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Engaging in Effective Performance Discussions

Engaging in Effective Performance Discussions

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Engaging in Effective Performance Discussions

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  1. Engaging in Effective Performance Discussions June 6, 2013

  2. AGENDA WLU Performance Appraisal process Preparing & Engaging in Effective Performance Discussion Goal Setting and development plans

  3. Manager’s Performance Appraisal Process

  4. Performance Appraisal – Key Dates • May 31st: Employee Self Assessment Submitted To Manager • June 1st to July 11th: Manager completes the Performance Appraisal Form & Conducts Appraisal Meting with Employee. • July 12th: Manager submits signed appraisal form to Human Resources and 2013 merit recommendation spreadsheet.

  5. What are the characteristics of an effective performance discussion?

  6. Why do we have performance discussions? • Provides an opportunity for open/honest discussion and two-way communication • Encourages self-reflection and self-management • Provides opportunity for feedback on performance • Allows for a formal appreciation of accomplishments • Creates a shared understanding of what is required and how it will be achieved • Helps translate University goals to department and individual goals (alignment)

  7. Preparing for the Discussion

  8. Factors that Influence Performance Person Factors Reside inside a person (motivation + ability) System Factors Influences on performance external to the person

  9. Performance = Motivation + Ability + System Motivation– What motivates an employee? Why do people stay in their roles? Ability – Does the employee have the required ability? Systems – Are the required system supports in place?

  10. Preparation is key to a successful performance discussion • Review what was expected for the role • Reflect on the employee’s accomplishments • 3. Gather specific/concrete performance examples to support your discussion and conclusions

  11. Good performance examples are… • Specificabout what the person has done or not done, without judging their intent. • Describe the impact of the behaviour. Tell the person how her behaviour is affecting you, the team, department, or university. • But remember… • Also be prepared to articulatewhat you want the person to do differently.Your employee can't read your mind. Be explicit about what needs to change.

  12. Giving Meaningful Feedback

  13. Giving Meaningful Feedback : The Basics • Criticismis subjective and judgmental • Feedback is objective and evaluative – the goal is to help people learn about their performance

  14. Giving Meaningful Feedback : The Basics • Positive feedback is just as important for success as developmental feedback • Positive feedback should be given in the same manner as developmental feedback: • Frequent • Specific • Based on performance examples

  15. Expressing Appreciation - Appreciative “I” Message • Identify the specific behaviour/action that the employee does that is helpful to you or important to the department and explain why it is helpful. • MY FEELING “I appreciate…. • THE BEHAVIOURthe way you took the lead on the project to improve the student add/drop process. • ITS IMPACTBecause of your efforts the process is much quicker and classes were finalized much faster.”

  16. Areas for Improvement - Assertive “I” Message • Identify the specific behaviour/action that requires addressing as part of your discussion • BEHAVIOUR/SITUATION Describe in objective, concrete language • EFFECT On the team, department or university • FEELINGName your feeling about that effect • INVITE DIALOGUE “Can we talk about this?”

  17. Assertive “I” Message - Example BEHAVIOUR/SITUATION Larry, I’ve noticed that Health & Safety training is not up-to-date for 3 of your team members. The unit is not in compliance with WSIB expectations. EFFECT There is a significant risk of a financial penalty in addition to not being able to report that we’re 100% compliant to the Board of Governors. FEELING I am quite concerned about not being 100% and potentially having to pay a penalty. INVITE DIALOGUE Can we talk about this?

  18. Receiving Feedback

  19. Receiving Feedback • Anticipate a learning experience – what can I learn from this? • Ask questions – “How could I have done this better?” Help your manager to be specific about what he/she wants from you in the future. • Agree with something – find something to agree with to establish common ground. • Analyze – consider the feedback and determine how to move forward to a solution.

  20. Other Tips for Receiving Feedback • Always focus on the solution, not the problem • Maintain responsibility for getting and giving feedback. • Take the initiative to set regular feedback sessions with your manager and/or staff to check on the progress of goals. • Ask for feedback on projects and assignments frequently before small mistakes can grow to crises.

  21. Goal Setting & Development Plans

  22. Goal Setting • Goals are measurable objectives which relate to specific time periods (project completion, achievement of sales or service targets) Why Set Goals?

  23. Goal Setting • Align individual goals with departmental and organizational goals • Set employees up for success by ensuring the right resources and supports are in place for them to achieve their goal • Define goals using the SMARTprinciple *New for 2013 – Ensure each manager commits to a minimum of 3 health and safety objectives, as part of their goals & objectives.

  24. SMARTprinciple Specific: state concrete actions and expected results. Who? What? Where? By When? Measurable: it should be possible to determine if the goal has been achieved. What are the deliverables? How much? How many? Achievable: the employee has the skills and time to meet the goal Realistic: the employee can accomplish the goal within the established timelines and with the resources available Time Based: There is a clear period of time in which the goal must be accomplished. If time isn’t defined, the commitment is too vague and can lead to procrastination

  25. Development Plans • Should aim to: • Assist in the achievement of the goals set out for the year • Enhance performance and personal effectiveness • Increase overall contributions • Address any necessary performance improvements

  26. Development Plans Continued • Identify the most effective way to learn these items. • Identify resources are required for each of these methods. • Establish how you will measure employee success in developing this new knowledge.

  27. Consider your agenda for the meeting: • Successes from the review period (Appreciative I messaging). • Areas for improvement from the review period (Assertive I messaging). • Define goals & development plans for the next year (SMART).

  28. Checklist for Success □Employee clearly understands the department goals and how they align with the overall University goals □ Manager and employee have a shared understanding of goals and development areas (Employee Success Factors) □ Employee’s goals for the upcoming year have been developed jointly and follow the SMART principle

  29. Checklist for Success (cont’d) • □Employee has the right resources, supports and authority to achieve the goals and development plans • □ Progress towards goals and development plans are reviewed regularly throughout the year and timelines renegotiated as required

  30. Some parting thoughts… The outcome of the performance discussion should be a shared understanding of what is required (work and development goals) and how it will be achieved. Effective change takes a lot of deliberate effort and planning. Change is facilitated when there is clear vision of what is desired, the skills to do the work, motivation and agreement, the right resources, and an action plan for how to get there.

  31. Thank-You