Aligning Individual and Team Performance

2. Aligning Individual and Team Performance The EDGE: Foundations for Successful Leadership

3. Our Framework Continuous Improvement Process People Aligning Individual and Team Performance Purpose Adapted from Toyota Culture.The Heart and Soul of the Toyota Way. J. Liker, M Hosues, Mc Graw Hill 2008

4. Purpose: Enhance the ability to set and communicate performance expectations and job goals that are aligned with the organization’s goals Develop teaching and coaching skills that optimize your staff’s performance Create a high performance team Develop awareness of available resources Module Overview PM pg. 1

5. Objectives: Explain the UMHS performance management process Receive and provide timely performance feedback with greater comfort Set your team up for success PM pg. 1

6. I. Welcome and Overview II. UMHS Performance Development System III. Job Expectations IV. Writing SMART Goals V. Performance Coaching Agenda VI. Video: “The Practical Coach” VII. Giving and Receiving Feedback VIII. Performance Review IX. High Performance Teams X. Wrap-up PM pg. 1

7. Busting Up

8. Performance Management – What is it? • Performance Management is an inclusive process to influence (lead) the attainment of performance goals. It is a process to manage the overall performance goals of the individual, department, and the institution. • It begins at the time of hire or transfer • It is a dynamic and on-going process • It bears a shared responsibility PM pg. 2

9. UMHS Performance Development System Hire/Transfer Identify Performance Expectation Performance Management Developing Coaching See manual for details Evaluation PM pg. 3

10. Performance Management Cycle V. Periodically Rate Progress I. Set Performance Expectations II. Observe & Measure Performance IV. Reward & Recognize Performance III. Coach & Develop PM pg. 4

11. A supervisor : Sets performance expectations Provides coaching and development Gives feedback Facilitates development opportunities Observes and evaluates performance The Role of the Supervisor in Performance Management PM pg. 5

12. Assessing Your Work Climate Employee attitudes are paramount in managing and improving the workplace. Activity: Complete “Assessing Your Work Climate” - first, for yourself - second, for your staff PM pg. 6

13. Performance management begins with setting expectations Set your employee up for success

14. Up-to-date job description Current schedules and processes Employee Performance File Accreditation program requirements Procedures manuals, lists, posters Performance Management Evaluation Form Obtain Your Necessary Resources PM pg. 7

15. Specific Measurable Attainable Relevant To Your Mission Time-Limited Set SMART goals PM pg. 8

16. ACTIVITY I: Dissect the following goal: “6 month goal: Develop a powerpoint presentation after attending the seminar Powerpoint Made Easy.” SMART Goal PM pg. 8

17. ACTIVITY II: Work in table groups Write a SMART goal for one of the following: “Answer phone.” “Demonstrate good customer service skills” “Be a team player.” “Show more self-initiative” SMART Goal PM pg. 9-10

18. Purpose: To practice writing your own Performance Goals Agenda: Write a performance goal using the job description provided in the previous module Identify three key areas of responsibility (KAR) For one of the KARs, identify one goal Share with a partner and evaluate based on SMART criteria Limit: 20 min Activity: Writing Performance Goals PM pg. 11

19. Performance Planning Meeting

20. Review performance goals set by you or your staff member Check alignment with your unit’s goals Reflect on the individual’s development needs Preparing for the Session PM pg. 12

21. Together, Review the goals Clarify outcome expectations Discuss development plan Agree to meet for one-three review sessions throughout the year Planning Meeting Agenda PM pg. 12

22. After you’ve set goals… How do you know how they’re doing?

23. Go to the Gemba or Go See Talk to others Hold mid-year review sessions Make changes, as needed Maintain an ongoing discussion Throughout the year… PM pg. 12

24. Coaching and Feedback

25. Purpose:To identify elements of past positive coaching experiences Agenda: 1. Select a time when you had an excellent supervisor and staff relationship that helped you be successful. 2. Describe the key characteristics of that working relationship 3. Share key characteristics with your table group. Limit:15 min Activity: “Best Practices”Performance Coaching PM pg. 13

26. Purpose: To identify the key elements of effective coaching feedback. Agenda: View video -Discuss key points Limit: Video: 20 min Discussion: 10 min Video: The Practical Coach PM pg. 14-15

27. When you see it, say it. Coaching and Feedback:Recognize Good Performance PM pg. 15

28. Before engaging in any feedback, ask yourself: What are your observations? Why are the observations important? Do I have all the information I need? Is there another side to the story? Prepare PM - pg. 16

