Gonzaga University

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Gonzaga University

• Performance Management
• Leading Workplace Performance
• For Management Personnel

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Session Agenda

• Managements Roles and Responsibilities
• Setting Goals and Expectations
• Performance Coaching
• Guidelines for Effective Performance Discussions
• Prepare for the Performance Discussion
• Conducting the Discussion
• Performance Review Document Enhancements and
  Timeline
• Summary
• Resources

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Managements Continued Roles Responsibilities

• Greater accountability
• On-going assessment and communication of employee
  performance
• Performance reviews will be used to assist in
  determining promotion, pay, annual salary
  increases, and overall employment status
• Determine employee annual salary increases as
  part of the new compensation system
• Prepare to enter into potentially difficult
  discussions as we move forward
• Assess knowledge, skills and abilities (KSAs) of
  yourself and your supervisory team

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Defining Organizational Success
Vision/ Values
Strategic Plan Organizational goals/objectives
Tactical Plans goals/objectives
Departmental goals/objectives
Individual and/or Team goals/objectives
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Defining Management Success

• What does success as a manager look like?
• What does success as a manager look like in your
  organization?
• How do you distinguish between good and poor
  performance with your employees?
• To whom and when do you provide performance
  feedback?

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Defining Management Success

• All organizations must be wise about their choice
  of strategies to remain competitive
• Everyone and everything in the organization must
  be doing their part to ensure strategies are
  implemented effectively
• Managers are responsible for the results
  accomplished by their employees
• Simply put, effective performance management
  ensures that goals are consistently being met in
  an effective and efficient manner
• Being busy is not the same as producing results

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Performance Management Cycle
1

• Setting Goals Expectations
• Define job criteria by which performance will be
  measured based on job description
• Establish goals and objectives
• Communicate expectations to employees
• Rework objectives or performance standards, if
  necessary

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• Annual Performance Review
• GU Performance Review
• Mistakes to Avoid
• Behavior Based Statements

• Performance Coaching
• Define coaching
• Give effective feedback
• Recognize employees area of development
• Coach for better performance
• Document

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Setting Goals and Expectations

• Module Objectives
• Understand the importance of setting
  goals/expectations
• Learn to set SMART goals
• Discuss performance standards
• Practice setting goals and standards
• Be open to reworking goals/expectations when
  necessary

Goals are an essential part of successfully
conducting business. Goals provide the
motivation and direction necessary for growth and
success in every area of an organization
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Criteria for Effective Goals
Setting Goals and Expectations
An effective goal statement provides an excellent
basis for setting and monitoring progress toward
strategically aligned goals Effective goal
statements ensure objectivity in measurement
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Benefits of Effective Goals
Setting Goals and Expectations

• Establish strategic DIRECTION
• Set TARGETS
• Identify EXPECTED results
• Improve TEAMWORK through a common sense of
  PURPOSE
• Provide a FAIR basis for appraising performance

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SMART Formula
Setting Goals and Expectations

• Specific goals need to be specific in order to
  be achieved. Improving customer service vs.
  Reduce customer drop-out rate to less than 20.
• Measurable goals need to be quantifiable and
  measurable in a way that leaves no doubt that the
  goal has been achieved. Employee should know how
  progress will be measured.
• Agreed Upon goals should take into account the
  knowledge and needs of the people involved in
  accomplishing them. When there is buy-in, people
  are more willing to make efforts toward
  achievement of goals.
• Relevant A relevant goal aligns with existing
  plans and priorities of the organization. It
  reflects the results which must be improved or
  maintained to successfully accomplish the
  mission.
• Timed goals exist within the context of a
  schedule. There needs to be an agreed upon
  timetable that incorporates regular, structured
  review and assessment of progress toward the goal.

