Unit- 9. Performance Management skill

Unit- 9. Performance Management skill

1. Performance Management Skill Prof. Preeti Bhaskar Symbiosis Centre for Management Studies, NOIDA

2. Coaching: Definition Manager Interacts with employee and Takes active role and interest in performance Collaborative ongoing process Directing employee behavior Motivating employee behavior Rewarding employee behavior Concerned with long-term performance Prentice Hall, Inc. © 2006

3. Major Coaching Functions: Give advice Provide guidance Provide support Give confidence Promote greater competence Prentice Hall, Inc. © 2006

4. Key Coaching Behaviors Establish developmental objectives Communicate effectively Motivate employees Document performance Give feedback Diagnose performance problems Develop employees Prentice Hall, Inc. © 2006

5. The Good Coach Questionnaire Do you listen to your employees? Do you understand their individual needs? Do you encourage employees to express their feelings openly? Do you give tangible and intangible support for development? Do your employees know your expectations about their performance? Prentice Hall, Inc. © 2006

6. The Good Coach Questionnaire (continued) Do you encourage open and honest discussions and problem solving? Do you help your employees create action plans that will Solve problems? Create changes? Do you help your employees explore potential areas of Growth? Development? Prentice Hall, Inc. © 2006

7. Coaching Styles More Assertive Less assertive Task & Fact oriented Driver Analyzer People oriented Persuader Amiable Prentice Hall, Inc. © 2006

8. Adaptive coaches use all styles according to employee needs: Sometimes providing direction Sometimes persuading Sometimes showing empathy Sometimes paying close attention to rules and established procedures Prentice Hall, Inc. © 2006

9. Prentice Hall, Inc. © 2006 Coaching Process Set Developmental Goals Identify Developmental Resources & Strategies Implement strategies Observe and Document Developmental Behavior Give Feedback

10. Coaching Process: Steps covered in Chapter 8 Set Developmental Goals Identify Resources and Strategies Needed to Implement Developmental Goals Implement Developmental Goals Prentice Hall, Inc. © 2006

11. Coaching Process: Overview of remaining steps Observe and Document Developmental Behavior and Outcomes Give Feedback Praise Negative Feedback Prentice Hall, Inc. © 2006

12. Observe and Document Developmental Behavior and Outcomes Constraints: Time Situation Activity Prentice Hall, Inc. © 2006

13. Organizational Activities to improve documentation of performance Good communication plan to get manager buy-in Training programs Rater error training Frame-of-reference training Behavioral observation training Self-leadership training Prentice Hall, Inc. © 2006

14. Reasons to document performance Minimize cognitive load Create trust Plan for the future Legal protection Prentice Hall, Inc. © 2006

15. Recommendations for Documentation Be specific Use adjectives and adverbs sparingly Balance positives with negatives Focus on job-related information Be comprehensive Standardize procedures Describe observable behavior Prentice Hall, Inc. © 2006

16. Giving Feedback Main purposes: Help build confidence Develop competence Enhance involvement Improve future performance Prentice Hall, Inc. © 2006

17. Potential costs of failing to provide feedback: Employees are deprived of chance to improve their own performance Chronic poor performance Employees have inaccurate perceptions of how their performance is regarded by others Prentice Hall, Inc. © 2006

18. To be effective, feedback should: Be timely Be frequent Be specific Be verifiable Be consistent (over time and across employees) Be given privately Provide context and consequences (continued next slide) Prentice Hall, Inc. © 2006

19. To be effective, feedback should: (continued) Describe first, evaluate second Cover the continuum of performance Identify patterns Demonstrate confidence in employee Allow for both advice and idea generation Prentice Hall, Inc. © 2006

20. Guidelines for Giving Praise Be sincere – only give praise when it is deserved Give praise about specific behaviors or results Take your time Be comfortable with act of praising Emphasize the positive Prentice Hall, Inc. © 2006

21. Giving Negative Feedback Managers avoid giving negative feedback due to: Negative reactions and consequences Negative experiences in the past Playing “god” Need for irrefutable and conclusive evidence Prentice Hall, Inc. © 2006

22. Negative feedback is most useful when it: Identifies warning signs and performance problem is still manageable Clarifies unwanted behaviors and consequences Focuses on behaviors that can be changed Comes from a credible source Is supported by data Prentice Hall, Inc. © 2006

23. Feedback Sessions should always answer: How is your job going? What can be done to make it better? Job Product Services How can you better serve your customers? Internal External Prentice Hall, Inc. © 2006

24. Supervisory roles in managing performance Judge Evaluate performance Allocate rewards Coach Help employee solve performance problems Identify performance weaknesses Design developmental plans Prentice Hall, Inc. © 2006

25. Performance Review Formal Meetings Possible types of formal meetings: System Inauguration Self-Appraisal Classical Performance Review Merit/Salary Review Developmental Plan Objective Setting Prentice Hall, Inc. © 2006

26. Steps to take before meeting: Give at least 2-weeks notice Block sufficient time Arrange to meet in a private location without interruptions Prentice Hall, Inc. © 2006

27. Merged Performance Review Meeting Components Explanation of meeting purpose Employee self-appraisal Supervisor & employee share rating and rationale Developmental discussion Employee summary Rewards discussion Follow-up meeting arrangement Approval and appeals process discussion Final recap

28. Possible defensive behaviors of employees Fight response Blaming others Staring at supervisor Raising voice Other aggressive responses Flight response Looking/turning away Speaking softly Continually changing the subject Quickly agreeing without basis Other passive responses

29. To prevent/reduce defensive behaviors Establish and maintain rapport Be empathetic Observe verbal and nonverbal cues Minimize threats Encourage participation Prentice Hall, Inc. © 2006

30. When defensiveness is unavoidable: Recognize it Allow its expression If situation becomes intolerable Reschedule the meeting for a later time Prentice Hall, Inc. © 2006