Performance Management Essentials

Stephanie Flanagan

2016

TSS: PM Essentials 21 Center for Workplace Learning & Performance

Requests forpermissionto reuse these materials may be directed

to: The Center for Workplace Learning & Performance
at or 814-865-8216.

Accommodation Statement/Alternative Media Statement

The Pennsylvania State University encourages qualified persons with disabilities to participate in its programs andactivities.If you anticipate needing any type of reasonable accommodation (e.g. materials in alternate format, sign language interpreter, etc.) to participate in theOffice of Human Resources Workplace Learning & Performanceprogram you plan to attend, please contact us as far in advance as possible so that we can have the appropriate reasonable accommodations in place for you.

Contact The Center for Workplace Learning & Performance at814-865-8216() to request reasonable accommodations or if you have questions related to requesting reasonable accommodations or the physical accessibility of the program site. This publication is available in alternative media on request.

Goal

To understand how to use performance management as a year-round approach to engage and motivate your staff

Objectives

This seminar will help you to…

· Understand the importance of performance management and your role as supervisor in the process

· Identify strategies for ongoing communication about managing performance, including sharing expectations, setting goals and giving feedback

Performance Management: Self-Assessment

I Wish / Pretty Much / Definitely
1. I have an accurate job responsibilities worksheet for myself.
2. I have an accurate job responsibilities worksheet for my employees.
3. I meet with my employees to communicate their roles and job expectations.
4. I set clear, measurable goals and objectives for my employees.
5. I communicate how individual goals align with department and organizational goals.
6. I hold my employees accountable for meeting performance goals and objectives.
7. I provide constructive feedback to help staff improve performance
8. I take appropriate action to address poor performance.
9. I conduct thorough annual performance reviews.
10. I assess individuals fairly.
11. I provide my staff with work that allows them to build their skills.
12. I keep my staff informed on events that impact their work.
13. I provide my staff with the resources (budget, technology, etc.) that they need to do their job effectively.

What is Performance Management?

Performance management is the process of setting expectations, aligning goals, assessing results, and focusing on staff development through ongoing conversations between managers and their direct report(s).

Guiding Principles for Effective Performance Management

Companies that are Considered Best-In-Class for Performance Management:

· Understand that performance management is on-going, with at least monthly discussions between employees and their supervisors

· Believe that performance management is an opportunity to foster employee growth

Source: Aberdeen Group-- Is Employee Performance Management Performing?

The Performance Management Cycle

Goal Setting & Planning / 1. Clearly communicates roles and job expectations
2. Sets clear, measurable performance goals and objectives
3. Communicates how individual goals align with department and organization goals
Ongoing Feedback & Coaching / 1. Holds people accountable for meeting performance goals and objectives
2. Provides constructive feedback to help staff improve performance
3. Takes appropriate action to address poor performance
Appraisal & Reward / 1. Conducts thorough annual performance reviews
2. Assesses individuals fairly
3. Differentiates high performers appropriately

The Performance Management Cycle

Step One: Goal Setting and Planning

Critical Elements of Goal Setting and Planning include:

· Clearly communicates roles and job expectations

· Sets clear, measurable performance goals and objectives

· Communicates how individual goals align with department and organization goals

Clearly Communicates Roles and Job Expectations

The purpose of the Job Responsibilities Worksheet (JRW) is to document the current responsibilities of a position. It focuses on a specific position (not the incumbent); provides details regarding the job duties and required competencies; and outlines the job scope and reporting structure. The information provided in the JRW will be used to ensure the position is properly classified and evaluated.

Responses must accurately represent the way the position is currently functioning. The employee and supervisor must discuss the position to ensure mutual understanding. If the position is vacant or the employee has occupied the position for less than six months it is recommended the supervisor complete the JRW.

