Professional Documents
Culture Documents
Conduct
Development
Planning
Organizational
Direction:
Strategy
Operational
Planning
Culture
Set
Departmental
Goals
Description
Set Objectives &
Competencies
Review Job
Description,
Set Objectives
&
Competencies
Recognize &
Reward
Performance
Assess
Organizational
Needs
Development
Planning
Monitor
Performance
Provide Feedback &
Consequences
Coach
Assess &
Review
Performance
Monitor
Performance
Provide
Feedback &
Consequences
Coach
Encourage Progress:
Assess & Review
Performance
/var/www/apps/conversion/tmp/scratch_6/330960858.doc
When these principles are used effectively they communicate that you are committed to
building confidence, instilling trust and providing whatever it takes for people to do their
jobs as competently as possible. Heres how these principles play out in the performance
cycle:
/var/www/apps/conversion/tmp/scratch_6/330960858.doc
/var/www/apps/conversion/tmp/scratch_6/330960858.doc
Does it reflect how success would truly be measured? When you consider your
Departments objectives and our values as an agency, what kinds of criteria would
reflect success for the objective? For example, success might be reflected in
terms of:
Quantity. How many of something the employee does? For example, the
number of partnerships or prospects or the % improvement in retention rate
Decrease in Errors
Relevant to the agency vision, mission and strategic business plan. Each
objective should be consistent with the agency vision and business plan and
most should align directly with a stated agency objective or departmental goal.
your employee on the accomplishment of each objective at the end of the year as well as
their overall performance. The employee is not asked to do a self-rating, as its usually
the experience that when both employees and managers rate employees, the performance
review discuss focuses on debating ratings versus talking about performance. Nationals
rating categories are:
Solid performance
Led to breakthroughs
Your agency will establish your own rating system. The above is just one possibility.
To what degree did they wisely use resources when accomplishing the objective
How they went about accomplishing the objective and what impact did this have
on other people and other projects
/var/www/apps/conversion/tmp/scratch_6/330960858.doc
Competencies
Why Are Competencies Important?
Have you ever known someone who gets results, but in the process alienates people and
takes shortcuts that negatively impact other departments? Thats an example of someone
who may achieve their objectives, but doesnt demonstrate effective behavior or
competencies. If you only measure someone on their objectives, they may get their
results, but at the expense of someone else or at the expense of long-term results. The
other reason competencies are important is that, if you demonstrate the competencies
important to your job, you will be more likely to achieve your objectives. When a
manager gives feedback to an employee, he or she gives feedback on the how of
performance on how well they demonstrated a competency or competencies. When a
manager coaches an employee, he or she coaches them on how they can better use their
competencies.
What is a Competency?
There are two parts to a performance. Objectives/deliverables are what you achieve and
competencies are how you achieve your objectives/deliverables.
There are many definitions of the term competency. The simplest way to think about
competencies is that they are categories of skills and behaviors that distinguish superior
performance.
Basically, there are three categories of competencies: job specific, leadership and general:
/var/www/apps/conversion/tmp/scratch_6/330960858.doc
Planning & Organizing: Able to help others prioritize their work and
manage their time effectively; hold others accountable for creating
adequately detailed project plans; coach others to follow up and monitor
projects and help them see the benefits of doing so; plan ahead to make sure
critical resources are lined up; set and stick to an agenda in meetings to avoid
wasted time.
Self Assessment
/var/www/apps/conversion/tmp/scratch_6/330960858.doc
Manager Assessment
This is a strength of Elmos that
hes not only been able to share
within the team, but within the
agency. He created a project
management template and used
project management software that
has proven successful for other
projects. All of his projects have
been on time, risks and issues
have been identified and managed
proactively. He is also mentoring
someone to take over his role at
managing the ABC project so he
can move on to other challenges.
That person has been stepping up
beautifully in part because of the
project management system and
excellent file keeping that Elmo
has put in place.
Notice in the example that the manager talks about the impact this competency had on
achieving objectives. He basically summarizes the behavioral examples he/she has
collected. During your employees performance review, if they had defined
competencies, youll talk with them about which one or two competencies or skills he or
she will target for improvement and come up with a plan to improve their performance on
them. In the next section, well describe what a development plan might look like and
the different options there are for developing employees.
Once managers are used to providing feedback on behaviors, the agency may decide to
rate employees on their competencies. Typically, competencies are rated on how
frequently they are demonstrated. The agency may decide that a certain % of an
employees overall performance rating depends on how they did on competencies. For
example, perhaps 60-70% of the employees rating depends on what they achieved (their
goals or objectives) and 30-40% of their overall rating depends on performance on
competencies (or how they achieved their objectives).