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Example SMART Goal
Setting Goals and Expectations

• Train all supervisors on the revised Performance
• Management and Compensation Systems by March to
  ensure that they can
• understand the university compensation system
• understand the university performance review
  forms and procedures
• set SMART goals
• effectively manage the performance of their
  employees throughout the year

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Obstacles to Goal Achievement
Setting Goals and Expectations

• It is important to note that in todays world
  change happens suddenly and without notice.
  Objectives may change based on the organizations
  needs. Be sure to adjust employee goals and
  objectives accordingly.
• It makes no difference if the barrier is tangible
  or solely in ones own mind (psychological) - the
  barrier is real. Therefore, it is very important
  to
• Identify and remove the obstacles
• OR adjust objectives accordingly

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Performance Management Cycle
1

• Setting Goals Expectations
• Define job criteria by which performance will be
  measured based on job description
• Establish goals and objectives
• Communicate expectations to employees
• Rework objectives or performance standards, if
  necessary

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2

• Annual Performance Review
• GU Performance Review
• Mistakes to Avoid
• Behavior Based Statements

• Performance Coaching
• Define coaching
• Give effective feedback
• Recognize employees area of development
• Coach for better performance
• Document

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Performance Coaching

• The role of the coach is to clearly
  communicate performance expectations and
  standards, give regular performance feedback and
  develop the skills of the employees. The best
  coaches, by their mere presence, improve
  performance and uplift energy, morale, and focus.
• Module Objectives
• Explore the purpose of coaching
• Learn to effectively recognize employees
• Learn to give performance improvement feedback
  through coaching
• Discuss how to handle poor performers
• Practice performance coaching
• Learn when and how to document performance

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NO NEWS IS GOOD NEWS
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Preparing to Coach
Performance Coaching
To be a great coach, capable of elevating
performance, you need to know

• The role of the coach
• How to use fundamental coaching tools
• Expectation of performance (what to measure)
• Employees strengths and limitations
• Employees long term goals
• Employees developmental goals

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Discussion Who needs coaching?
Performance Coaching

• New Hire
• Orientation, training, recognition, re-directed,
  learn the culture
• Problem Performer
• Recognize that a problem exists and analyze
  whats causing it
• Coaching for improved performance
• Satisfactory Performers
• Recognize good work, discuss ways they can grow
• Development coaching
• Promotable Person
• Development coaching

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Performance Discussions Definitions

• Feedback communication regarding the effect
  ones behavior is having on another person, the
  team, the organization, or the customer
• Positive feedback involves telling someone
  about behavior that meets or exceeds standards
  and expectations. Provide specific examples and
  explain how these behaviors benefit the
  organization
• Constructive feedback alerts an individual to
  behaviors which could improve. Constructive
  feedback is not criticism it is descriptive and
  should always be directed to the action, not the
  person

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Effective Feedback
Performance Coaching

• A managers role is to get things done through
  people. Giving and receiving feedback can
  strengthen the partnership between manager and
  employee. It also creates a positive, motivating
  work climate.
• Useful feedback serves to
• Keep the performance on track, and
• Get the performance back on track
• One of the most productive things a manager can
  do is provide specific, ongoing feedback

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Effective Feedback
Performance Coaching

• Feedback should be
• Specific, direct and honest
• Focused on the what not the who
• Done at the right time in the right place
• Consistent
• Solution-oriented
• Most importantly, treat others with RESPECT

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Performance Coaching Positive Feedback
Performance Coaching

• Describe the behavior observed -- be specific
• Explain why it is important
• Thank the employee and express your personal
  appreciation
• Encourage them to continue doing well
• Record the conversation
• Example
• Chris, I just saw the way you handled the
  situation where Derek was using a tool
  improperly. You approached him in a calm and
  non-threatening manner. You treated him very
  professionally and educated him on proper usage
  of equipment.
• Having a safe working environment is important to
  all employees at Gonzaga. Actions like yours
  help keep this a safe place to work.
• Thank you for taking the initiative and helping
  your co-worker. It means a lot to me to know
  that you really care and will do what you can to
  maintain a healthy and safe environment.
• Keep up the good work!

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Constructive Feedback

• Focus on the employees performance issues.
  Describe the specific behavior and why it
  concerns you
• Explore the causes of the employees poor
  performance by listening to the employee. Seek
  agreement on how to solve the problem(s)
• Explore options for improvement by asking for the
  employees ideas for solving the problem
• Agree on a specific plan for improvement
  (describe consequences if necessary)
• Express confidence, set a follow-up date and
  document the agreement

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Chronic Performance Problem
Performance Coaching

• At times, the coach is faced with an employee who
  demonstrates an
• inability to reach standards and goals. It is
  important that the coach
• do something about it, or the virus of
  mediocrity could infect the
• entire department.
• Focus on the fact that the employee has not
  corrected the performance problem
• Explore the causes of the employees poor
  performance and seek agreement on how to solve
  the problem(s)
• Explore options for improvement
• Agree on a no-compromise plan for improvement
• Document agreement and follow-up

