How do you create the people that must lead after you are gone? How do you prepare subordinates for advancement? How can you insure that you have the depth of personnel you need for the future? This course is focused on developing talent and not hiring talent. If you want to learn how to develop good people, then this class will help you learn the skills needed.
2. Agenda: Developing Direct Reports
Learning Objectives
Introduction of Participants
Definition of Direct Reports
Organizational Responsibility
Three Stages of DR Development
Activity: Peak Performance
Intro to Performance Measurement
Standardized Instruments for 360 Feedback
Activity: Performance Debate
Characteristics of Good Performance Measures
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3. Agenda, Cont.
Types of Performance Measures
Discussion: Current Performance Measures
Activity: Performance Measure Assessment
Good to Great and the Social Sectors
Discussion: Data-Driven Decision Making
Reward and Recognition Guidelines
Possible Pitfalls in Use of Data
Small Group Activity: Recognition and Rewards
Role of the Supervisor in the PM Process
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4. Agenda, Cont.
Afternoon Activity: Coaching
Overview of Coaching
The Adult Learning Cycle
Mentoring
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5. Welcome
The process of developing new skills should include
the following:
•Identify a needed skill area.
•Agree on a learning method for improvement.
•Practice and receive feedback.
•Increase awareness of the effects of performance on
others.
•Measure change within a well-defined timeframe.
•Recognize and reward skill enhancement.
6. Introduction of Participants
• Who are you?
• Why are you here?
• What are you most proud of in your
educational career to date?
• Tell about a time you lost a job.
• What would you like to take away
from this two day session?
7. Learning Objectives
Understand what direct reports entail
Define direct reports
Understand the purpose of direct reports across an
organization
Name the 3 stages of direct report development
Develop a set of performance measurements
Identify available data that is useful in measuring
results
List what other data they should be collecting
State ways in which data can be used in making
decisions
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8. Learning Objectives, Cont.
Explain possible pitfalls in failing to use data in
context
State the impact of recognizing team and individual
performance
Establish a reward and recognition system
Coach staff for improved performance
Prepare a succession plan
Develop mentoring relationships
State the various dimensions of wellness
Design training based on an adult learning model
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9. Promote Lifelong Learning
You can develop lifelong learning traits:
• By showing curiosity about human nature and how
the world works.
• By seeking and valuing diversity.
• By persisting in seeking out new solutions.
• By using your unique talents and intelligence to
promote positive change.
• By learning and applying technology tools to solve
problems.
10. Show Respect
• Value yourself. Be honest and ethical, and
practice strong moral values.
• Treat all members of the school community
with politeness and respect.
• Honor the ideas and opinions of others.
• Offer to help.
• Be responsible for keeping an open mind.
11. Policies
• Ask questions at any time.
• Listen to all ideas and opinions.
• Leave for restroom when needed.
• Please be back from lunch and breaks on
time.
• Let us know if the day is not working for you.
12. Direct Reports Defined
Developing Direct Reports:
A direct report is any individual who
reports directly to a supervisor or
manager
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14. Organizational Responsibility
• Valuing Direct Report Development
Organizations that operate under the
premise that employees are their most
valuable resource are more likely to
promote training and development as a
process.
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15. Three Stages of DR
Development
• Acquiring Basic Skills
New Hires
• Provide division/department/workgroup
orientation or onboarding.
• Teach knowledge and skills for current tasks
• Create growth and development opportunities
for practice and feedback
• Set clear, measureable performance standards
• Complete quarterly performance updates and
review progress to plan development.
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16. Acquiring Basic Skills
Staff or Individual Contributor– Level
Employees Moving into Supervisory
Positions
• Help individuals make the transition to
management
• Identify new expectations
• Create opportunities for practice and feedback
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17. Enhancing Performance
• Identify a specific skill area
• Agree on a learning method for improvement
• Let practice and give feedback
• Increase awareness of the effects of performance on
others
• Measure change within a well-defined timeframe
• Recognize and reward skill enhancement
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18. Preparing for Future Roles
• Mutually create a career path plan and agreed on by
the direct report and the manager
• Offer the direct report a “big picture” view of future
possibilities both as a leader or individual
contributer in the absence of immediately
advancement opportunities
• Provide 360 feedback for offering individuals a new
perspective on their performance and on areas that
need
• Offer new learning opportunities both inside and
outside current job responsibilities
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20. Activity: Peak Performance
Close your eyes and imagine a time
(recent or distant) when you performed at
your very best in either a professional,
academic or personal arena.
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21. Intro to Performance
Measurement
Strengthen Management and inform decision
making
Achieve results
Improve overall performance
““What gets measured, gets done. If you don’tWhat gets measured, gets done. If you don’t
measure results, you can’t tell success frommeasure results, you can’t tell success from
failure.” - Peter Druckerfailure.” - Peter Drucker
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22. Instruments for 360 Feedback
The 360-degree feedback approach can:
Provide specific job-related feedback to a leader from
the people directly affected by the leader’s behaviors.
