Embed Size (px)
Citation preview
Managing Employee PerformanceKay Robinson, SPHR
Erin Gilbert, National Summer Learning Association
Our mission is to connect and equip schools and community organizations to deliver quality summer learning programs to
our nation’s youth to help close the achievement gap.
Performance Management Process
PLANNING
APPRAISING COACHING
Today’s Objectives Understand the value of planning for
performance Identify common performance problems and
causes Understand the value of a performance
improvement plan Understand how to conduct a performance
appraisal that motivates the employee
Quality Indicators of Professional Development
I-L.6 Professional Development During Session
There are no opportunities for professional development offered during the session.
Program only uses staff meetings to provide professional development to staff during the program. Topics are not pre-determined. Meetings happen sporadically.
Program primarily uses weekly staff meetings for professional development during the session. Topics are pre-determined, but might not always be relevant to the needs of current staff.
Program uses multiple modes to promote professional development during the program such as staff meetings, online discussions, peer coaching, email, journaling or study groups. Topics are relevant to the needs of current staff and professional development is ongoing throughout the session.
I-L.7 Structured Feedback Loop
Director of program observes some activities/instructors zero to four times in an informal capacity. There is neither formal observation nor feedback to staff.
Director of program observes some activities no less than twice, and no more than six times in an informal capacity. There is neither formal observation or feedback to staff.
Director of program observes some of the activities at least twice (beginning and end) during the summer session in a formal capacity, but visits all on a sporadic, informal basis. Limited feedback is provided.
Director of program observes each activity at least twice (beginning and end) during the summer session in a formal capacity, and once per week in an informal capacity and provides thorough feedback for staff improvement and development.
Four Principles of Effective Performance Management
1. Focus on performance, not personality
2. Focus on clear job expectations and goals
3. Focus on clear feedback
4. Focus on involving people
Supervisors Needed To Be Able To:
Plan Communicate Provide positive reinforcement (motivate) Provide constructive feedback Manage conflict Listen effectively
The Planning Phase -Setting Goals/Expectations
Gives people a common target to shoot for Builds commitment to the job Decreases misunderstandings regarding
performance expectations Provides a foundation for coaching Makes performance reviews and feedback
more objective and less judgmental
The Coaching Phase Staying in touch continuously Discussing issues one-on-one Focusing in on problem-solving Providing positive feedback and constructive
criticism Ensuring the communication is two-way (the
employee owns the outcome)
Why Feedback (Coaching) Is Important
Addresses issues before they become problems
Demonstrates to employees that you are concerned about them and their performance
Builds a working partnership between supervisor and employee
Improves performance and results
Tools to Use Activity Observation Forms Self Assessments
• http://www.nysan.org Reflection Activities
• http://nationalserviceresources.org
What do you look for during an observation?
Multiple Grouping Strategies Daily Learning Objectives Advance Planning Critical Thinking Checks for Learning Skill-Building Thematic Learning Staff-Youth Interaction Flexible Workspace
What do you look for during an observation?
Positive Reinforcement Inquiry-based Learning Behavior Management Forward-thinking Activities Youth Engagement Shared Facilitation Collaborative Learning Creative Thinking Program Spirit Youth- Produced Work Program Principles Physical Environment
Classify the ProblemCan't Do
Never had skill or some of the skill was lost
Never had knowledge or some of the knowledge was lost
Situation was new
Skills did not or are nottransferable
Past performance was never acceptable
Won't DoHas the needed skills
Has the needed knowledge
Situation is familiar
Skills did or are transferable
Past performance was acceptable
Solving “Can’t Do” Problems
Resources
Expectations
Training
Ability
Solving “Won’t Do” Problems Provide help as if it were a "can't do“
problem
Establish consequences if the behavior or actions continue
Establish open and honest communication through a “helping” versus “punishing” attitude
Coaching Steps (Changing Behavior)
1. Be specific with your feedback Where expectations are being met Where expectations are not being met Where opportunities are being lost
2. Listen and gain agreement to change Empathize with their concerns Get agreement to change
Coaching Steps3. Identify possible solutions
Invite and make suggestions Give and invite reactions
4. Summarize suggestions and steps agreed upon
5. Develop performance improvement/action plan
Developing an Improvement Plan
1. Clearly state the goals in measurable and observable terms
2. Probe to find out if the employee's view of the goal matches yours
3. Ask the employee for suggestions or ideas4. Develop and document the action plan5. Establish a follow-up date6. Reassure the employee that you will do everything
possible to assist in the process
Performance Feedback Informal process
• Day-to-day coaching• Documented discussions and action plans
Formal process• Annual documented performance appraisal
Performance Appraisals Two Perspectives
Unknown
Being judged
Supervisor's reaction
Impact onpresent andfuture
Supervisor'sperceptions—not reality
Look like adummy;regret later
Employee Perspective
Fearful
Apprehensive
Anxious
Uncertain
Defensive
Self-Conscious
Feeling
Unknown
Playing "God"
Employee's reaction
Impact onemployee
motivation
My perceptionis correct—
confrontation
Want this to bepositive—show
I care and amcapable
Supervisor Perspective
Planning The Evaluation Meeting
Review performance against expectations and goals
Secure feedback from others where appropriate
Develop draft performance evaluation document to use as discussion point in meeting
Schedule meeting Ask employee to complete self-assessment
and bring to the meeting
Opening The Meeting Conduct the meeting in a private place Restate the purpose for the meeting and
your philosophy on the purpose of the performance appraisal
Outline the agenda of the meeting Tell the employee that you encourage
questions or ideas
Positive Performance Discussion Make a general reference to the
performance Give specific examples of the performance Mention personal qualities that contributed
to the performance Mention benefits of the performance to you
and the department or company
Not-so-positive Performance Discussion
Summarize areas that have not improved or have not improved to the level expected
Summarize expectations Secure commitment to change Secure understanding of consequences
Complete the Performance Appraisal Form
After the meeting finalize the performance appraisal document
Provide copy to employee Reserve a copy for the personnel file Start the cycle again – schedule time to
discuss goals for the coming year
Summary If you plan and coach, the appraisal process is
much easier – no surprises, no defensiveness If you plan and coach, the employee is
motivated and owns the outcomes If you plan and coach, you are managing
performance
