Transcript Slide 1

Good Morning, and Welcome!
Brought to you by:
The
Management
Series
The Training and Development Team
Your NU Values Partners
F a c u lty
S ta ff
H um an
R e s o u rc e s
“Committed to understanding and delivering
value-added customer service that contributes
to our customers’ overall success”
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TMS Session IV
Performance Leadership
Practices – Part I
a) Performance Leadership Culture
b) Planning: Goals, Expectations and Performance
Standards
February 3, 2005
Brought to you by:
The Training and Development Team
Your NU Values Partners
F a c u lty
S ta ff
H um an
R e s o u rc e s
“Committed to understanding and delivering
value-added customer service that contributes
2
to our customers’ overall success”
Agenda
8:00
Introductions and Campus Leader
8:30
Program Goals
8:40
Performance Leadership Practices
9:20
Break
9:30
Goals and Expectations
10:45
Break
11:00
Creating Standards
11:45
Lunch & Summary
12:45
Wrap-up and Adjourn
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Campus Leader
• Rubens J. Pamies M.D.
– Vice Chancellor, Academic
Affairs/Graduate Studies
– Dean, Graduate Studies
– Professor, Internal
Medicine
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Performance Leadership
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Imperatives for Talent Management
• Elevate talent management to a burning
organizational priority
• Source great talent, then develop it aggressively
“Opportunity for Leadership”
McKenzie & Company, Talent War, 1998
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Talent Commitment and Retention
Most influential factors:
– Relationships with supervisors
• Simple training helps a lot
– Develop a performance culture
• Cultures that don’t recognize performance are demoralizing
– Deal with low performers to keep the good ones
Peter Cappelli, “The New Deal at Work”,
Harvard Business School Press, 2001
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Cost of not managing talent
Costs associated with;
–
–
–
–
Poor employee retention
Poor safety records
Poor per-person productivity
Lost work days
…are hidden, but, significant
The Gallup Organization, 2000
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Why are we here?
Employees…
– want criteria spelled out
– want to build skill set
– want to know how they are doing
Peter Cappelli, The New Deal at Work,
Harvard Business School Press, 2001
• Will resist if they do not know what their targets are and
how they will be measured.
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The cost of talent turnover
Category
Front-line
Professionals
Managers
x Annual Salary
.41
1.77
2.44
The Conference Board, 1999
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UUNMCrstanding the Playing Field
Levels of Performance
2. These employees will
respond to consistent:
• Planning
• Coaching
• Reward/Recognition
Lower 10%
•Not Meeting
•Requires formal
intervention
1. These
employees
desire to
contribute
Middle 80%
•Meets All or Most of Expectations
•Does so in response to effective
leadership
Upper 10%
•Clearly Exceeding
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What Committed Employees Say
• I know what is expected of me
• I have the materials and equipment I need to do my
work right
• At work, I have the opportunity to do what I do best
every day
• In the last seven days, I have received recognition or
praise for doing good work
• My supervisor, or someone at work, seems to care
about me as a person
• There is someone at work who encourages my
development
The Gallup Organization, Q12 Items, 2001 12
What Committed Employees Say
• At work, my opinions seem to count
• The mission or purpose of my company makes me
feel my job is important
• My associates or fellow employees are committed to
doing quality work
• I have a best friend at work
• In the last six months someone at work has talked to
me about my progress
• In the last year, I have had opportunities to learn and
grow
The Gallup Organization, Q12 Items, 2001
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How do we foster this commitment?
• Focus on supervisors (and managers)
– They influence 11 of the 12 “Q12” items
• Reviews and appraisals…a good place to start
Peter Cappelli, The New Deal at Work,
Harvard Business School Press,
2001
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Current Performance Appraisal
Observations
• Tools for year-end documentation/discussion are good.