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When Coaching is Not Enough
Performance Coaching

• Coaching may not always result in a change of
  behavior. If this should happen, partner with
  Human Resources to progress to the next phase(s)
  of corrective action.
• Sometimes coaching is not the right approach. In
  incidents of inappropriate conduct it may be
  necessary to bypass coaching and go directly to
  corrective action. If this should happen,
  partner with Human Resources to determine the
  most appropriate next step.
• If a serious situation should occur, call Human
  Resources

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Potential Legal Liability Issues and Guidelines
to Avoid Liability

• Liability Issues
• Disparate Treatment - Gender Equity
  Discrimination Retaliation etc.
• Guidelines to Avoid Liability
• Be consistent in setting expectations and
  performance review criteria for similar positions
• Apply ratings consistently across organization
• Address performance concerns as soon as possible
  (deal with it or live with it)
• Performance Notice, Letter of Expectations,
  Corrective Action Plan
• GU policies and procedures
• Gather the facts and document year round and on
  each employee
• Use HR as a resource

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Correcting Performance
Performance Coaching

• Below is an example of steps used for
• addressing unsatisfactory job performance.
• Verbal Coaching (ASAP)
• Performance Notice (Documenting discussion of
  issues)
• Letter of Expectation
• Corrective Action Plan
• End of Employment

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ABCs of Documentation
Performance Coaching

• Documentation includes everything you write down
  that concerns an employees performance. It is
  essential that everything you write about a
  persons performance be clear, accurate, and free
  from bias. A clear written record of discussions
  about performance issues can prevent
  misunderstandings and provides proof that
  employment decisions (corrective action,
  promotions, review scores, etc.) and actions were
  based on fair, objective, job-related criteria.
• Below are key components of documenting
  performance
• Accurate
• Document as incidents occur rather than from
  memory
• Describe those actions you directly observed or
  heard NOT hearsay
• Concentrate on job-related incidents
• Behavioral
• Document specific behaviors about job-related
  facts rather than describing employees
  personality
• Consistent
• Balance the documentation cite both positives
  and negatives
• Use the same format and level of detail for each
  employee

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guidelines for effective Performance discussions
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Guidelines

• Minimize your role as a judge. Work for a
  collaborative environment.
• Emphasis should be on improvement and learning
  for the future rather than criticism of the past
• Effective feedback involves what or how something
  was done, not why. Asking why is asking people
  about their motivation and that provokes
  defensiveness

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Guidelines

• Discuss positive as well as unsatisfactory
  performance
• Provide specific examples and explain how these
  behaviors benefit the organization or why they
  are problematic
• Work for understanding, rather than complete
  agreement
• Never compare one employee with another

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Guidelines

• No surprises.
• Poor performance should have been addressed when
  it happened
• The Performance Review Discussion is not the
  place to mention it for the first time
• If poor performance has been significant, a
  Performance Improvement Plan should be in place

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Guidelines

• Avoid common rating errors in forming your
  opinion of performance.
• The halo effect - Letting one favored trait or
  work factor influence all other areas of
  performance, resulting in an unduly high overall
  performance rating
• The horn effect - Allowing one disfavored trait
  or work factor to overwhelm other, more positive
  performance elements, resulting in an unfairly
  low overall performance rating
• Most recent behavior - Failing to take into
  account the entire evaluation period and focusing
  on a recent performance episode, positively or
  negatively. Base your evaluation on
  representative information from the whole
  evaluation period to avoid this error
• Personal bias - Allowing personal feelings toward
  employee to influence rating

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Guidelines

• Examples of ineffective ways to give feedback
• Being personal
• Giving feedback in public
• Not being factual
• Giving a subjective opinion
• Waiting until weeks or months after the fact
• Not being specific
• Providing feedback on issues over which the
  employee has no control

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Guidelines

• Examples of effective ways to give feedback
• Keeping the feedback to behavioral issues
• Giving it in private
• Providing it with the intent for improvement
• Giving it in a timely manner
• Being specific
• Keeping the content to issues the employee can
  control

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Prepare for the Performance Discussion