/var/www/apps/conversion/tmp/scratch_6/330960858.doc
Development Planning
What is an Effective Development Plan?
An effective development plan identifies in a very specific way what behaviors the
employee is targeting to develop and is also very specific about how they will go about
improving them.
Here is what part of a development plan might look like for someone for whom Planning
and Organizing is not a strength. An effective plan is developed collaboratively by an
employee and his/her manager. Ask the employee first for his/her ideas before providing
yours.
This manager needs to learn the skill himself prior to being able to coach his team in this
area.
Competency
Development Area
Planning and
Organizing:
Needs to use to
learn project
management tools
for upcoming
projects
Development Actions
1. Talk with Elmo Butler and
adopt 3 or 4 project
management
tools/techniques for use in
my Accelerating Revenue
project.
Target
Date
End of
2nd Q
Resources Needed
Manager will talk
with Elmo Butler
and his boss about
working with me
Notice that the development plan includes learning from experience, not just reading a
book or going to a course. Lessons from experience are often the greatest teachers as
long as the employee has a thinking partner to reflect on the lessons learned. The
following pages have a variety of different options for development. Share these with
your employee to give them some ideas.
/var/www/apps/conversion/tmp/scratch_6/330960858.doc
10
Handle a negotiation
Make presentations
Manage ad hoc group of inexperienced, less than competent people, former peers
Supervise cost-cutting
/var/www/apps/conversion/tmp/scratch_6/330960858.doc
11
Small Strategic Assignments, which emphasize intellectual pressure, influence skills and
a lack of credibility in some area. Having to report on findings and attempting to
influence higher level managers should be a feature of such assignments. Examples:
Do a self-study project
Attend a course
/var/www/apps/conversion/tmp/scratch_6/330960858.doc
12
Feedback
Why Is Performance Feedback Important?
One of the major reasons for unsatisfactory performance by workers is a lack of feedback
to them about the work they are doing. In fact, it has been estimated that
approximately 50% of the nonperformance problems in organizations occur
because of the lack of feedback. Staff dont know how well or badly they are doing. If
a staff person thinks he or she is doing okay, he/she has no reason to change.
Timely. As soon as possible after an incident occurs. The incident is still fresh in
the persons mind, so feedback will be more meaningful.
Specific. A vague commentYou could have done a better job on that call
doesnt identify a specific problem. It doesnt say what was wrong or how to
improve, and its not the type of feedback that will help someone achieve an
objective. Similarly, general praiseGood job on that call!doesnt specify
what the person actually did well and should continue to do.
/var/www/apps/conversion/tmp/scratch_6/330960858.doc
13
complete picture of a persons behavior. It includes details about the Situation or Task,
the Action, and the Result (STAR). Heres a STAR:
I want to give you some feedback about how you handled that situation when the
Big was considering ending the match (Situation). You asked the Big about his
reasons and determined that he thought his Little didnt like him anymore. Then
you shared with him how the Little talked to you about how much his Big has
meant to him and the specific things the Big did that he valued. You also
explained to the Big that its normal for 12 year old boys not to express
appreciation and that the Big shouldnt interpret this as meaning he wasnt having
an impact (Action). As a result, the Big decided to continue the match. This will
really help you achieve your match retention goals for the year (Result).
Sources of STARs
You can collect STARs on performance from:
Direct observation
Written material
Third-party reports
However, you might not always get complete behavioral examples. But without them,
your feedback could be inaccurate and less meaningful. To collect all the information,
you need to determine which elements of the STAR are missing and ask follow-up
questions to fill in the gaps.
/var/www/apps/conversion/tmp/scratch_6/330960858.doc
14
Coaching
The Purpose of Coaching
To coach is to convey a valued person from where he or she is to where he or she wants to be.
In the simplest of terms, masterful coaching involves expanding peoples capacity to take
effective action.
In essence, the purpose of coaching is to help people change. If there is no change, then the
coaching has not had any impact. To facilitate change, you must understand peoples real needs.
Often, however, what the problem the employee says they need help with is rarely the underlying
issue. The employees real needs emerge through a process of co-discovery in which all sources
of information are explored within the context of the employees life and work.