• Process emphasizes “back-end” review
– Minimizing ongoing feedback
– Providing for passive observation with “after-the-fact” rating
– Replacing “front-end” planning
• Subordinate focus
– Minimizing responsibility of supervisor to engage employee to
achieve optimal results
• There is not a solid and universal foundation of
performance “leadership” practices with the supervisory
and management team
• UNMC’s Classification and Compensation System does
facilitate a “Performance Culture”
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Managers and Leaders
• Manager
– Promotes stability and smooth operations
– Often maintains the status quo
– Focuses on processes (the “how”)
• Leader
– Articulates a mission or a goal (the “what”) and knows
how to bring everyone on board to get it
accomplished
– Is a “Partner” in the dance, influencing the outcome
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What is a Manager?
• Someone whose primary responsibility is to carry out the
management process.
• Someone who plans and makes decisions, organizes,
leads, and controls
human, financial, physical,
and information resources.
• Someone who fulfills an
accountability, while depending
on subordinates.
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Performance Leadership
Characterized by –
–
–
–
–
Front-end planning
Broadened definition of job roles
Ongoing dialogue and feedback
Systemic view of many contributing performance
factors
– Link between personal achievement and organization
success
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Roles
Performance
INPUTs
TRANSFORMATION
OUTPUTs
Leadership
End-of-Process
Front-end and Continuing Participation
Assessment
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Performance Leadership
vs. Management
Employee
Performance Leadership
Job
Content
How
W ho
A c c o u n t a b ilit y
W hat
A d a p t a b ilit y
C o m m u n ic a t io n
K n o w le d g e
S k ills
A b ilitie s
A ttrib u te s
C u s t o m e r /Q u a lit y F o c u s
In c lu s iv e n e s s
O c c u p a t io n a l K n o w le d g e /
T e c h n o lo g y O r ie n t a t io n
S k ill
Output
E ffo rt
R e s p o n s ib ility
W o rk in g
C o n d itio n s
Team Focus
L e a d e r s h ip
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NU Values
• Accountability
Accepts responsibility for own actions and decisions and
demonstrates commitment to accomplish work in an
ethical, efficient and cost-effective manner.
• Adaptability
Adjusts planned work by gathering relevant information
and applying critical thinking to address multiple
demands and competing priorities in a changing
environment.
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NU Values
• Communication
Effectively conveys information and expresses thoughts
and facts. Demonstrates effective use of listening skills
and displays openness to other people's ideas and
thoughts.
• Customer and Quality Focus
Anticipates and meets the needs of customers and
responds to them in an appropriate manner.
Demonstrates a personal commitment to identify
customers' apparent and underlying needs and
continually seeks to provide the highest quality service
and product to all customers.
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NU Values
• Inclusiveness
Interacts appropriately with all business and community
partners and members of and visitors to the campus
community, without regard to individual characteristics.
Demonstrates a personal commitment to create a
hospitable and welcoming environment. Fosters respect
for all individuals and points of view.
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NU Values
• Occupational Knowledge and Technology
Orientation
Demonstrates the appropriate level of proficiency in the
principles and practices of one's field or profession.
Demonstrates a commitment to continuous
improvement, to include understanding and application
of technology (hardware, software, equipment and
processes).
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• Team Focus
Works cooperatively and effectively with others to
achieve common goals. Participates in building a group
identity characterized by pride, trust and commitment.
• Leadership
Communicates personal vision and the university's
vision in ways that gain the support of others. Mentors,
motivates and guides others toward goals.
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Performance Leadership
Coaching
Appraise
(a part of Feedback
and Recognition)
Planning
Recognition
&
Reward
Performance Period
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Measuring an employee’s performance
What are we really measuring…?
– The supervisor’s/manager’s
demonstration of leadership practices
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Performance Leadership
Planning
• Goal setting
• Clarification of traits and key behaviors
• Assignment and clarification of job
responsibilities
• Identify and address developmental needs
• Within the employee’s influence or control
“Takes time and effort…but…worth the
investment!”
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Performance Leadership
Coaching
•
•
•
•
•
•
Builds a foundation of communication and trust
Ongoing throughout the performance period
Keeps performance moving in a positive way
Practice as opposed to an event
Dialogue as opposed to forms and ratings
Information that enables maintenance of a
high probability of success
Largest gap between belief and practice
Lack of planning exacerbates poor coaching
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Performance Leadership
Recognition & Reward
• Favorable impact linked with personal
interaction (motivation and appreciation)
• Specific and timely
• “…ability to speak is one of the best motivational
tools supervisors have…”
• Annual pay increases are not clearly connected
to any particular accomplishment.