Help individual leaders understand the skills and
behaviors most important for success in their jobs.
Show how well leaders are performing relative to the
skills and behaviors critical to their effectiveness.
Provide a written feedback report, which becomes the
basis for a plan of action to implement change.
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24. Johari Window, Four
Perspectives
• The Open Area
Contains things that are openly known and talked
about. These could be strengths or weaknesses. This
is the self that we choose to share with others
• The Blind Spot
Contains things that others observe that we don’t
know about. Again, they could be positive or negative
behaviors, and will affect the way that others act
towards us.
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25. Four Perspectives, Cont.
• The Hidden Area
Contains aspects of our self that we know about and
keep hidden from others.
• The Unknown Area
Contains things that nobody knows about us –
including ourselves. This may be because we’ve never
exposed those areas of our personality, or because
they’re buried deep in the subconscious. These
unknown’s may influence our behaviors, we are just
not consciously aware of them.
25
26. Activity: Employee Performance
Management Debate
• Each group will be assigned one of two
positions: (1) It is important to measure
employee performance as an organization or
(2) Measuring employee performance is an
unnecessary activity.
26
27. Characteristics of Good
Performance Measures
1. They are informative
2. They communicate valuable
information
3. They are practical tools
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30. Individual Activity: Performance
Measure Assessment
• Refer to the PMA in your manual and
complete the assessment of your current
performance measures. Be prepared to share
ideas.
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31. Good to Great and the Social
Sectors
• In this monograph he discusses how the
definition of greatness varies between
businesses and social agencies.
• Success, he says, can be calibrated without
using business metrics, such as profit margin.
• An important distinction is that of inputs vs.
outputs.
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32. Good to Great, Cont.
Collins addresses the challenges that the public sector
has in quantifying results as follows:
• It doesn’t really matter whether you can quantify your
results.
• What matters is that you rigorously assemble
evidence—quantitative or qualitative—to track your
progress.
• If the evidence is qualitative, he says, think like a trial
lawyer assembling the combined body of evidence.
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33. Good to Great, Cont.
• What matters is not finding the perfect indicator, but
settling upon a consistent and intelligent method of
assessing your output results, and then tracking your
trajectory with rigor.
What do you mean by great performance?
Have you established a baseline?
Are you improving?
If not, why not?
How can you improve even faster toward your
audacious goals?
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34. Discussion: Data-Driven
Decision Making
• In your small groups, discuss and record your
answers to the following questions: What are
examples of some decisions that supervisors must
make?
1. How do you currently make decisions?
2. How could valid and reliable data assist you in
making better decisions?
3. What additional data would help in your decision
making process?
4. How can you obtain that data?
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35. Reward and Recognition
Guidelines
Reasons there isn’t enough time to address R &
R:
• Not enough time
• No funds available
• Negative behaviors get more attention
• Belief that people should not be rewarded for
doing their jobs
• Can you think of any others?
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36. R & R Guidelines
Factors to Keep in Mind
1.Match the reward to the person
2.Match the reward to the achievement
3.Be timely and specific
For every four informal rewards (e.g., a special thank
you note), there should be a more official
acknowledgement (e.g., a letter of recognition); and
For every four of those, there should be a still more
official reward (e.g., a certificate or public praise at a
department meeting or a newsletter article).
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37. Pitfalls in Use of Data
• Data overload – collecting too much data as opposed
to focusing on the most informative and meaningful
measures
• Spending too much time collecting data and not
enough time analyzing it
• Using data out of context
• Using data as an “axe” as in going beyond
accountability to use it as punishment
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38. Small Group Activity: R & R
In small groups, brainstorm recognition and
rewards that you have either used in the past or
could use in the future.
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41. Adult Learning Quiz
Let’s examine how much you know about how adults
learn.
Circle either True or False for each of the following
statements.
Refer to your manual for a copy of the quiz
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42. Activity: Coaching
Think of someone you know of who you think
exemplifies the qualities of a good coach. It could be
someone you knew (former baseball or drama coach) or
a famous coach you have read about.
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43. Overview of Coaching
Coach Defined: Someone who champions your
success
•Coaching can occur with either individuals or groups.
•Have a game-plan:
A clear vision and action plan ensure that all
"players" are focused on the same end-result.
As the coach, this will help you more quickly see
when the group is off-course and needs to re-calibrate
its efforts.
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44. Coaching, Cont.
What happens if you lack a vision and action plan?
Just imagine a football coach trying to coordinate
each player's movements without a predetermined
play.
Ensure that the staff member or team is clear on the
nature of the performance gap(s).
What are your expectations and exactly how are they
meeting and not meeting those expectations?
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45. Coaching, Cont.
Associate the game-plan with individuals’
goals
Use appropriate communication modes and
content
CELEBRATE!!!