• As you prepare to hold the Performance Discussion
  for employees, consider several factors.
•  

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1. Review Job Description

• Make sure job description is up to date from your
  perspective
• Include a copy of job description when you
  provide the self-review and ask employee to
  assess whether it is still an accurate reflection
  of their job
• Use job description as a starting point for
  performance discussion and goal setting

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2. Time and Place

• Choose a quiet, private, neutral place where you
  will not be interrupted during the meeting
• Give employee your full undivided attention (e.g.
  dont answer cell phone/work on lap-top/allow
  others to interrupt/etc.)
• Confirm the time and place of the meeting with
  the employee
• Allot at least one hour for both you and the
  employee to adequately and thoroughly give input
  and express concerns about his or her
  performance.  This will eliminate schedule
  conflicts and help set the tone for a productive
  discussion 

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3. Performance Problems?

• First, ask yourself
• Do they know the performance standard?
• Are they able to do it (skill level)?
• Do they have all the resources to do it?
• Are they willing to do it (motivation level)?
• If not, what can YOU DO to fix the situation?

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4. Data

• The employees self-assessment
• Any notes you made during the year
• Documentation from coaching sessions
• Feedback you gathered from employees colleagues,
  customers, students, etc.
• Any other information you have that bears on
  performance

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Conducting the discussion
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Conducting the Discussion

• Start on a positive note
• Set the tone as one of communication and feedback
• Discuss responsibilities, clarify expectations
  and compare actual performance to performance
  standards
• Use documentation to discuss specific instances
  of performance

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Conducting the Discussion

• Ask for the employee's assessment, comments and
  suggestions
• Listen carefully and seek to understand what is
  being said
• Don't interrupt
• Ask for examples
• Liberally use the phrase, "Tell me more"
• Avoid becoming defensive 
• Don't take it personally
• Be open-mindedthere may be a better way
• Admit mistakes
• Don't try to fix blame on someone or something
  else
• Thank the employee

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Performance Management Cycle
1

• Setting Goals Expectations
• Define job criteria by which performance will be
  measured based on job description
• Establish goals and objectives
• Communicate expectations to employees
• Rework objectives or performance standards, if
  necessary

3
2

• Annual Performance Review
• GU Performance Review
• Mistakes to Avoid
• Behavior Based Statements

• Performance Coaching
• Define coaching
• Give effective feedback
• Recognize employees area of development
• Coach for better performance
• Document

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GU Performance Review Packet

• Timeline of Key Months Document - Outlines
  process for completing review
• Overview Document - Compensation philosophy,
  guidelines and annual review rating definitions
• Employee Self-Review Document - Contains self
  assessment and employee goals
• Annual Performance Review Document - Performance
  and behavior criteria
• Performance Review Packet can be found at
  www.gonzaga.edu/humanresources

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Performance Review Program Guidelines

• Supervisor forwards signed document to the
  department head, dean, or area vice president for
  signature
• Original signed copy of the review should be sent
  to Human Resources to file
• Supervisor should conduct on-going performance
  discussions, maintaining open communication, and
  work on the outlined goals throughout the year

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Performance Review Program Guidelines

• Typically, annual salary increases spreadsheets
  will be distributed for approval/signature by
  Human Resources to the Area Vice President and
  should be returned to Human Resources as part of
  the annual budgeting process
• Any employee concerns regarding performance
  review content should be addressed within the
  Area Vice President Division
• Final annual increase spreadsheets are provided
  to Payroll for loading from Human Resources
• Annual increases will be communicated by the
  President

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Summary

• Performance Management is an ongoing feedback
  process designed to help employees gain greater
  competence and overcome barriers to improving
  performance.
• The goal of coaching is to create a change in
  behavior, to move employees from where they are
  to where you want them to be.
• Recognition is a vital component to performance
  coaching. Thanking employees and providing them
  with specific examples of good and exceptional
  performance encourages them to continue doing
  well.

Following the guidelines from this session will
help improve the performance of your employees
and department, while avoiding legal liability.
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Additional Resources

• Performance Conversations by Christopher D. Lee,
  PhD
• Its Okay to Be the Boss by Bruce Tulgan
• Performance Management by Robert Bacal
• Writing Performance Documentation by Janis Fisher
  Chan
• www.gonzaga.edu/gutraining