29. Five-Part Feedback Model 1. Describe current behaviors 2. Identify situations 3. Describe impact and consequences 4. Seek further input - optional 5A. Listen and recognize/praise PM - pg. 16

30. Divide into pairs Write a feedback for: Employee handled a difficult patient Employee stayed late Employee re-scheduled a patient who was late …your own Practice PM pg. 17-18

31. Put a letter in their file Write a Thank You note Give praise in a staff meeting Give “Making a Difference” awards Celebrate team success Certificates Educational Opportunities $5 gift cards Ways to Reward and Recognize Your Employees PM pg. 19

32. Corrective Feedback: Don’t Let Poor Work go Unnoticed Make it Private And Make it Positive

33. Activity:Giving Corrective Feedback Purpose: To identify the critical components of corrective feedback Agenda: - Select one volunteer. The volunteer will throw wads of paper into a bucket. The bucket will be behind them. - Provide feedback until the volunteer has successfully thrown one paper wad into the bucket. - Debrief Limit: 5 minutes PM - pg. 20

34. Vagueness Shutting down Anticipation Expecting the worst Counter attacking Passiveness Common Mistakesin Feedback Senders: Receivers: PM - pg. 21

35. “I” Statements Neutral Phrasing Questioning Five Part Feedback Model Feedforward The “Right” Environment Tools for Effective Corrective Feedback PM - pg. 21

36. A Good Beginning: “I” Statements • Substituting “I” for “You” at the beginning of a sentence can alter the sound and perceived intent of your message. Instead of being accusatory, you own your own feelings, needs and wants. Nobody can argue with that. • Read the Examples… • “You need to be on time.” • “I need you to be on time.” • “You really made a bad decision.” • “I don’t agree with that decision.” • Activity: Create an “I” statement for • “You’re making way too big a deal of this.” PM - pg. 22

37. Neutral Phrasing Useful technique for lowering the emotional context of verbal communication. Use it to: • Clarify a statement • Disagree • Enhance assertiveness • Lower emotion and maintain neutrality PM - pg. 23

38. How To Reframe Neutrally • Use open-ended questions. • But not leading questions • Avoid absolutes. • Help people save face. • Focus on the underlying feelings and issues. • Learn to say “I’m sorry.” • Summarize the facts, not interpretations PM - pg. 23

39. Activity: Neutral Phrasing Purpose: To practice framing issues neutrally Agenda: 1. As a class, neutralize the phrases a-d 2. Individually, read the scenario and decide how to best respond. 3. Find a partner and discuss your response. How could your response be improved? Limit: 5 minutes PM - pg. 24-25

40. Corrective Feedback Planner 1. Describe current behaviors 2. Identify situations 3. Describe impact and consequences 4. Seek further input 5B. Identify alternative behaviors PM - pg. 26

41. Actively listen and check for understanding Check your defensiveness Do not rebut or explain The input is simply another piece of information Thank the person Seek Further Input Reminders PM pg. 26

42. I. Performance Examples: Poor Service Interactions Anti-team actions Poor work techniques Unsafe work behavior Sample Coaching Challenges PM pg. 27

43. II. Work Habit Examples: Leaving work undone Wasting time Poor personal hygiene Not following directions Showing up late to work Sample Coaching Challenges PM pg. 27

44. Feedback Practice In pairs, • Write a corrective feedback • Keep it positive • Use an example from your own experience PM pg. 28

45. Coaching on a Dead–end Road

46. State what you’ve observed Wait for a response Remind them of the goal Ask for a specific solution Agree together Follow-up Don’t skip a step! The Practical Coach:Two Minute Challenge PM pg. 29

47. Purpose:Practice a corrective feedback Agenda:- In groups of three, write a coaching feedback for one of the scenarios in the manual - One person will be the manager, one person the employee and one the coach - Employee will use a side-track to challenge the manager; be prepared as a Coach to help out (7 min/round) - Rotate roles. - Share one learning with the larger group. Limit: 30 min Activity: Two-Minute Challenge Practice PM pg. 29-30

48. The Annual Performance Review and Planning

49. The year-end review should NOT be a surprise! Creating a Successful Performance Review and Planning Session

50. Review your performance files Review the UMHS evaluation form Review the employee’s goals Use the UMHS rating scale N = Not met A = Approaching S = Solid Performance E = Exemplary Caution: Rater Error Creating a Successful Performance Review and Planning Session Performance File PM pg. 31