Characteristics of Effective JRWs:

o Based on the job, not the person in the job

o Realistic and achievable

o Clearly communicated and understood by both the manager and employee

o Documented in writing

o Subject to change

o Linked to department and organizational objectives

For more information, go to the Penn State Office of Human Resources website:

http://ohr.psu.edu/recruitment-and-compensation/job-reviews

Sets clear, measurable performance goals and objectives

It is important for you to write (or help your direct reports write) specific goals for the year ahead. Document expectations clearly and thoroughly. Together identify 2-5 specific goals, using the SMART model to cross-check for completeness and clarity

The goals should focus on:

o Moving the business forward, consistent with business/functional goals and/or

o Improving current individual and team performance. Performance must be aligned with departmental goals and responsibilities.

Types of Goals

Goals can be grouped into different types, to give an overall picture of an employee’s performance. Each type of goal serves a slightly different purpose, but as often as possible, all goals should follow the SMART guidelines discussed previously.

Quantitative Goals:

These goals describe the “what” of performance and define an expected result, so it is clear whether or not the goal has been achieved. These results are typically linked to success measures for the specific department in which the employee operates.

Qualitative Goals:

Behavioral Goals

These goals describe the “how” of performance, and focus on skills that are necessary to accomplish the quantitative goals mentioned above

Development Goals

These are also qualitative goals and include any specific activities that will improve or enhance performance. The measurement of results is generally qualitative.

Professional and Career Aspirations

Designed to encourage the employee to define long-term goals and create a plan to realize those goals. Work with the employee to define their career goals (what they want to be doing 2-3+ years from now), the positions that best fit those career goals and realistic timeframes in which the employee can move into specific roles in the organization. Individuals may not need to move to new positions to achieve career goals.

SMART: The Key to Setting Clear Expectations and Goals

Specific: / The goal to be met must be concrete, not just a general statement of direction.
Measurable: / Whether qualitative or quantitative, there must be a way to assess whether or not the goal has been met.
Attainable: / All goals should be within the reach for the employee, but should include some “stretch.” Performance measures used should be ones over which the employee has direct or indirect control.
Relevant and
Results Oriented: / Goals should easily link to both team/unit and Penn State strategic imperatives.
Time-bound: / It should be possible to periodically assess the status of their progress towards meeting the goal.

Writing SMART Goals

Use these questions as a guide:

Specific: What will the goal accomplish? How and why will it be accomplished?
Measurable: How will you measure whether or not the goal has been reached?
Achievable: Is it possible? Have others done it successfully? Do you have the necessary knowledge, skills, abilities, and resources to accomplish the goal? Will meeting the goal challenge you without defeating you?
Results-focused & Relevant: What is the reason, purpose, or benefit of accomplishing the goal? What is the result (not activities leading up to the result) of the goal? Is the goal relevant?
Time-bound: What is the established completion date and does that completion date create a practical sense of urgency?

Give SMART goal writing a try:

GOAL: Improve clerical skills to enhance individual capabilities for providing administrative support

SMART GOAL:

GOAL: Assist in developing more appealing events for alumni

SMART GOAL:

Avoid Common Pitfalls

Pitfall:
Too many goals / Limit the number of annual goals to 3 – 5 to ensure focus on the most important results
Pitfall:
Unclear accountability / Clarify who is accountable for achieving the goal—especially important in teams or where work is highly interrelated
Pitfall:
Unclear expected results or measures / Clearly describe the qualities or measures of the expected results to reduce ambiguity

The Performance Management Cycle

Step Two: Ongoing Feedback and Coaching

Critical elements of giving feedback include:

· Holds people accountable for meeting performance goals and objectives

· Provides constructive feedback to help staff improve performance

· Takes appropriate action to address poor performance

· Motivates employees to continue successful behaviors and practices

Benefits of Positive Feedback

· Gives clarity to the employee about good performance.

· Creates enthusiasm.

· Builds confidence and self-esteem.

· Increases appropriate risk-taking and innovation.

· Demonstrates care and involvement.

· Makes an employee feel acknowledged.

