Performance & Performance Management

Linda Miklas and Christina FinegoldOrganizational Behavior, MGMT 4000April 12, 2011

Clarity-Communication-Rigor

2

Modeling

Decision-Making

Achieving

Results

Developing Talent

Source: MGMT 4000-Organizational Behavior, Harvard University Extension School, Miklas-Finegold

Clarity-Communication-Rigor

What

How

3

Iceberg ModelIceberg Model

Talent Management: An Integrated System

Talent Management

Workforce Planning

Forecasting of talent needs and demand

Assessment of current workforce

Gap analysis

Recruitment

College recruitment

Experienced hires

Internal-external

On-boarding

Professional

Development

Experience- based

Relationship- Based

Feedback- based

Education & training-based

Leadership/High

Potential Developme

ntStretch/special assignments

Executive coaching

Cross-functional & international opportunities

Education/ training

Performance Management

Goal alignment

Competency profiles

IDPs

Feedback/ measurement

Reward/ recognition programs

Culture

Corporate values

Flexibility

Diversity

Internal communications

Talent Requirements

Business Unit Goals

Organizational Strategies

Retention

Specific efforts

Total rewards

Performance Management

Planning: Work Goals

Provide a roadmap to achieve success

Set clear expectations of results What is to be achieved Dynamic vs. static Aligned with the organization goals

and values Managers set goals related to

employee development

Planning: “SMART” Principles

S – Specific and Stretch

M – Measurable

A – Aligned

R – Realistic

T – Time-bound

Planning: Work Goal Example Before: Increase number of prospect

visits.

After: Complete 140 prospect visits (increase of 10%), by:• Conducting 35 visits per quarter• Spending the equivalent of 1 week per

month on the road• Keeping expenses level by clustering

visits geographically and planning in advance for lower fares

Planning: HARD Goals

Heartfelt – Goal will enrich the lives of others

Animated – Vivid picture of how great it feels

to achieve the goal

Required – Goal is absolutely necessary for

the organization

Difficult – Must learn new skills and leave

comfort zone

Leadership IQ Study: Are SMART Goals Dumb?

Planning: Factors for Goal Achievement1. I can vividly picture how great it will feel when I achieve my goals

2. I will have to learn new skills to achieve my assigned goals

3. My goals are absolutely necessary to help the organization

4. I actively participated in creating my goals

5. I have access to any necessary formal training

6. My goals will push me out of my comfort zone

7. My goals will enrich the lives of somebody besides me

(customers, community, etc.)

8. My goals are aligned with the organization’s top priorities

Leadership IQ Study: Are SMART Goals Dumb?

Planning: Development Goals

Some examples: Training, On-the-job training, Job shadowing,

On-line learning Reading/studying/research Working with someone with the skill Developing a mentor relationship Attending a conference Cross team projects

Important: What is the person going to do with the knowledge/skills; what is the impact?

Feedback

Positive: reinforce preferred behaviors

Constructive: change/improve behavior

Feedback: Behavior + Impact

PositiveIn addition to saying “That was a great job.” Say…

Behavior: John, you did a great job on Project XYZ. You tuned in to the client’s needs, and made sure that everyone understood the project’s goals and objectives before the project started.

Impact: Your project team stayed on the same page, and resolved issues quickly and responsively – which contributed to your ability to complete the project on time and within-budget.

Feedback:Behavior + Impact (with Alternative Behavior)

Constructive Instead of saying “That’s not the right way to do that.” Try…

Behavior: Victoria, as you know, we recently changed our procedures. I noticed that you continue to work the old way, and that’s inconsistent with what is expected now.

Impact: This hinders the department’s ability to get our work done on time, which means that we’re behind in meeting our goal, and the rest of the department has to pick up the slack. Let’s talk about what’s going on.

Alternative Behavior: Moving forward, please follow the new procedures.

Coaching

What is “Coaching”?

An ongoing conversation between a manager and a staff member, which focuses on using and improving an individual’s skills, knowledge, and ability to achieve goals.

Coaching: Open-ended Questions

Examples

What did you do well?

What would you do differently the next time?

What was your biggest success with the project?

How did you prepare for that meeting?

What are the most difficult problems that you are facing so far? What are some ways to overcome them?

Where do you get the most satisfaction? How could you bring those elements into other areas of your job?

Always ask, “How can I support you as your manager?”

Assessment: Principles

Build on conversations to date

No surprises

Provide specific, behavioral

feedback

Represent entire performance

period

Assessment: Steps

Gather Information

Write Assessment

Conduct Review Meeting

Assessment: Tendencies

Positive Tendency Giving all employees positive assessments overall

Strictness Tendency

Giving employees only constructive, critical feedback; overly demanding

Central TendencyPlaying it safe by giving employees that same type and content of assessment

Halo EffectAssessment is based on a general impression of overall performance not specific, individual performance

Similar to MeAssessment is based on perception that those with certain values/habits similar to yours are successful

Recency EffectLooking only at recent events, a snap shot instead of the long view over the entire assessment period

Past Performance Effect

Being influenced by past performance rather than performance within the current cycle

Contrast EffectDirect comparison of staff member to others at same or higher levels, rather than performance on goals

Recognition: Key Components of an Effective Program

1: Link Rewards to Company Strategies and Goals

2: Impact a Large Number of Employees

3: Create Simple and User-Friendly Systems

4: Involve Employees in the Design and Implementation Phase

5: Involve and Train Managers

6: Communicate and Promote the Program

7: Give Personalized Awards, Not Money

8: Give Immediate and Innovative Awards

9: Enable Peer Recognition

10: Continually Reevaluate the Program

Source: 2006 Corporate Executive Board, Corporate Leadership Council’s “Creating an Effective Reward and Recognition Program”

Performance Management

References

Execution: The Discipline of Getting Things Done. Bossidy, Larry and Charan, Ram, 2002, Crown Business.

Reframing Organizations: Artistry, Choice, and Leadership. Bolman, Lee G. and Deal, Terrence E., 2008, Jossey-Bass.

Leadership IQ Study: Are SMART Goals Dumb? 2006 Corporate Executive Board, Corporate

Leadership Council’s “Creating an Effective Reward and Recognition Program”, CLC15AEYS5