Performance Management Beyond Compliance Adding Value

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Performance Management Beyond Compliance
Adding Value
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• Finding the Focus Considerations
• Maintaining the Focus -The role of feedback

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Sometimes we make the PM meetings work too hard
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Public Sector Standards

• Outcome
• The performance of all employees is fairly
  assessed to achieve the work-related requirements
  of the public sector body while paying proper
  regard to employee interests.

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Public Sector Standards

• The standard
• An employee is informed about how their
  performance will be managed and the results of
  their performance assessment.
• A proper assessment of the employees performance
  takes into account both the work-related
  requirements of the job and identified employee
  interests.
• Processes, decisions and actions are impartial,
  transparent and capable of review.

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Action Centred Leadership

• Achieving the task
• Maintaining the team
• Developing the individual

The Task
The Team
The Individual
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Performance Management Process

• Orientation
• Self Reflection
• Performance Performance
• Review Planning
• Implement, monitor,
• feedback

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People Skills - Attributes That Work

• Fair Does one size fit all?
• Supportive What does that look like?
• Collaborative
• Decisive
• Flexible
• Tactful
• Innovative
• Persistent

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Finding the Focus

• Reinforcing the expectations (you)
• What am I meant to reflect on?
• (them)
• What does that look like in your school?

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What on earth are you going to talk about?

• Have you both a language to describe behaviour
  and performance?
• What preparation have you done to sort your
  thoughts on strengths and challenges?
• Have you rehearsed in your head how it will go?
• Have you got strategies if the going gets tough?

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Focus areas
Focus for Self Reflection
System wide Initiatives
School/Site Plans
Career Development
Job related areas
Selecting Goals / Targets
Performance Agreement
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Teacher Competencies

• Dimensions
• Facilitate Student Learning
• Assessing and Reporting Student Learning outcomes
• Engaging in Professional Learning
• Engaging in curriculum policy and other program
  initiatives
• Forming partnerships with the school community

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Sample goals and targets

• Teacher
• Goal To improve my communication with parents
  and develop a stronger educational
  partnership.
• Targets
• To develop my use of open-ended questioning
  technique when interviewing parents.
• To develop active listening techniques when
  interviewing parents.
• To develop clear understanding of my own
  classroom and school policies and be able to
  articulate these assertively to parents
  informally and at meetings.

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One way to get there

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• 3 Identify blocks
• 4 Brainstorm
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Define the challenge or issue
The ideal / realistic projection
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Goals and Targets

• Goal(s) are negotiated.
• Targets are developed to help achieve the goal
• S Specific
• M Measurable
• A Appealing and Agreed
• R Realistic
• T Time framed
• Help staff keep it simple, dont complicate it

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Feedback

• Think of the best teacher/guide/mentor you ever
  had on staff.
• What is the feedback you would
• like to give them to recognise their
  contribution to the school community?

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Draw a of Feedback at Work
Giver
Receiver
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Feedback

• Offer feedback on observed behaviour, not on
  perceived attitudes.
• Offer a description of what you saw and how you
  felt, rather than a judgement.
• Focus on behaviour that can be changed
• Choose which aspects are most critical and limit
  yourself to those.

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• Ask questions rather than make statements
• Set the right time and groundrules in advance
• Comment on positives and then areas for
  improvement
• Observe everyones personal limit
• Before offering feedback consider its value to
  the receiver

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Criticism

• Criticism encourages employees to be defensive
• Leads to blame
• Evade responsibility for own performance
• Feelings of failure and resentment
• Performance will improve least where criticised
  most

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Four Kinds of Recognition or Feedback

• Motivation
• 100
• 50
• -200
• -1000

• Generalised Positive
• Specific Positive
• Specific Negative
• Generalised Negative

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• Your manner with parents is sensational You are
  very popular.
• The parents value your open approach with them
  your news sheet you weekly access after school
  is highly valued.
• When you dont keep an appointment with a parent
  they feel slighted and devalued if this happens
  again please make sure you give them notice and
  acknowledge the inconvenience. This will
  reinforce our value of their time.
• Your lack of professionalism in working with
  parents is appalling.

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Action Centred Leadership

• Achieving the task
• Maintaining the team
• Developing the individual

The Task
The Team
The Individual
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To achieve the task

• clearly outline and define the activity and its
  purpose
• identify and access the necessary resources to
  complete the task
• create a plan to achieve the task
• establish responsibilities and accountabilities
  and delegate these
• establish agreed timelines and monitor progress
• evaluate outcomes

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To maintain the team

• establish agreed standards of performance
• establish communication strategies
• develop a group/ team spirit,
• build strategies to support collaboration and
  cooperation
• encourage ideas and contributions to be both
  shared and listened to
• support skill and knowledge development in the
  group
• provide feedback on progress.

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To achieve maximum input from individuals

• understand the individual differences, strengths,
  limitations, needs and fears within the group
• identify and provide opportunity for individual
  responsibility for outcomes
• listen to, develop and motivate individuals
• provide individual feedback, support, training
  and recognition
• support autonomy and risk taking.
• (John Adair 2004)