This document outlines the performance management coaching process. It consists of 5 steps: 1) set developmental goals; 2) identify resources and strategies; 3) implement strategies; 4) observe and document developmental behavior; 5) give feedback. Each step is described in detail. The document also discusses how to effectively document employee performance, give constructive feedback, and praise employees. It provides guidelines for overcoming constraints, giving specific and actionable feedback, and enhancing employee development through performance management.
3. STEP#1:
SET DEVELOPMENTAL
GOALS
Performance Management Skills
GOALS: Key Component of the development Plan
So they must be:
• Reasonable
• Attainable
• Derived from Need Analysis for Improvement
• Should cover both Short & Long Term Career Objectives
4. STEP#2
IDENTITY DEVELOPMENTAL RESOURCES & STRATEGIES:
Performance Management Skills
OBJECTIVE: To Identify resources & Strategies that will help
employees to achieve the developmental Goals
This Includes:
• On the job training
• Attending Courses
• Self Guided Reading
• Mentoring
• Attending a conference
• Getting a degree
• Job Rotation
• Temporary Assignment
• Membership or a Leadership role in a Professional or Trade Organization
5. STEP#3
IMPLEMENT STRATEGIES:
Performance Management Skills
OBJECTIVE: To Implement the strategies that will
allow the employees to achieve the developmental
Goals.
Example:
• May begin her job rotation
• May complete the online course he has opted
• Start self-guiding reading
6. STEP#4
OBSERVE & DOCUMENTS
DEVELOPMENTAL BEHAVIOR
Performance Management Skills
OBJECTIVE:
To collect & evaluate data to assess the achievement
of the Goals.
STEP#5
GIVE FEEDBACK
• Coach Provides feedback to the employee based
on
• The Extent to which goal has been achieved
• Developmental Goals are revised
And then the entire Process begins again
8. Performance Management Skills
• Memos
• Letters
• Email Messages
• Handwritten Notes
• Comments
• Observations
• Descriptions
• Evaluations provided by colleagues
It is important to observe & documents behaviors related to developmental activities:
DOCUMENTATION CAN INCLUDE:
11. HOW TO OVERCOME THESE
CONSTRAINTS?
Performance Management Skills
RECOMMENDATIONS:
Good communication plan which explains the benefits
• This helps managers to accept the plan
Managers should be trained so that they minimize errors
• Examples: Rater Error Training
Share notions of what it means to complete the developmental activities successfully
• Examples: Frame of reference training
Observe Performance accurately
• Examples: Behavioral observation trainings
Understand the forces that motivate managers to invest time and effort or not in development
of their employees
• What managers would gain if employee’s developmental activities are supervised appropriately
13. WHY WE SHOULD DO IT?
Performance Management Skills
• Minimize Cognitive Load:
Documentation helps to prevent memory-related errors
• Create Trust:
• Promotes trust & acceptance of decision based on the evaluations provided
• Everything is documented and is available in black and white
• Plan for the future:
Enables discussion about specific facts instead of assumptions
• Provide Legal Protection:
• Specific laws prohibit discrimination against members of various classes e.g.
Gender, Religion
• Helps to provide equal opportunities for all the employees
14. CONSTRUCTIVE WAYS OF DOCUEMENTING DEVELOPMENTAL
ACTIVITES & PERFORMANCE IN GENERAL
Performance Management Skills
• BE SPECIFIC
• Documents specific events and outcomes
• Avoid making general statements such as “He’s lazy”
• Provide specific examples to illustrate you point
• “He submitted his presentation after deadlines at least on two occasions”
• USE ADJECTIVE & ADVERBS SPARINGLY:
• Use of evaluative adjectives & Adverbs may lead to ambiguous interpretation
• May not be clear whether the level of achievement has been Average or Outstanding
• BALANCE POSITIVES WITH NEGATIVES:
• Documents instances of both Good & Poor performance
• Do not focus only on the positive & only on the negatives
15. Performance Management Skills
• BE COMPREHENSIVE:
• Include performance information regarding all goals & activities
• Cover the entire Review period
• Document the performance of all employees (achievers/Not Achievers)
• STANDARDIZE PROCEDURES:
• Use similar method & format to documents information for all employees
• DESCRIBE OBSERVABLE BEHAVIOR:
• Phrase your notes in behavioral terms
• Avoid statements implying subjective judgment or prejudice
CONSTRUCTIVE WAYS OF DOCUEMENTING DEVELOPMENTAL
ACTIVITES & PERFORMANCE IN GENERAL
17. Performance Management Skills
• It’s a key component of the coaching process
• It is the information about past behavior
• Given with the goal of improving future performance
• “Back” is a part of feedback, giving feedback has both a past & a future component
• IF done properly, feedback can be relabeled feed forward
• Includes information about both Positive & negative aspects of Job
18. PURPOSE
Performance Management Skills
HELPS BUILD CONFIDENCE:
• Also lets employees know that their manager cares about them
DEVELOP COMPETENCE:
• Communicating:
• What has been done right
• How to do the work correctly
• Helps employees to become more competent & improve performance
• And helps to avoid repetition of same mistakes
ENHANCES INVOLVEMENT:
• Feedback & Discussing performance issues allow employees to understand their roles in the org.
