Federal Acquisition Service U.S. General Services Administration Delivering Feedback And Coaching...

Federal Acquisition Service

U.S. General Services Administration

U.S. General Services Administration. Federal Acquisition Service.

Delivering Feedback Delivering Feedback And Coaching for SuccessAnd Coaching for SuccessPartnership for Public ServicePartnership for Public Service

May 2012May 2012

Delivering Feedback and Coaching for

Success

Delivering Feedback and Coaching for

Success

GSA Expo 2012GSA Expo 2012

Partnership for Public Service

The Partnership for Public Service works to revitalize our federal government by inspiring a new generation to serve and by

transforming the way government works

Securing the Right Talent• Call to Serve and Annenberg Speakers Bureau

Engaging Employees to Deliver Results• Best Places to Work in the Federal Government

Developing and Energizing Leaders• Center for Government Leadership

Fueling Innovation• Service to America Medals (Sammies)

Center for Government Leadership

Preparing federal leaders to solve national challenges by driving innovation, inspiring employees and

delivering results

Alumni Network

Benefits of Coaching for Performance

Opportunity to make necessary changes or maintain good behavior

Helps each employee develop an accurate self-image

Facilitates mutual problem-solving

Supports a culture of learning and growth

Retains employees

Management Made Easy

Discussion

Turn to a neighbor and take a few minutes each to discuss:

What challenges do you face in providing feedback to employees and dealing with performance problems?

Managing for Performance

Managing for Performance

A Tool: SMART Goals

Specific

Measurable

Action-oriented

Realistic

Time-bound

Set Employees Up for SuccessSet Employees Up for Success

1. Assess the individual’s ability to perform a given task based on experience and motivation

2. Reach agreement with the employee on the level of support they need. For example:

1. Inexperienced employees may need you to: 1) teach them what to do, 2) let them try it out, and 3) have you closely monitor their performance and provide feedback

2. Experienced employees may need you to simply serve as a resource for thinking through problems or removing barriers

3. Provide support and remove barriers to success

1. Assess the individual’s ability to perform a given task based on experience and motivation

2. Reach agreement with the employee on the level of support they need. For example:

1. Inexperienced employees may need you to: 1) teach them what to do, 2) let them try it out, and 3) have you closely monitor their performance and provide feedback

2. Experienced employees may need you to simply serve as a resource for thinking through problems or removing barriers

3. Provide support and remove barriers to success

Managing for Performance

Provide Regular Feedback

Feedback should be formal and informal

Begin with an open-ended, problem-solving approach

Set aside enough time for an open dialogue

Do not allow the performance appraisal form to dictate the conversation

“Managing Performance,” by Linda Hill and John Gabarro, Harvard Business School Note

10 Guidelines for Providing Effective Feedback

1. Make it relevant

2. Focus on the future

3. Be honest and straightforward

4. Make it timely

5. Be specific

6. Focus on behavior, not personality

7. Keep it limited

8. Be sure it's actionable

9. Explain the impact

10. End on a positive note

A Tool: One-on-OnesA Tool: One-on-Ones

Short – 15 to 30 minutes

Frequent – at least once every two weeks

Focused on what the individual wants to talk about

Scheduled in advance

A top priority – if a meeting is postponed, it needs to be rescheduled promptly

© 2001 The Ken Blanchard Companies. All rights reserved.

Short – 15 to 30 minutes

Frequent – at least once every two weeks

Focused on what the individual wants to talk about

Scheduled in advance

A top priority – if a meeting is postponed, it needs to be rescheduled promptly

© 2001 The Ken Blanchard Companies. All rights reserved.

Don’t Forget About Upward FeedbackDon’t Forget About Upward Feedback

What is one thing you want me to continue doing?

What is one thing that I can do to help your productivity? Your professional growth?

If you could get me to stop doing one thing, what would it be (i.e., it diminishes your productivity, morale)?

If you could get me to start doing one thing, what would it be (i.e., it would increase your productivity, morale)?

