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People and Performance Management

Insert date and location

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Theory X or Theory Y ?

Theory XPeople are naturally

IdleWork as little as

possibleLack ambitionDislike responsibilityPrefer to be led

Theory YPeople enjoy workPrepared to expand effort Provided they think task is worthwhileAccept and often seek responsibilityLike to exercise self-control

Maslow’s Hierarchy of Needs

Self - actualization

Esteem

Social and Affiliation

Safety and Security

Physiological

The need to fulfill oneself by maximizing the use of one’s abilities, skills and potential

The need for self-esteem and the esteem of others

The need for friendship and interaction with others

The need to feel safe and secure

The need for food, drink, shelter, warmth and relief from pain

-20 -10 0 10 20 30 40 50

Achievement

Recognition

Work Itself

Responsibility

Advancement

Growth

Motivation Factors – factors that lead to extreme satisfaction

How are staff motivated?

•The importance and limitations of money as a motivator

•The manager can create the right conditions for staff to be motivated more effectively

•Personal goals must be identified. They may include:

•A need to feel a sense of achievement

•Recognition for good work

•Advancement and promotion

•Participation in decision making

•Increased responsibility

•Freedom to plan and organize own work

•Challenge and personal growth

• Everybody can be enthusiastic!

• Know your people – what will make them ‘walk the plank’?

• Provide what your people need in terms of direction/support

• It’s more than just the money

Motivation

Activity:

• Brainstorm a list of 20 actions a manager could take to motivate their team

• Write your ideas on flip-chart for other groups to review

• Identify which ideas you could use.

How are staff motivated?

Managers vs. Leaders

• Administers

• Reactive

• Follows procedures

• Co-ordinates

• Seeks discipline

• Controls

• Does

• Organises

• Adjusts to Change

• Accepts current practice

• Creates

• Proactive

• Sets the pace

• Drives

• Inspires loyalty

• Inspires

• Thinks

• Motivates

• Initiates change

• Challenges status quo

Tom Peters’ View

Manager:• Cop

• Referee

• Devil’s advocate

• Dispassionate analyst

• Pronouncer

Leader:• Enthusiast

• Cheerleader

• Nurturer of champions

• Coach

• Facilitator

What is management?

Management is the efficient and effective use of resources to achieve objectives with and through the efforts of other people.

Leadership – a definition

Inspiring others to follow your lead by creating a compelling vision of the future

Task

Individual Needs

Team Maintenance

John Adair’s Action Centred Leadership

Leadership Style

Styles of Leadership: Tennenbaum & Schmidt (1957)

Leader Centered

Balanced Style

Group Centered

Why performance management?

What are the benefits for:

• The organisation?

• The managers?

• The job holder?

What are some of the drawbacks or

disadvantages of the review process

Define Roles and Responsibilities

What does the employee do?

Problem Solving

and Employee Developm

ent

Set Expectations

Results expected of the

employee? How will they be attained

and measured

Review Results

Manager and employee evaluate

performance over the entire

period and conduct review

Coaching PerformanceManager and employee monitor

performance relative to expectations, and develop

strategies on how performance can be maintained and improved

The performance management cycles

Performance management process

Objectives?

Some quotes:

• If you're not sure where you are going, you're liable to end up someplace else. (Robert F. Mager)

• Committing your goals to paper increases the likelihood of your achieving them by one thousand percent! (Brian Tracy)

• The longest journey begins with the first step. (Lao Tsu)

What is an objective?

• An important part of the job which makes a significant impact on achieving its overall purpose

• A concise, precise and measurable statement of intended action

SMARTER Objectives

• Specific

•Measurable

• Agreed

• Realistic

• Time-scaled

• Exciting

• Reviewed

• To know

• To understand

• To appreciate

• To be familiar with

• To perceive

• To be aware of

• To think about

• To write• To demonstrate• To define• To solve• To identify• To explain• To select

Avoid the abstract Use action verbs

Articulating SMARTER Objectives

Three Part Objectives

There are three parts to an objective:

1. The performanceperformance element

2. The conditions - conditions - refers to environment, equipment, etc

3. The standardsstandards of achievement required

Bias in Assessment

Halo – assessing highly because of one strengthHorns – assessing poorly because of one weakness

Recency – allowing events close to time of assessment to have unfair weighting

Strictness/Leniency – assessing consistently but too high or low

Safety – avoiding negative comments in order to avoid conflict

Attribution – failing to take account of the context in explaining others failures

Blindspot – failing to detect weaknesses as same weaknesses exist in the assessor

Stereotyping/Prejudice – allowing own beliefs to influence judgements

Bias in Assessment

Avoiding Bias in an Assessment• How far do I feel competent to judge my staff’s performance objectively?