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47. Mentoring
Defined: A trusted counselor or guide
How to set up a mentoring program:
1.State the objectives
2.List the benefits for each of the following
1. Organization
2. Mentor
3. Protégé
3.Which mentoring method(s) can help you achieve
your goals?
1. One – to – one mentoring
2. Group mentoring
3. Virtual mentoring
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48. Mentoring, Cont.
4. Who are the key stakeholders in the mentoring
initiative?
5. Consider the following questions concerning the
structure of your mentoring program
•What criteria will you use to select mentors?
•What criteria will you use to select protégés?
•What role do you see for the managers of the
proteges?
•How will you match mentors and protégés?
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49. Mentoring, Cont.
• How will you evaluate the program?
• How did the program affect the proteges?
Attitudinal effect:
Behavioral effect:
Accomplishments:
• How did the program affect the mentors?
Attitudinal effect:
Behavioral effect:
Accomplishments:
How did the program affect the organization?
Overall performance rating:
Productivity:
Condition of corporate climate:
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50. Mentoring Vs. Coaching
Mentor Coach
Focus Individual Performance
Role Facilitator w/ no
agenda
Specific Agenda
Relationship Self-selecting Comes with the job
Source of Influence Perceived value Position
Personal returns Affirmation/learning Teamwork/performance
Arena Life Task related
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Welcome students and introduce facilitators and the logic for this class as shown on the Welcome slide. This slides shows what is the process for change in an organization. The facilitator can explain how the course materials relate to this slide. The needed skill area for educators is leadership.
At this point, it is time to ask the participants to introduce themselves. This slide is used to help challenge students and to start a process of disclosure and transparency to help them be more comfortable as they interact with the other class participants.
This is still introductory material and is used to show the rationale for this training session.
Class room etiquette is briefly described in this slide. Facilitators may add to his list at their discretion.
Continuation of class room etiquette and expectations.
Facilitator begins by sharing a peak performance experience with the class.
Each participant (or select participants) then shares his or her peak performance.
Think of the sports analogy: how do you know if you are winning or losing if you don’t keep score? In what other areas of life is measuring performance important?
• School grades (controversy over pass/fail systems, many educators’ still favor letter grades)
• College entrance exams (being eliminated by some major colleges as they have proven to be an inadequate predictor of future performance)
• Employee selection techniques (new hires and promotions)
• Weight control
• Credit scores
• Any other examples? Measuring performance allows us to monitor progress, make adjustments as needed, and celebrate successes.
The Johari Window is a technique created by Joseph Luft and Harry Ingham in 1955 in the United States, used to help people better understand their relationship with self and others.
Your group will have 25 minutes to develop a set of thoughts and ideas that back up your position. You should also anticipate what the other side of the argument may be and devise counterpoints.
Select a spokesperson to represent your group.
The spokespeople will then engage in an informal debate in which they provide points and counterpoints to argue their positions. Other members of the group may assist the spokesperson, if needed, during the debate.
After each numbered heading describe each of the subheadings in the manual
The list should also indicate the type of measure (input, output, outcome, efficiency, or quality).
Performance measurement may also go by different names in the agency: quality assurance, Results-Based Accountability, Organization, etc. MPS Examples (Results MSP, SOEI, Rubrics, MCAD data, etc.)
Participants are referred to the PMA
One of the reasons for establishing performance measures is to be able to collect data for use in making sound decisions
Behavioral science has consistently demonstrated the powerful effect of rewarding behavior that is desired; much more effective than punishing undesirable behavior. And yet supervisors almost universally admit that they do not spend enough time engaged in doing this. Some reasons given include:
Describe each numbered heading with the lettered subheadings underneath each of the factors
Some important considerations:
What is done
Who does it
Who should be present
The context of the achievement
The stories that are shared to give relevance and bring the achievement to life for everyone involved
A good rule of thumb: recognition should be progressive:
We have spent a lot of time discussing the importance of collecting valid and reliable data and in how this data can be used. Let’s look at some possible pitfalls.
Put participants into appropriate sized groups and give them 15 minutes to complete the activity
It is important to recognize that the performance management process consists of three elements, all of which must be in place for an organization’s performance to remain high. You may think of this as a triangle:
Address each of the subheadings underneath the three roles
Answers for the quiz:
False – our ability to learn diminishes in direct proportion to the amount of time we spend sitting
False – the person doing the most talking or moving or writing is doing the most learning
False – we remember only 10-20% of what we hear
False – We learn and remember 80-90% of what we say and do. In order to learn anything well, we need to talk about it with each other
True – your trainees need to be doing most of the talking, moving, writing, not you
False – we learn – and remember – best when we are having fun during the process
True – after about 30 minutes your participants need to do something
False – not only do we learn best and remember more when we are having fun, we also will be more willing to seek out other challenging learning experiences
False – we are all experts at something, and much learning occurs as participants share experiences
True – active bodies equal active brains. Get students out of their chairs and moving at regular intervals
Again, describe each of the subheadings underneath the three main headings regarding coaching