What else can I do to be a better colleague/ supervisor?

What is one thing you want me to continue doing?

What is one thing that I can do to help your productivity? Your professional growth?

If you could get me to stop doing one thing, what would it be (i.e., it diminishes your productivity, morale)?

If you could get me to start doing one thing, what would it be (i.e., it would increase your productivity, morale)?

What else can I do to be a better colleague/ supervisor?

Managing for Performance

Assessing Performance

Take uninterrupted time to evaluate performance

Test your assumptions and biases

Ensure that you recognize the employee’s strengths

Differentiate between your own actions and those of your employees

“Managing Performance,” by Linda Hill and John Gabarro, Harvard Business School Note

Coaching for Improvement

Be specific

Take advantage of critical incidents

Establish a development plan with benchmarks and timetables

Identify resources for assistance

Adapt your coaching style to the individual

Agree to next steps (set SMART Goals)

“Managing Performance,” by Linda Hill and John Gabarro, Harvard Business School Note

Managing Poor PerformanceManaging Poor Performance

1. Do your homework – explore what is going on

2. If necessary, renegotiate goals or redirect

3. Spend more time observing and monitoring performance and giving feedback

4. Describe the consequences of continued low performance, if necessary

1. Do your homework – explore what is going on

2. If necessary, renegotiate goals or redirect

3. Spend more time observing and monitoring performance and giving feedback

4. Describe the consequences of continued low performance, if necessary

Busting MythsBusting Myths

It is hard to fire someone for poor performance

Firing someone takes too much documentation

Performance actions can only occur during the annual review process

Poor performers who have been “carried” can never be fired for performance

It is hard to fire someone for poor performance

Firing someone takes too much documentation

Performance actions can only occur during the annual review process

Poor performers who have been “carried” can never be fired for performance

Barriers to Dealing with Performance ProblemsBarriers to Dealing with Performance Problems

Grievances/EEO complaints

Complicated process

Burdensome documentation

Problem will go away if you ignore it

Lack of support from senior leadership

Grievances/EEO complaints

Complicated process

Burdensome documentation

Problem will go away if you ignore it

Lack of support from senior leadership

Managing for Performance

Thinking about the Long RunThinking about the Long Run

Create a safe space for employees to share their long-term goals even if they don’t involve your organization

Draw links between the skills your employees are developing and the skills needed to reach their goals

Find unique developmental opportunities that will help your employees work towards their goals

Create a safe space for employees to share their long-term goals even if they don’t involve your organization

Draw links between the skills your employees are developing and the skills needed to reach their goals

Find unique developmental opportunities that will help your employees work towards their goals

Coaching Simulation ExerciseCoaching Simulation Exercise

In groups of three, take turns delivering and receiving feedback:• Discuss as a group how you would approach each

discussion as a manager (5 minutes)

• Assign one person to each of the following roles: Manager, employee, observer

• The manager and employee should engage in a feedback discussion; the observer should take notes (5 minutes)

• The observer provides feedback to the manager and employee on their style and approach (5 minutes)

• Rotate and repeat the process with the next case

In groups of three, take turns delivering and receiving feedback:• Discuss as a group how you would approach each

discussion as a manager (5 minutes)

• Assign one person to each of the following roles: Manager, employee, observer

• The manager and employee should engage in a feedback discussion; the observer should take notes (5 minutes)

• The observer provides feedback to the manager and employee on their style and approach (5 minutes)

• Rotate and repeat the process with the next case

Case 1: Coaching Simulation ExerciseCase 1: Coaching Simulation Exercise

Michael (Manager): You are meeting with Dwight – a GS-12 who has been with the Department for about six years and understands how to get things done – to review his performance on a recent project.

Dwight is a great researcher and works tirelessly. However, his analysis and reporting are often far too detailed, requiring a lot of editing.

You ask to meet with Dwight to provide him with positive feedback and guidance about the appropriate level of detail for analyses.