• What evidence do I have to support my claim of objectivity?

• Could I be guilty of any bias in my judgement?

Kolb’s learning cycle:

Diagram taken from: http://www.ldu.leeds.ac.uk/ldu/sddu_multimedia/kolb/static_version.php

How you scored (2)

Very strong pref

Strong pref

Moderate pref

Low pref Very low pref

Activist13-20 11-12 7-10 4-6 0-3

Reflector18-20 15-17 12-14 9-11 0-8

Theorist16-20 14-15 11-13 8-10 0-7

Pragmatist17-20 15-16 12-14 9-11 0-8

Activist

Strengths• Flexible and open minded

• Happy to have a go

• Happy to be exposed to new situations

• Optimistic about anything new and therefore unlikely to resist change.

Weaknesses• Tendency to take the immediately

obvious action without thinking

• Often takes unnecessary risks

• Tendency to do too much themselves and to hog the limelight

• Rush into action without sufficient preparation

• Get bored with implementation/consolidation

Activist

Reflector

Strengths• Careful

• Thorough and methodical

• Thoughtful

• Good at listening to others and assimilating information

Reflector

Weaknesses• Tendency to hold back from direct

participation

• Slow to make up their minds and reach a decision

• Tendency to be too cautious and not take enough risks

• Not assertive - they are not particularly forthcoming and have no ‘small talk’

Theorist

Strengths• Logical ‘vertical’ thinkers

• Rational and objective

• Good at asking probing questions

• Disciplined approach

Theorist

Weaknesses• Restricted in lateral thinking

• Low tolerance for uncertainty, disorder and ambiguity

• Intolerant of anything subjective or intuitive

• Full of “shoulds”, “oughts” and “musts”

Pragmatist

Strengths• Keen to test things out in

practice

• Practical, down to earth, realistic

• Businesslike - gets straight to the point

• Technique oriented

Pragmatist

Weaknesses• Tendency to reject anything

without an obvious application

• Not very interested in theory or basic principles

• Tendency to seize on the first expedient solution to a problem

• Impatient with waffle

• On balance, task oriented not people oriented.

Learning and Development Opportunities

• Coaching• Delegation• Project work• Job exchanges• Secondments• Deputising• Shadowing • Training Courses• Committee Membership• Telephone Hot-line• Writing Reports

• E-learning• Making Presentations• External Representation• Product Champion• National Forums

Representative• Representative on

Professional Bodies.• Self Study – Books/CDs• Study visits• Trade Exhibitions• Vocational Qualification

GROW – a popular coaching model

• G – GOAL

• R – REALITY

• O – OPTIONS

• W – WRAP UP

Skills Practice Briefing Sheet 

Job Holder: Explain in detail a current work based problem Manager: Help the job holder explore the problem

Identify a possible way forward

Don’t impose a solution

Summarise what has been saidObserver: Keeps time

Makes notes

Gives feedback on the Manager’s Skills

Time: 15/20 minutes for each discussion 5/10 minutes for feedback

Performance interviewing exercise• Decide on your roles:

Manager. Job Holder. Observer

• Prepare and conduct a Performance Management Interview

• Interview 15 minutes. Review 5 minutes

• Discuss your experiences/learning in plenary group

Difficult Reactions

• Interviewees who clam up

• Interviewees who get distressed

• Interviewees who argue

• Interviewees who WON’T participate.

Preparing for Fight/Flight

• Perception of threat:

–100% perception

–Threat to anything that affects ‘homeostasis’

• Production of adrenaline & cortisol

• Stimulation to cope with threat

• Production of steroids to release fats and sugars for energy

Effects of Fight/Flight

• Heart rate increases

• Breathing faster

• Blood vessels constrict, blood gets thicker

• Blood pressure rises

• Digestion slows down

• Sweating

• Eyes dilate

Staying in Control - be aware of your thinking:

Negative self-talk • That isn’t fair; it wasn’t my

fault

• They shouldn’t speak to me like that

• This is so unjust, it isn’t fair

• What a rotten job; I’m always getting angry customers

Positive self-talk• This person has, or feels

they have a problem. I need to help them

• I need to help this person speak more calmly

• Angry people usually exaggerate. I can help him communicate clearly

• Helping angry people calm down is a great way of learning good interpersonal skills