Coaches must be skilled at adapting their methods, techniques and approaches to the needs of the
people they coach. Most coaches consistently fail in the fundamentals of listening, empathizing
and probing (asking questions) even when they think that is what they are doing. Instead, they
revert to advice giving, problem solving and theorizing. This is a human tendency in all kinds of
helping situations, a tendency to want to fix the problem. All of us have grown up with an
implicit model of coaching that is fundamentally flawed. We have learned how to help others
while receiving instruction, advice and guidance from our parents, teachers, religious leaders,
scoutmasters, athletic coaches who, for the most part, take a directing, authoritarian approach.
/var/www/apps/conversion/tmp/scratch_6/330960858.doc
15
Dialogue
The work of coaching is done largely through conversation. In fact, over the period of time a
manager works with an employee, there will be many conversations. Together, these
conversations constitute the dialogue between the manager and the employee. Dialogue is a
process of discovery.
One commonly thinks of dialogue as a conversation between two or more people or as the words
spoken by characters in a work of fiction. The term acquired a more specialized meaning in the
1990s when a British physicist and philosopher, David Bohm, found that many of the worlds
problems occurred because people talk at cross-purposes, dont examine their assumptions, are
unaware of how their perceptions influence their thought processes and try to prevail in
conversations by imposing their truth on others.
The most fundamental coaching skills are asking and listening. Being attentive to the employee,
really hearing whats being said and being facile at asking insightful questions take managers a
long way. However, to create a rich and insightful dialogue, managers must also express
empathy, give feedback, reflect on what theyve heard, make generalizations and advise and
confront.
Many managers are not skillful at dialogue, probably because they are talkers and advice givers
by nature. They have a strong need to assert their knowledge or be in control of the situation.
Other managers become so immersed in the conversation that they cant step away from the flow
of the dialogue and think about pacing, disclosure and the give-and-take of information as
employees progress toward insights. Ultimately, this is what dialogue is about, helping
employees gain insights about themselves that they would not have had without the dialogue.
Without these moments of insight, employees are unlikely to change and grow.
/var/www/apps/conversion/tmp/scratch_6/330960858.doc
16
Question:
What mistake did Jan make in coaching Cindy? What should she have done differently?
Turn the page for the answer.
/var/www/apps/conversion/tmp/scratch_6/330960858.doc
17
The above is a typical coaching scenario. Jan thinks the real problem is Cindy doesnt have the
skills she needs to coach the Bigs. However, she jumped too quickly from preliminary problem
identification to solution. In her desire to be helpful, Jan is like a problem-seeking missile. As
soon as she detects a problem, she hones in on it and tries to solve it. In doing so, she is making a
rookie coachs mistake: treating effects rather than causes. Consider what Jan defined as Cindys
problem; she needs skills in coaching. This may be the case, but more likely this is a consequence
or outcome of some underlying problem; it is not the problem itself. Until she understands the
root causes, she cannot truly be helpful to her.
Now lets take a re-look at this scenario and see what it sounds like when Jan engages in a true
dialogue with Cindy and helps her get to the heart of the issue.
Getting to the Heart of the Issue: Exploring the Problem
Jan: Lets talk about what you are trying to accomplish on these calls. Why do you think they
are important?
Cindy: Well, Im supposed to make sure the match is going well. So, if the Big and Little say the
match is okay, I say, Thats great and thats it.
Jan: Cindy, help me understand something. What happens if you sense the match isnt going
well? Has that ever happened? (Note: You need to know whether this situation or behavior is
unusual and, if so, why. This is called exploring context.)
Cindy: (reflecting) Yes, when a Big tells me they might end a match, I try to find out why and
convince them to hang in there.
Jan: Tell me about a call like that.
Cindy: Yesterday, I got a call from a Big who wanted to end the match. She was really upset
because her Little just sits there and wont say much. I got a little bit more information and then
called the father. The grandmother answered and told me the Littles father was in the hospital
and the Little is really worried that he might die. Thats what happened to her mother. When I
spoke to the child, she said that her Big meant a lot to her. Then I called the Big back and told
her what was going on. We had a great conversation about how the Big just needed to be a little
patient right now and that this is typically what happens . The Big said she didnt have a lot of
experience with quiet children in general, so we talked about how she might She decided not
to end the match.
Jan: Thats really good. Yet, how come you didnt use this approach with the calls I heard.
Cindy: Well, I used to have conversations like this with all my matches, but then I was told by
my old manager that I would need to handle a bigger caseload because were short staffed. So, I
figured I would only spend time with matches that were just about ready to close. I didnt
know what else to do.
