Developing Direct Reports
Dr. John Persico Jr. 612-310-3803
Agenda: Developing Direct Reports Learning Objectives
Introduction of Participants
Definition of Direct Reports
Organizational Responsibility
Three Stages of DR Development
Activity: Peak Performance
Intro to Performance Measurement
Standardized Instruments for 360 Feedback
Activity: Performance Debate
Characteristics of Good Performance Measures2
Agenda, Cont.
Types of Performance Measures
Discussion: Current Performance Measures
Activity: Performance Measure Assessment
Good to Great and the Social Sectors
Discussion: Data-Driven Decision Making
Reward and Recognition Guidelines
Possible Pitfalls in Use of Data
Small Group Activity: Recognition and Rewards
Role of the Supervisor in the PM Process
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Agenda, Cont.
Afternoon Activity: Coaching
Overview of Coaching
The Adult Learning Cycle
Mentoring
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Welcome
The process of developing new skills should include the following:
•Identify a needed skill area.
•Agree on a learning method for improvement.
•Practice and receive feedback.
•Increase awareness of the effects of performance on others.
•Measure change within a well-defined timeframe.
•Recognize and reward skill enhancement.
Introduction of Participants
• Who are you?
• Why are you here?
• What are you most proud of in your educational career to date?
• Tell about a time you lost a job.
• What would you like to take away from this two day session?
Learning Objectives
Understand what direct reports entail Define direct reports Understand the purpose of direct reports across an
organization Name the 3 stages of direct report development Develop a set of performance measurements Identify available data that is useful in measuring
results List what other data they should be collecting State ways in which data can be used in making
decisions
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Learning Objectives, Cont.
Explain possible pitfalls in failing to use data in context
State the impact of recognizing team and individual performance
Establish a reward and recognition system Coach staff for improved performance Prepare a succession plan Develop mentoring relationships State the various dimensions of wellness Design training based on an adult learning model
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Promote Lifelong Learning
You can develop lifelong learning traits:
• By showing curiosity about human nature and how
the world works.
• By seeking and valuing diversity.
• By persisting in seeking out new solutions.
• By using your unique talents and intelligence to promote positive change.
• By learning and applying technology tools to solve problems.
Show Respect
• Value yourself. Be honest and ethical, and practice strong moral values.
• Treat all members of the school community with politeness and respect.
• Honor the ideas and opinions of others.
• Offer to help.
• Be responsible for keeping an open mind.
Policies
• Ask questions at any time.
• Listen to all ideas and opinions.
• Leave for restroom when needed.
• Please be back from lunch and breaks on time.
• Let us know if the day is not working for you.
Direct Reports Defined
Developing Direct Reports: A direct report is any individual who
reports directly to a supervisor or manager
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Joint Responsibility for DR
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Organizational Responsibility
• Valuing Direct Report Development
Organizations that operate under the premise that employees are their most valuable resource are more likely to promote training and development as a process.
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Three Stages of DR Development
• Acquiring Basic SkillsNew Hires
• Provide division/department/workgroup orientation or onboarding.
• Teach knowledge and skills for current tasks
• Create growth and development opportunities for practice and feedback
• Set clear, measureable performance standards
• Complete quarterly performance updates and review progress to plan development.
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Acquiring Basic Skills
Staff or Individual Contributor– Level Employees Moving into Supervisory Positions
• Help individuals make the transition to management
• Identify new expectations
• Create opportunities for practice and feedback
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Enhancing Performance
• Identify a specific skill area
• Agree on a learning method for improvement
• Let practice and give feedback
• Increase awareness of the effects of performance on others
• Measure change within a well-defined timeframe
• Recognize and reward skill enhancement
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Preparing for Future Roles
• Mutually create a career path plan and agreed on by the direct report and the manager
• Offer the direct report a “big picture” view of future possibilities both as a leader or individual contributer in the absence of immediately advancement opportunities
• Provide 360 feedback for offering individuals a new perspective on their performance and on areas that need
• Offer new learning opportunities both inside and outside current job responsibilities
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Comparing 3 Stages of DR Development
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Activity: Peak Performance
Close your eyes and imagine a time (recent or distant) when you performed at your very best in either a professional, academic or personal arena.
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Intro to Performance Measurement
Strengthen Management and inform decision making
Achieve results
Improve overall performance
““What gets measured, gets done. If What gets measured, gets done. If you don’t measure results, you you don’t measure results, you
can’t tell success from failure.” - can’t tell success from failure.” - Peter DruckerPeter Drucker
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Instruments for 360 Feedback
The 360-degree feedback approach can:Provide specific job-related feedback to a leader from the people directly affected by the leader’s behaviors.Help individual leaders understand the skills and behaviors most important for success in their jobs.Show how well leaders are performing relative to the skills and behaviors critical to their effectiveness.Provide a written feedback report, which becomes the basis for a plan of action to implement change.
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Johari Window
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Johari Window, Four Perspectives
• The Open Area Contains things that are openly known and talked
about. These could be strengths or weaknesses. This is the self that we choose to share with others
• The Blind Spot Contains things that others observe that we don’t
know about. Again, they could be positive or negative behaviors, and will affect the way that others act towards us.
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Four Perspectives, Cont.
• The Hidden Area Contains aspects of our self that we know about and
keep hidden from others.
