© Baptist Leadership Group MMXIII Conducting Vital Conversations Leadership Development Institute Beverly Begovich RN, BSN, MBA, MBB Practice Leader Baptist

© Baptist Leadership Group MMXIII

Conducting Vital Conversations

Leadership Development Institute

Beverly Begovich RN, BSN, MBA, MBBPractice Leader

Baptist Leadership GroupFebruary 1, 2013


Icebreaker Activity


Performance Management

• Performance Management is the art and science a leader uses to retain, develop or discipline their employees.

• To achieve outcomes, a leader must be able to communicate clearly expectations, define specific behaviors and provide feedback to the employee on performance related to the expectations.

• Every leader is a coach of his/her team of employees. • Vital conversations are the tools to assist a leader in assessing

and coaching employees on performance to achieve the expected department outcomes or goals.


Objectives

Upon completing this course, you will be able to:• Describe how retention impacts you, your staff and the

organization.• Identify the three types of performers—High Achievers, Solid

Performers and Under Achievers.• Assess your staff and identify the three types of performers,

using a Performance Assessment/Coaching Tool.• Conduct vital coaching conversations with each type of

performer in order to recognize, reward and impact performance.


Agenda

• Performance Management• Retention and Action Planning • Three Performance Groups and Action Planning • Coaching and Vital Conversations • Action Planning and Skill Practice • Wrap Up


Retention


“Rethinking Retention”“Retaining good workers is the tipping point between success and failure for many organizations.”Richard P. Finnegan in Rethinking Retention in Good Times and Bad


Build on Principles:

• Employees quit jobs because they can.

#1


Build on Principles:

• Employees stay for things they get uniquely from you.

#2


Build on Strategies:

• Supervisors build unique relationships that drive retention…or turnover.

#3


The Strategies:

Hold Supervisors accountable

Developsupervisorsto build trust

Calculate turnover cost

Drive from the top

Scriptemployees’ first 90 days

Narrowthe

Back Door


Action Planning—Part 1• Identify specific actions you will take to make retention a

priority in your department. • Time: 10 minutes


Three Performance Groups


Three Performance Groups


Who’s Who? Activity


Top 10 Attributes of High Achievers1. Proactive2. Applied Knowledge3. Always “We”4. Positive and Optimistic5. Team Focused6. Patient Centered7. Always “Always”8. Shared Experience9. Can-do Attitude10. Personal Attributes Align with Values


Top 10 Attributes of Solid Performers1. Often Proactive2. Knowledgeable3. Usually “We”4. Generally Positive5. Team Focused6. Patient Centered7. Usually “Always”8. Experienced9. Will-do Attitude10. Personal Attributes Mostly Align


Top 10 Attributes of Under Achievers1. Reactive2. Minimum Knowledge3. Always “Me”4. Generally Negative5. Problem Focused6. Self-Centered7. “Always” is Impossible8. Minimum Experience9. “No-Can-Do” Attitude10. Expert Analysts of “We-They”


Performance Coaching Assessment


Action Planning—Part 2

• Complete the Performance Coaching Assessment for someone on your staff who you think is a High Achiever.

• Time: 10 minutes


Coaching


• Reward• Recognize• Retain

Coaching High Achievers


How Do You Treat Your High Achievers?

• Ignore them?• Say thank you?• Give them more work?


Ignore Them? High Achievers Are:32% more likely than under achievers to look for a job in the next year:

• Lack of recognition• Feeling under rewarded• Are the most unhappy• Even when unemployment is high, have a pent-up demand

to leave


Thank Them?

55% said they were never or rarely thanked by their boss.

Maritz Incentives, St.. Louis 2003


• Solicit their input and opinions

• Provide challenging assignments

• Find opportunities for exposure beyond current role

• Reward and recognize

• Manage up


Coaching Solid Performers• Recognize• Develop

© gdnelson, 2008. All rights reserved


• Give feedback on their performance• Be candid—where they excel and where they

only meet standards• Agree on the development area• Spend time with them• Reward and recognize• Engage in discussions re: future


Coaching Under Achievers:

Develop or Detach


Coaching Under Achievers:

Develop or Detach: Use “DESK”Describe behaviors

Expect improvementSet timeframe for improvement

Know the consequences


In surveys of 32,000 health care employees, leaders and physicians, the question on how effectively poor performers are managed is the lowest scoring item in the database.

Reality Check:


Are All Under Achievers the Same?• Move them up with coaching and skill development• Right bus, but wrong seat• Wrong bus


• Under achievers require action

• Get involved early

• Be very specific when discussing performance • Ask for their suggestions on how to address issues

• Agree on a specific plan, metrics and deadlines

• Be very clear about specific consequences• Have frequent reviews and provide

encouragement

Coaching Framework


Great Leaders Avoid Common Mistakes

• Lack of clarity in communication and expectations• Procrastination• Tolerance• Failure to coach


Human Performance (Technical Skill vs. Behavior)

Unacceptable Behavior

Acceptable Behavior

More Than Acceptable Behavior

Technically Proficient

Focused attention anddisciplinary process Coaching and

mentoring

Development, delegation and advancement

Technically Competent

Coaching and disciplinary process Coaching and

mentoringCoaching and mentoring

Technically Incompetent

Disciplinary process; evaluation of employment

Focused trainingFocused training; Assessment

for transfer to more appropriate position

Co

ach

Up

Coach Out


Vital Conversation Planners





Action Planning—Part 3 and Skill Practice Activity

1. Individually prepare for a vital conversation with either someone on your staff who is a solid performer or an under achiever. Use the appropriate Conversation Planner as part of Action Planning—Part 3. Time: 15 minutes.

2. Quickly brief a pair partner on the situation and then conduct the conversation using your planner as your guide. Time: 10 minutes.

3. Discuss what went well and what could have been done differently. Time: 5 minutes.

4. Switch roles and repeat process. Time: 15 minutes.


Summary for Vital Conversations• Coach with an attitude of helping • Pay attention to own personal impact• Focus on behaviors the receiver can change• Recognize people’s desire to do the right thing• Know your “coaching communication style”• Learn to ask great questions and to listen to answers• Avoid telling “how to”—let them tell you• New habits take time…but not that much


Thank YouBeverly [email protected]

mailto:[email protected]

Documents

© Baptist Leadership Group MMXIII Conducting Vital Conversations Leadership Development Institute Beverly Begovich RN, BSN, MBA, MBB Practice Leader Baptist