• This helps employees to become more involved in their respective unit and over all in the org too
19. CHALLENGES:
Performance Management Skills
Some challenges we might face even if we have a presence of the feedback:
As per research and 131 studies based on Effects of feedback on performance concluded:
• 38% reviewed programs had a negative effect on lower performance levels
• REASONS:
• Feedback does not have useful information
• Not delivered in right way
20. SUGGESTIONS TO ENHANCE FEEDBACK
Performance Management Skills
TIMELINES:
• Feedbacks must be given as close to the Performance event as possible
• Suggested to give it immediately after the event
FREQUENCY:
• Should be provided on an ongoing basis, daily if possible
• Since Performance Improvement is an ongoing activity therefore feedback should also be
provided continuously
• SPECIFICITY:
• Should include specific work behaviors
• Results
• Situations in which these behaviors & results were observed
• VERIFIABILITY:
• Should include verifiable and accurate information
• Should not be based on inferences or rumors
21. SUGGESTIONS TO ENHANCE FEEDBACK
Performance Management Skills
CONSISTENCY:
• Should be consistent
• Should not include Harsh criticism & overwhelming praise
PRIVACY:
• Should be given in private to avoid any kind of embarrassment
• This applies to both criticism & Praise
• Some individuals may also be shy and uncomfortable in receiving praise in public
CONSEQUENCES:
• Should include contextual information
• Helps to understand the importance & consequences of the behaviors and results in question
• Example: In case of misbehaving with the customer out of frustration should clearly state the
impact on employee’s performance and on over all org. image
DESCRIPTION FIRST, EVALUATION SECOND:
• Focus first on describing behaviors & Results
• Report first what has been observed
• Upon agreement what has been done evaluate what has been observed
• Direct evaluation leads to rejection of the feedback
22. SUGGESTIONS TO ENHANCE FEEDBACK
Performance Management Skills
PERFORMANCE CONTINUUM:
• CONTINUUM means BAND or FIELD
• Which means, going from less to more in the case of good performance
• And From more to less in the case of Poor Performance
• It should clearly describe how to show good behaviors and how to avoid bad
PATTERN IDENTIFICATION:
• Should be based on detailed pattern performance
• Isolated events or mistakes do not provide room for improvement at a larger scale
• It also helps to identify the causes too
CONFIDENCE IN THE EMPLOYEE:
• Feedback must include an image of Manager’s confidence in the employee
• This reinforces the idea that feedback is about performance not the performer
• But this should only be used when a manager honestly feels that the employee could improve
• Incase of poor performance same could be used in context if the employee is fired
ADVICE AND IDEA GENERATION:
• Feedback can initiate both the Advice and the idea
• Managers can give advice to improve the performance and so can Employee come up with the ideas to
improve it
23. Performance Management Skills
All these recommendations are useful when feedback is given to employees who need
improvement on personality traits labeled as CORE SELF EVALUATION:
It is a combination of four traits:
• Self Esteem
Degree an individual holds a positive attitude towards himself
• Self Efficacy
• Degree an individual believes he is capable of taking action, taking control over events
• Emotional Stability
Degree an individual is NOT insecure, guilty or timid
• Locus Control
Degree an individual believes he can control events and outcomes in his life
25. GUIDELINES:
Performance Management Skills
FIRST:
It should be sincere & given only when it is deserved
Second:
Should be about specific behavior
Should have some relevant context so that the employees know what to repeat in future
Third:
It should be done in a pleasing manner not rushed
Fourth:
Use positive phrasing
Do not use as a comparison to previous bad performance such as “NOT BAD” , “BETTER THAN BEFORE”
The coaching Model includes developmental goals and developmental resources and strategies. Let’s discuss two remaining components of the coaching model: Observing and documenting developmental behavior data and giving feedback.
Although that discussion presented in this section is specifically related to behaviors regarding developmental activities it can be easily generalized to behaviors related to performance in general.
Observing and employee’s progress in achieving developmental goals is not as easy as it may seem. Consider the following constraints that managers might experience in attempting to observe an employee’s performance regarding developmental activities.
Time: Managers are busy and may not have time to observe and documents the developmental activities so there could be a lapse b/e the assignment of the activity and the observation
Situational: Managers usually don’t have the first hand knowledge since they do not follow the employees to an extent to check that which employee is has enrolled for an online programe and either he is a passive learner or an active participant
Activity: When the developmental activity is highly unstructured, e.g. employee’s reading a book so now manager would have to wait until the employee finishes his book to assess if the activity is beneficial or not
concerned with the act or process of knowing, perceiving,
Sparingly: Cautiously
Prejudice: pre judgement
FINAL important component of the coaching process. GIVING FEEDBACK
Example: An employee sacrificing his/her personal life for official engagements and was given a feedback that he/she is not a good performer since failed to retain an important client. Feedback is true but it will lead employee to think about the choices of his/her life.
Contextual: Appropriate
CONTINUMM: BAND , FIELD
Individuals with poor performance can feel negative regarding the feedback so it is important to keep things balanced and motivate them when and where required.