When Positive Feedback is appropriate

· When used to recognize specific job performance that has met and/or exceeded expectations. (It reinforces and motivates.)

Example of Positive Feedback: “The budget estimates you presented at the last staff meeting were very detailed and gave us good criteria for decision-making.”

Benefits of Developmental Feedback

· It lets people know how to execute a task more effectively.

· It steers actions; communicates what needs to change.

· It increases the person’s self-awareness.

· It is the foundation of all development.

· It gives a bigger picture to the employee.

When Developmental Feedback is appropriate

· When used to help an employee monitor and correct his or her own behavior.

Example of Developmental Feedback: “My expectation was that you would provide us with more details on the event budget. Because we didn’t have enough information, we won’t be able to make our final decisions until later this week. What can you do to ensure that we will have the correct information?”

Feedback Framework:

Feedback is an essential component of a learning and performance culture. The framework assists in preparing to deliver feedback effectively.

· Most beneficial if on-going

· Intended to support staff performance and development

· Applies to both positive and constructive situations

· On-going feedback ensures no surprises

Feedback Framework:

Expectations set the stage

· Are explicit or implicit

· Change over time

· Build on our personal and professional histories

· Are the foundation for effective feedback

Observations provide the information.

· Are in the past

· Are completed actions

· Are exactly what was seen, heard, etc.

Assessments are conclusions about performance and competency demonstration.

· Are unavoidable

· Are not facts or observations

· Often create resistance

· Can produce a sense of urgency

· Should be “owned” by the giver

Consequences provide the “so what?”

· Are “desired” and “undesired”

· Are known or possible

· Often initiate action

· Affect your work and interaction with others

Feedback Framework

Positive Feedback Example

Let’s assume you are Jack’s supervisor and have some positive feedback to provide:

Feedback Framework

Constructive Feedback Example

Let’s assume you are Jack’s supervisor and have some constructive feedback to provide:

Examples used with permission from Sibson Consulting

Using the Feedback Framework:

It’s your turn to try!

1. Describe the situation (Positive Feedback):

Dimension Commentary

Expectation
Observation
Assessment
Consequence

2. Describe the situation (Constructive/Developmental Feedback):

Dimension Commentary

Expectation
Observation
Assessment
Consequence

Best Practices for Giving Developmental Feedback

· Create a comfortable climate in which the employee feels safe.

· Listen sincerely and actively to the employee. Really try to understand this person before you begin to offer your own ideas.

· Stay open minded.

· Be candid, constructive and concise.

· Share your own development experiences, thoughts and feelings

· Share your observations if the employee seems to be struggling with how to get started or seems very reserved. Take the initiative by sharing a personal experience, or asking probing questions.

· Agree on next steps and schedule another time to meet. Agree on the subject of your discussions ahead of time.

· Remember to demonstrate managerial courage.

Challenges of Giving Developmental Feedback

Many feedback givers are hesitant to give feedback because it:

· Might hurt feelings

· May not have “all the facts”

· May not have the skills to do it

Effective ways to respond to an emotional receiver

· Let the person have the feelings.

· Let the person know that you care.

· Ask the person if they would like to take a break and get together again later.

· Keep the conversation focused on behavior, what is expected, responsibilities – clarify and confirm their understanding of what they need to do differently in the future.

Effective ways to deal with differing perspectives on employee’s skills or goals

· Ask for more information to understand the other person’s perspective

· Be objective, and open to reconsidering your position

· Be honest and say that your assessment differs, and explain how. Give examples.

· If you have difficulty resolving your differences, move on and commit to coming back to that point once you’ve both had the chance to think about it

Remember, giving developmental/constructive feedback well begins with following good practices. Practice and experience will help you become more skilled and comfortable in giving feedback.

By providing timely, constructive, and candid feedback to your employees about their performance and career objectives, you will be an important part of their development and success

TSS: PM Essentials 21 Center for Workplace Learning & Performance