Jan: Thats a real dilemma. I can see its upsetting to you. Well, were going to bring in some
Fellows from Xavier School of Social Work to handle some matches. I dont think well need to
add to your caseload.
/var/www/apps/conversion/tmp/scratch_6/330960858.doc
18
Cindy: That would be great. I really want to help Bigs and Littles have stronger relationships
and prevent matches from closing prematurely. Thats why I took this job.
The above scenario illustrates the importance of asking good questions to probe beneath the
surface to diagnose whats really going on. In Cindys case, she had skills in coaching and
knew what to do, the problem was she thought shed need to err on the side of quantity at the
expense of quality. Through the coachs skilled questioning and by the coach clarifying
expectations, she was able to resolve her dilemma.
/var/www/apps/conversion/tmp/scratch_6/330960858.doc
19
Coaching Format
On the following page is a simple format for coaching someone. In essence, it is a
problem solving model. When you are functioning as a thinking partner with an
employee, you, in general, want to help them solve their own problems. The first two
stages are about identifying the real problem which is usually the bulk of the
conversation. The second two stages are about generating solutions and selecting an
action. It is important in the second stage to try to identify what the facts are because
when people first start talking about an issue or problem they may not be clear or
coherent about whats really going on. They just know their side and their perceptions.
Also, in the first stage, people may share emotions which can cloud the facts.
The bolded question in the third column of the chart below is the basic question you ask,
but weve included a range of other probes you can use to help the employee think things
through.
/var/www/apps/conversion/tmp/scratch_6/330960858.doc
20
Stage
Whats up?
Goal
Ask questions to
confirm
understanding
Questions to Ask
What happened?
What seems to be the trouble?
What do you make of_____?
How do you feel about_____?
What concerns you most about______?
What seems to be your main obstacle?
Whats holding you back from_____?
Whats so?
Whats
possible?
Generate
possibilities for
action
Lets go!
/var/www/apps/conversion/tmp/scratch_6/330960858.doc
21
Performance Appraisal
Preventing Problems at Review Time
Check in with employee periodically about how they are doing and what support they
need. Help them navigate challenges if needed.
Recognize and reward performance. Use reinforcers and rewards the employee
values.
Complexity/visibility of objectives/goals
/var/www/apps/conversion/tmp/scratch_6/330960858.doc
22
There are no surprises; this summarizes discussions held during the cycle. By this
time, people already have tracked their performance, collected data, received
feedback from you and met with you regularly for coaching, reinforcing and periodic
review discussions.
People must be involved and get an opportunity to provide their input. Performance
review discussions depend heavily on the other persons involvement. The individual
is responsible for compiling performance data, rating performance, planning personal
development and sharing this information with you.
Gather and review pertinent data (feedback, meeting notes, coaching and reinforcing
discussion notes, action plans or reports) that you have collected.
Give the person any performance data youve collected since your last discussion so
the employee can review them. Suggest that the employee give you additional
information about his or her performance for your review.
Use the information youve gathered to complete the appraisal. Record specific data
or examples of feedback that will help the individual understand how you evaluated
performance.
Before you meet with the employee, review your assessment of the employee with
your manager.
Arrange for a private, quiet place, free from interruptions; schedule enough time for
the discussion.
/var/www/apps/conversion/tmp/scratch_6/330960858.doc
23
/var/www/apps/conversion/tmp/scratch_6/330960858.doc
24
There is also one area in particular that you need to work on improving. That area is
[describe the single most important development area in the employees performance and
explain why improvement is necessary].
That pretty much sums it up for me, Sally. Are there any other questions I can answer for
you? [Listen and respond appropriately.]
As a final matter, its our policy to ask you to sign the performance evaluation to make
sure that youve had a chance to read and understand it. If youd like to add any
comments, feel free to do so. [Give evaluation to employee to sign.]
Weve already talked about your objectives (and competencies) for next year. I have
every confidence youll be able to achieve them and continue to contribute to the agency.
/var/www/apps/conversion/tmp/scratch_6/330960858.doc
25
/var/www/apps/conversion/tmp/scratch_6/330960858.doc
26
/var/www/apps/conversion/tmp/scratch_6/330960858.doc
27
Explain that you understand the individuals right to question the rating
Refocus the discussion on ways to improve if the person still disagrees after
reviewing the data
If people display negative feelings toward you, the process or being reviewed:
Ask for reasons that explain the resentment, listen intently and empathize with
their feelings
/var/www/apps/conversion/tmp/scratch_6/330960858.doc
28