Transcript Presentation title goes here in up to 2 lines of text

People and Performance Management
Insert date and location
1
Theory X or Theory Y ?
Theory X
People are naturally Idle
Work as little as possible
Lack ambition
Dislike responsibility
Prefer to be led
2
Theory Y
People enjoy work
Prepared to expand effort
Provided they think task is
worthwhile
Accept and often seek
responsibility
Like to exercise self-control
Maslow’s Hierarchy of Needs
Self actualization
The need to fulfill oneself by
maximizing the use of one’s abilities,
skills and potential
Esteem
The need for self-esteem and the
esteem of others
Social and Affiliation
The need for friendship and
interaction with others
Safety and Security
The need to feel safe and
secure
Physiological
The need for food, drink,
shelter, warmth and relief
from pain
Motivation Factors – factors that lead to extreme
satisfaction
-20
50
-10
0
10
20
Achievement
Recognition
Work Itself
Responsibility
Advancement
Growth
30
40
How are staff motivated?
•The importance and limitations of money as a motivator
•The manager can create the right conditions for staff to be motivated more effectively
•Personal goals must be identified. They may include:
•A need to feel a sense of achievement
•Recognition for good work
•Advancement and promotion
•Participation in decision making
•Increased responsibility
•Freedom to plan and organize own work
•Challenge and personal growth
Motivation
• Everybody can be enthusiastic!
• Know your people – what will make them ‘walk the plank’?
• Provide what your people need in terms of direction/support
• It’s more than just the money
How are staff motivated?
Activity:
• Brainstorm a list of 20 actions a manager could take to motivate their team
• Write your ideas on flip-chart for other groups to review
• Identify which ideas you could use.
Managers vs. Leaders
• Administers
• Creates
• Reactive
• Proactive
• Follows procedures
• Sets the pace
• Co-ordinates
• Drives
• Seeks discipline
• Inspires loyalty
• Controls
• Inspires
• Does
• Thinks
• Organises
• Motivates
• Adjusts to Change
• Initiates change
• Accepts current practice
• Challenges status quo
Tom Peters’ View
Manager:
Leader:
• Cop
• Enthusiast
• Referee
• Cheerleader
• Devil’s advocate
• Nurturer of champions
• Dispassionate analyst
• Coach
• Pronouncer
• Facilitator
What is management?
Management is the efficient and effective use of resources to achieve objectives with and through the efforts of
other people.
Leadership – a definition
Inspiring others to follow your lead by creating a compelling vision of the future
John Adair’s Action Centred Leadership
Task
Team Maintenance
Individual
Needs
Leadership Style
Styles of Leadership: Tennenbaum & Schmidt (1957)
Leader Centered
Balanced Style
Group Centered
Why performance management?
What are the benefits for:
• The organisation?
• The managers?
• The job holder?
What are some of the drawbacks or
disadvantages of the review process
The performance management cycles
Define Roles and Responsibilities
What does the employee do?
Review Results
Manager and
employee evaluate
performance over
the entire period
and conduct review
Problem
Solving and
Employee
Developmen
t
Coaching Performance
Manager and employee monitor performance
relative to expectations, and develop
strategies on how performance can be
maintained and improved
Set Expectations
Results expected
of the employee?
How will they be
attained and
measured
Performance management process
Objectives?
Some quotes:
• If you're not sure where you are going, you're liable to end up someplace else. (Robert F. Mager)
• Committing your goals to paper increases the likelihood of your achieving them by one thousand percent! (Brian
Tracy)
• The longest journey begins with the first step . (Lao Tsu)
What is an objective?
• An important part of the job which makes a significant impact on achieving its overall purpose
• A concise, precise and measurable statement of intended action
SMARTER Objectives
• Specific
• Measurable
• Agreed
• Realistic
• Time-scaled
• Exciting
• Reviewed
Articulating SMARTER Objectives
Avoid the abstract
• To know
• To understand
• To appreciate
• To be familiar with
• To perceive
• To be aware of
• To think about
Use action verbs
•
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To write
To demonstrate
To define
To solve
To identify
To explain
To select
Three Part Objectives
There are three parts to an objective:
1. The performance element
2. The conditions - refers to environment, equipment, etc
3. The standards of achievement required
Bias in Assessment
 Halo – assessing highly because of one strength
 Horns – assessing poorly because of one weakness
 Recency – allowing events close to time of assessment to have unfair weighting
 Strictness/Leniency – assessing consistently but too high or low
Bias in Assessment
 Safety – avoiding negative comments in order to avoid conflict
 Attribution – failing to take account of the context in explaining others failures
 Blindspot – failing to detect weaknesses as same weaknesses exist in the assessor
 Stereotyping/Prejudice – allowing own beliefs to influence judgements
Avoiding Bias in an Assessment
• How far do I feel competent to judge my staff’s performance objectively?