• The Unknown Area Contains things that nobody knows about us –
including ourselves. This may be because we’ve never exposed those areas of our personality, or because they’re buried deep in the subconscious. These unknown’s may influence our behaviors, we are just not consciously aware of them.
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Activity: Employee Performance Management Debate• Each group will be assigned one of two
positions: (1) It is important to measure employee performance as an organization or (2) Measuring employee performance is an unnecessary activity.
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Characteristics of Good Performance Measures
1. They are informative
2. They communicate valuable information
3. They are practical tools
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Types of Performance Measures
Inputs
Outputs
Outcomes
Efficiencies
Quality
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Discussion: Current Performance Measures
• Make a list of current performance measures collected by the school district
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Individual Activity: Performance Measure Assessment
• Refer to the PMA in your manual and
complete the assessment of your current
performance measures. Be prepared to share
ideas.
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Good to Great and the Social Sectors
• In this monograph he discusses how the
definition of greatness varies between
businesses and social agencies.
• Success, he says, can be calibrated without
using business metrics, such as profit margin.
• An important distinction is that of inputs vs.
outputs.31
Good to Great, Cont.
Collins addresses the challenges that the public sector
has in quantifying results as follows:
• It doesn’t really matter whether you can quantify your
results.
• What matters is that you rigorously assemble evidence
—quantitative or qualitative—to track your progress.
• If the evidence is qualitative, he says, think like a trial
lawyer assembling the combined body of evidence.
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Good to Great, Cont.
• What matters is not finding the perfect indicator, but
settling upon a consistent and intelligent method of
assessing your output results, and then tracking your
trajectory with rigor.
What do you mean by great performance?
Have you established a baseline? Are you improving?If not, why not?How can you improve even faster toward your audacious goals?
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Discussion: Data-Driven Decision Making
• In your small groups, discuss and record your answers to the following questions: What are examples of some decisions that supervisors must make?
1. How do you currently make decisions?
2. How could valid and reliable data assist you in making better decisions?
3. What additional data would help in your decision making process?
4. How can you obtain that data?
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Reward and Recognition Guidelines
Reasons there isn’t enough time to address R & R:
• Not enough time
• No funds available
• Negative behaviors get more attention
• Belief that people should not be rewarded for doing their jobs
• Can you think of any others?
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R & R Guidelines
Factors to Keep in Mind
1.Match the reward to the person
2.Match the reward to the achievement
3.Be timely and specific
For every four informal rewards (e.g., a special thank you note), there should be a more official acknowledgement (e.g., a letter of recognition); and
For every four of those, there should be a still more official reward (e.g., a certificate or public praise at a department meeting or a newsletter article).
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Pitfalls in Use of Data
• Data overload – collecting too much data as opposed to focusing on the most informative and meaningful measures
• Spending too much time collecting data and not enough time analyzing it
• Using data out of context
• Using data as an “axe” as in going beyond accountability to use it as punishment
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Small Group Activity: R & R
In small groups, brainstorm recognition and rewards that you have either used in the past or could use in the future.
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Role of Supervisor in Performance Management Process
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Role of Supervisor, Cont.
• Leadership
• Training
• Supervision
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Adult Learning Quiz
Let’s examine how much you know about how adults learn.
Circle either True or False for each of the following statements.
Refer to your manual for a copy of the quiz
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Activity: Coaching
Think of someone you know of who you think
exemplifies the qualities of a good coach. It could be
someone you knew (former baseball or drama coach)
or a famous coach you have read about.
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Overview of Coaching
Coach Defined: Someone who champions your success
•Coaching can occur with either individuals or groups.
•Have a game-plan:
A clear vision and action plan ensure that all "players" are focused on the same end-result.As the coach, this will help you more quickly see when the group is off-course and needs to re-calibrate its efforts.
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Coaching, Cont.
What happens if you lack a vision and action plan? Just imagine a football coach trying to coordinate each player's movements without a predetermined play.
Ensure that the staff member or team is clear on the nature of the performance gap(s).
What are your expectations and exactly how are they meeting and not meeting those expectations?
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Coaching, Cont.
Associate the game-plan with individuals’ goals
Use appropriate communication modes and content
CELEBRATE!!!
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Adult Learning Cycle
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MentoringDefined: A trusted counselor or guide
How to set up a mentoring program:
1.State the objectives
2.List the benefits for each of the following1. Organization
2. Mentor
3. Protégé
3.Which mentoring method(s) can help you achieve your goals?
1. One – to – one mentoring
2. Group mentoring
3. Virtual mentoring47
Mentoring, Cont.
4. Who are the key stakeholders in the mentoring initiative?
5. Consider the following questions concerning the structure of your mentoring program
•What criteria will you use to select mentors?
•What criteria will you use to select protégés?
•What role do you see for the managers of the proteges?
•How will you match mentors and protégés?
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Mentoring, Cont.
• How will you evaluate the program?
• How did the program affect the proteges? Attitudinal effect: Behavioral effect: Accomplishments:
• How did the program affect the mentors? Attitudinal effect: Behavioral effect: Accomplishments: How did the program affect the organization? Overall performance rating: Productivity: Condition of corporate climate:
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Mentoring Vs. Coaching
Mentor Coach
Focus Individual Performance
Role Facilitator w/ no agenda
Specific Agenda
Relationship Self-selecting Comes with the job
Source of Influence Perceived value Position
Personal returns Affirmation/learning Teamwork/performance
Arena Life Task related
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• WRAP UP AND EVALUATION
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