmen
Boris Jan
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M
How do people learn their jobs?70-20-10
ExperienceExposureEducation
Morgan McCall, Robert Eichinger, Michael Lombardo, Center forCreative Leadership, North Carolina
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What is coaching?
‘Unlocking a person’s potential to maximise their own performance. It is helping them to learn rather than teaching them.’
Timothy Gallwey, The Inner Game
‘A manager’s job is simple – to get the job done and grow your staff. Time and cost pressures limit the latter. Coaching is one process with both effects.
Sir John Whitmore, Coaching for Success
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Stages of learning
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A good coach….• Plans each coaching
session• Adapts coaching to the
individual• Communicates clearly
and openly• Listens well
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A good coach….• Is patient• Is enthusiastic• Expects mistakes• Shows total respect for
the learner• Gives constructive, timely
feedback
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Process of coaching
Agree goals Promote discoveryEncourage reflection
Give feedbackFollow up
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Why does it matter?Workload
Reputation
Job satisfaction
You
Motivation
Performance
Development
Health and well-being
Morale
Staff
Meet targets
Operate at peak performance
Retain key staff
Avoid legal problems
Dept
Meet customer needs
Reputation
Consistent service
External
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Why does it matter?‘Put simply, employees leave managers, not companies.’
Graeme Buckingham, Gallup Organisation
‘As a manager you cast a long shadow.’Dina Pyron, Ernst & Young