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Performance Leadership
Results
Leadership
Practice
Leader Behavior
Outcome
Planning
• Setting goals/expectations
• Clarifying Duties
• Specifying Traits and Behaviors
• Clarity re job
expectations
Coaching
• Maintenance of ongoing dialogue
• Clarity re job
expectations and
performance status
Recognition &
Rewards
•Acknowledgement
•Praise
•Opportunities
• Clarity re job
expectations and
valued behaviors
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Performance Leadership Strategy
The Performance Culture
• Leadership behaviors/practices
– Not year-end raters
• Different performance forms and ratings are not
the issue
– Good tool for operational requirements
• Planning, coaching, recognizing and rewarding
• Managers become Performance Leaders
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Performance Leadership
Leaders, then, must be what Wheatley calls
broadcasters, targeting praise and recognition to
create a unified, purposeful culture . . .
". . . all results -- good or bad -- are ultimately
good, because they provide feedback that can
guide us, telling us what to do next and how to
do it better."
(paraphrasing Margaret Wheatley in Leadership and the New Science,
1994)
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Expectations
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Goals, Expectations
and
Performance Standards
Pam Evers
Managing Partner
Abyss Partnership, Inc.
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Workshop expectations
•
•
•
Define expectations and performance
standards
Incorporate NU values into process
Apply philosophy of performance leadership
into daily interactions.
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Workshop expectations
•
•
•
Identify and set, through the use of active
language, solid performance standards.
Involve team members in creating their
own standards and expectations.
Monitor and negotiate overall progress
through review meetings.
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NU Values
Valued Behaviors
• Accountability
• Adaptability
• Inclusiveness
• Occupational
Knowledge and
Technology Orientation
• Communication
• Team Focus
• Customer and Quality
Focus
• Leadership
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So what, exactly, is an
expectation and how does it
differ from a performance
standard?
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An expectation is a statement of
general intent that gives a
broad indication of the desired
achievement or development.
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For example:
1.
To maximize profit level and return
on capital employed through the
availability of high-quality products.
2.
To provide a high-quality training
service to the whole company.
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Expectations may be
long term or short term
A long term expectation should break down into
a series of short term expectations.
You can eat a whole elephant if you do it one
bite at a time!!
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The purpose of
setting expectations is to:
1.
Clarify exactly what is to be done, by whom
and when.
2.
Enable the manager to effectively designate
work.
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The purpose of setting
expectations is to:
3.
Allow the team member to be clear about
his/her responsibilities.
4.
Provide the team member with
goals/standards, the achievement of which
will help to raise morale and motivation.
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The purpose of setting
expectations is to:
5. Provide a means for time management. If
expectations are clear it will be easier to define
priorities.
6. Provide a basis for performance appraisal.
7. Establish the basis for ongoing coaching to
achieve successful performance outcomes.
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Guidelines for
setting expectations
1.
A team members expectations
should:
 Be related to those of the organization.
 Be derived from those of the department.
 Address the developmental needs of the team
member specific to their current job assignment.
 Be discussed and agreed on between the
manager and the team member.
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Guidelines for
setting expectations
2. Limit the number
 Keep to a maximum of ten expectations.
 Make sure they can all be achieved in
time frames available.
the
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Guidelines for
setting expectations
3. Vary the focus of the expectations so that
they include:
 Routine
 Problem-solving
 Developmental expectations toward current job
responsibilities
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Guidelines for
setting expectations
4. Identify results to be achieved and not just
activities.
 A common mistake in expectation setting is to
describe activities rather than specifying
results to achieve.
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Guidelines for
setting expectations
An example of focus on the activity rather than
on the outcome:
“To carry out training on writing
expectations by September 3, 2005.”
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Guidelines for
setting expectations
Verses an example of focus on a specific
result:
“To provide managers with training on
writing expectations and a process for
setting standards by September 3,
2005.”
