Exceptional Patient ExperienceConducting Vital Conversations

Beverly BegovichBaptist Leadership Group

Icebreaker Activity

Good to Great: Key Success Factors

• Level 5 Leaders• First Who, Then What• Brutal Facts• Define Your Hedgehog

Good to Great: Level 5 Leader

Level 1 Individual

Level 2 Team Member

Level 3 Competent Manager

Level 4 Effective Leader

Level 5 Professional Will and Personal Humility

Good to Great

Level 5 LeadershipFirst Who Then What

Confront the Brutal FactsHedgehog

Culture of Discipline Technology Accelerators

Change the Common Scenario

Vital Conversations

•Art and Science to retain, develop or discipline

•Every Leader is a coach of his/her team of employees

•Vital Conversations – Tools to assess and coach on performance to achieve the goals

The “Right” People

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

•Achieve outcomes

•Every leader a coach

•Vital conversations

ObjectivesUpon completing this course, you will be able to:

1.Describe the impact of retention

2.Identify three types of performers

3.Assess your staff

4.Conduct vital conversations

Describe the Impact of RetentionLearning Objective 1

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

Build on Principles

Employees stay for things they get uniquely from you

Build on Strategies

Supervisors build unique relationships that drive retention…or turnover

The Strategies for Retention

Hold supervisors accountable

Developsupervisorsto build trust

Calculate turnover cost

Drive from the top

WTW withemployees Narrow

the Back Door

What Can You Do for Retention?

Identify specific actions you will take to make retention a priority in your department.

Identify Three Types of PerformersLearning Objective 2

Three Performance Groups

30-40%

50-60%

8-10%

Who’s Who?

Top 10 Attributes of High Achievers 1. Proactive2. Applied Knowledge3. Always “We”4. Positive and Optimistic5. Team Focused6. Patient Centered 7. Always “Always”8. Shared Experience9. Can-do Attitude10.Personal Attributes Align with Values

Top 10 Attributes of Solid Performers1. Often Proactive 2. 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”

Assess Your Staff

Learning Objective 3

Performance Coaching Assessment

Assessing Your High Achiever

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

Conduct Vital Conversations

Learning Objective 4

Coaching High Achievers

•Reward

•Recognize

•Retain

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

Retaining the High Achiever

•Solicit their input and opinions•Provide challenging assignments•Find opportunities for exposure beyond current role•Reward and recognize•Manage up

15 Most Powerful Words for Leaders

Coaching Solid Performers

•Recognize•Develop•Acknowledge improvement

Retaining the Solid Performer

•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

Office Space

Coaching Under Achievers

•Develop or Detach: Use “DESK”•Describe behaviors•Expect improvement •Set timeframe for improvement •Know the consequences

Under Achiever Video

Reality Check

In surveys of 32,000 health care workers, the lowest scoring item in the database is how effectively you manage poor performers.

BLI Cultural Excellence Inventory Database

Are All Under Achievers the Same?

•Move them up with coaching and skill development

•Right bus, but wrong seat

•Wrong bus

Human Performance (Technical Skill vs. Behavior)

Unacceptable Behavior

Acceptable Behavior

More Than Acceptable Behavior

Technically Proficient

Focused attention and

disciplinary process

Coach/MentorDevelopment, delegation

and advancement

Technically Competent

Coaching and disciplinary process

Coach/MentorCoaching and mentoring

Technically Incompetent

Disciplinary process; evaluation of employment

Focused training

Focused training; Assessment for transfer to more appropriate position

Co

ach

Up

Coach Out

Coaching Framework for Under Achievers

•Act early•Be very specific•Ask for their input•Agree on a plan•Set specific consequences•Review frequently•Provide encouragement

Great Leaders Avoid Common Mistakes•Lack of clarity in communicating expectations •Procrastination•Tolerance•Failure to coach

Skill Practice

•Individually prepare for a vital conversation using the Vital Conversation Planner•Quickly brief a pair partner on the situation and practice the conversation using the Planner•Discuss what went well and what could have been done differently•Switch roles and repeat process

Leader Tips for Vital Conversations

•Coach with an attitude of helping

•Pay attention to your impact

•Focus on behaviors the employee can change

•Recognize people’s desire to do the right thing

•Know your “coaching communication style”

•Ask great questions and listen attentively

•New habits take time…but not that much

Are You a Leader?

Thank You