Dwight (Employee): You were frustrated by Michael’s constant edits to your analysis. You wish that Michael had more clearly explained what he was expecting up front, as well as why he made the edits that he did.

Michael (Manager): You are meeting with Dwight – a GS-12 who has been with the Department for about six years and understands how to get things done – to review his performance on a recent project.

Dwight is a great researcher and works tirelessly. However, his analysis and reporting are often far too detailed, requiring a lot of editing.

You ask to meet with Dwight to provide him with positive feedback and guidance about the appropriate level of detail for analyses.

Dwight (Employee): You were frustrated by Michael’s constant edits to your analysis. You wish that Michael had more clearly explained what he was expecting up front, as well as why he made the edits that he did.

Case 2: Coaching Simulation ExerciseCase 2: Coaching Simulation Exercise

Michael (Manager): You are meeting with Pam – a rising GS-9 – to review her performance on a recent project and discuss her career goals.

Pam’s performance on your most recent project was exceptional. She was a great team player, her work was always on time and spot on, and she delivered a great presentation to the leadership team.

Given her marketability, management is concerned that she may be at risk of leaving the Department sometime soon and you think that Pam would benefit from some career path guidance.

Pam (Employee): You enjoyed working on this recent project but you are growing impatient with your position in the Department. Many of your friends have already gone on to bigger and better roles within their private sector organizations. You are seriously considering leaving and want to discuss opportunities for advancement.

Michael (Manager): You are meeting with Pam – a rising GS-9 – to review her performance on a recent project and discuss her career goals.

Pam’s performance on your most recent project was exceptional. She was a great team player, her work was always on time and spot on, and she delivered a great presentation to the leadership team.

Given her marketability, management is concerned that she may be at risk of leaving the Department sometime soon and you think that Pam would benefit from some career path guidance.

Pam (Employee): You enjoyed working on this recent project but you are growing impatient with your position in the Department. Many of your friends have already gone on to bigger and better roles within their private sector organizations. You are seriously considering leaving and want to discuss opportunities for advancement.

Case 3: Coaching Simulation ExerciseCase 3: Coaching Simulation Exercise

Michael (Manager): You are meeting with Jim – an experienced but overextended, GS-13– to review his performance on a recent project.

Jim nearly dropped the ball on his assignment. He ended up producing an outstanding report, but he finished the report after the team’s agreed-upon deadline. As a result, the rest of the team had to work over the weekend to complete fact-checks and proofread the report.

You want to talk to Jim about his time management to prevent this from happening in the future.

Jim (Employee): Throughout the project, you were frustrated that the team did not provide information more regularly, which delayed your writing, but you tried not to complain. You also want to let Michael know that this type of work underutilizes your skills and that you would like more challenging assignments.

Michael (Manager): You are meeting with Jim – an experienced but overextended, GS-13– to review his performance on a recent project.

Jim nearly dropped the ball on his assignment. He ended up producing an outstanding report, but he finished the report after the team’s agreed-upon deadline. As a result, the rest of the team had to work over the weekend to complete fact-checks and proofread the report.

You want to talk to Jim about his time management to prevent this from happening in the future.

Jim (Employee): Throughout the project, you were frustrated that the team did not provide information more regularly, which delayed your writing, but you tried not to complain. You also want to let Michael know that this type of work underutilizes your skills and that you would like more challenging assignments.

Action Planning

What are one to three actions that you will take upon returning to work?

What support will you need to accomplish these tasks?

Stay Engaged!

Center for Government Leadership:

• Annenberg Leadership Seminars

• Excellence in Government Fellows program

• Fed Coach http://www.washingtonpost.com/blogs/ask-the-fedcoach

Daily Pipeline

Annenberg Speakers Bureau

Service to America Medals

Stay Engaged!

Tom Foxtfox@ourpublicservice.org

Laura Howeslhowes@ourpublicservice.org

Catie Hargrovechargrove@ourpublicservice.org

ourpublicservice.org