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Guidelines for
setting expectations
5. Use an agreed-upon format
ACTION
RESULTS
REQUIRED
TARGET
DATE
CONSTRAINTS
“To reduce waste in the office, 1 percent, by April
30th 2005 without increasing staff.”
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Whether at the organizational, team or
individual level …
translate expectations into results, and
performance standards
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A standard or goal is
a clearly-defined target that
has the following characteristics:
1.
It is Specific. It states precisely, in factual
or quantitative terms, what result is to be
achieved.
2.
It is Measurable. There is a clear point at
which you can say “yes, that has been
done.”
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3. It is Attainable.
expectations that are well set will be challenging
for the “owner” but will be achievable. They will
create a sense of winning.
Setting expectations that are not achievable
creates losers and damages overall morale.
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4. It is Results-driven. In other words, the
expectation requires the “owner” to do
something.
5. They are Time-framed. They have a deadline
and interim review dates.
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These five characteristics are
universally known as the
SMART process or guidelines.
S pecific
M easurable
A ttainable
R esults-driven
T ime-framed
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A standard using
the SMART process might be:
“To provide managers with training on
writing expectations and a process for
setting standards by September 3, 2002.”
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Evaluate each of the following performance
standards. Put a check next to each of the following
characteristics you think the performance standard
has:
S – specific
M – measurable
A – attainable
R – results driven
T – time framed
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Joe will reduce the amount of wasted paper within the
UNMC Printing Department.
S – Paper from what?
M – Not as stated, but what could make it
measurable?
ANot sure, what would we need to
know?
RSince reduce wasted paper is an
output factor, it is results driven.
TThere is no time limit set.
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Sarah will increase her number of patient calls by 10%
by year end.
S – Of patient calls
M- By 10 percent
A – Increase her number
R- Increase is results-oriented
T- By the end of the year
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George will work harder at keeping his laboratory work
area clean.
With regards to specific--What does “work harder”
mean?? What does “clean” mean??
Not measurable, and has no time limit.
Working harder is an input; therefore is not results
driven.
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Richard will try harder to reduce the number of
inadequate films in the X-ray clinic.
S- try harder??
M- How many are inadequate or how much reduction?
A- What do we need to know here?
R- Reduce the number of inadequate films.
T- No time frame given.
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Mabel will improve her telephone technique with
patients and students.
What is a telephone technique?
What does “improve” mean?
It isn’t specific or measurable and it has no time
limit. It doesn’t deal with output and therefore
isn’t results driven.
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SMART
1.
2.
3.
4.
5.
6.
Improve productivity
Increase services (quantitative metric is best)
Conduct more effective meetings
Increase group meeting attendance
Improve our safety performance
Your example---
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Case Study
Working in assigned groups, discuss these
performance expectations/standards.
Decide which ones are clear and using the
SMART process rewrite those that are not.
 Be prepared to discuss what the pitfalls
would be if these refinements were not
made.
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Developing Your Own expectations
Write down your main areas of responsibility at
work, considering within each area:
• What you have to do.
• What results are expected of you.
• What your deadlines are.
• What constraints you have.
Using the SMART process, write the answers as
expectations.
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Develop expectations
for One of Your Employees
Same process as before only this time consider
how what you are asked to do aligns with what
you require your employees to do.
Formulate expectations for one such position
based on their job description and on meeting
your overall departmental expectations.
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Issues in Developing Performance
expectations and Standards
• Sets performances standards too low or
too high.
• Can’t meet the performance standards.
• Commits to too many performance
standards.
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Issues in Developing Performance
expectations and Standards
• Has not made a genuine commitment.
• Doesn’t take the planning process
seriously.
• Complains that others have easier
performance standards.
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In summary:
Commitment
Communicate
 Expectations
 Overall Vision
 Shared Meaning
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nuvalues.unmc.edu
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nuvalues.unmc.edu
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Summary
Performance Leadership Practices
Part 1
•
•
•
•
•
•
The Importance of Talent Management
Performance Management versus Performance Leadership
Performance Leadership Practices
Writing Expectations and Performance Standards
Resources for You
Session Evaluation
Session V March 11 “Same place, same time”
Performance Leadership Practices Part 2
Coaching/Feedback and Reward/Recognition
Thank you!
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