• What evidence do I have to support my claim of objectivity?
• Could I be guilty of any bias in my judgement?
Kolb’s learning cycle:
Diagram taken from:
http://www.ldu.leeds.ac.uk/ldu/sddu_multimedia/kolb/static_version.php
How you scored (2)
Activist
Reflector
Theorist
Pragmatist
Very strong pref
Strong pref
Moderate pref
Low pref
Very low pref
13-20
11-12
7-10
4-6
0-3
18-20
15-17
12-14
9-11
0-8
16-20
14-15
11-13
8-10
0-7
17-20
15-16
12-14
9-11
0-8
Activist
Strengths
• Flexible and open minded
• Happy to have a go
• Happy to be exposed to new situations
• Optimistic about anything new and therefore unlikely to
resist change.
Activist
Weaknesses
• Tendency to take the immediately obvious action without thinking
• Often takes unnecessary risks
• Tendency to do too much themselves and to hog the limelight
• Rush into action without sufficient preparation
• Get bored with implementation/consolidation
Reflector
Strengths
• Careful
• Thorough and methodical
• Thoughtful
• Good at listening to others and assimilating information
Reflector
Weaknesses
• Tendency to hold back from direct participation
• Slow to make up their minds and reach a decision
• Tendency to be too cautious and not take enough risks
• Not assertive - they are not particularly forthcoming and have no
‘small talk’
Theorist
Strengths
• Logical ‘vertical’ thinkers
• Rational and objective
• Good at asking probing questions
• Disciplined approach
Theorist
Weaknesses
• Restricted in lateral thinking
• Low tolerance for uncertainty, disorder and ambiguity
• Intolerant of anything subjective or intuitive
• Full of “shoulds”, “oughts” and “musts”
Pragmatist
Strengths
• Keen to test things out in practice
• Practical, down to earth, realistic
• Businesslike - gets straight to the point
• Technique oriented
Pragmatist
Weaknesses
• Tendency to reject anything without an obvious application
• Not very interested in theory or basic principles
• Tendency to seize on the first expedient solution to a
problem
• Impatient with waffle
• On balance, task oriented not people oriented.
Learning and Development Opportunities
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Coaching
Delegation
Project work
Job exchanges
Secondments
Deputising
Shadowing
Training Courses
Committee Membership
Telephone Hot-line
Writing Reports
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E-learning
Making Presentations
External Representation
Product Champion
National Forums Representative
Representative on Professional
Bodies.
Self Study – Books/CDs
Study visits
Trade Exhibitions
Vocational Qualification
GROW
– a popular coaching model
• G – GOAL
• R – REALITY
• O – OPTIONS
• W – WRAP UP
Skills Practice Briefing Sheet
Job Holder: Explain in detail a current work based problem
Manager:
Help the job holder explore the problem
Identify a possible way forward
Don’t impose a solution
Summarise what has been said
Observer: Keeps time
Makes notes
Gives feedback on the Manager’s Skills
Time:
15/20 minutes for each discussion
5/10 minutes for feedback
Performance interviewing exercise
• Decide on your roles:
Manager. Job Holder. Observer
• Prepare and conduct a Performance Management Interview
• Interview 15 minutes. Review 5 minutes
• Discuss your experiences/learning in plenary group
Difficult Reactions
• Interviewees who clam up
• Interviewees who get distressed
• Interviewees who argue
• Interviewees who WON’T participate.
Preparing for Fight/Flight
• Perception of threat:
– 100% perception
– Threat to anything that affects ‘homeostasis’
• Production of adrenaline & cortisol
• Stimulation to cope with threat
• Production of steroids to release fats and sugars for energy
Effects of Fight/Flight
• Heart rate increases
• Breathing faster
• Blood vessels constrict, blood gets thicker
• Blood pressure rises
• Digestion slows down
• Sweating
• Eyes dilate
Staying in Control - be aware of your thinking:
Negative self-talk
• That isn’t fair; it wasn’t my fault
• They shouldn’t speak to me like that
• This is so unjust, it isn’t fair
• What a rotten job; I’m always getting angry customers
Positive self-talk
• This person has, or feels they have a problem. I need
to help them
• I need to help this person speak more calmly
• Angry people usually exaggerate. I can help him
communicate clearly
• Helping angry people calm down is a great way of
learning good interpersonal skills