Managing for Performance - Public Places
Catherine Booth College
School for Learning & Development
Leadership and Management Program
Managing for Performance
Participant Guide
Managing for Performance Participant Guide CBC School for Learning & Development
Contents
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Module Overview
Introduction
Research from HRLC 1 tells us that the majority of the top drivers of performance and retention are influenced by manager actions. In addition, managers across TSA have identified that managing people is an area that they really need support with.
This module is about helping you – as a manager – with the day to day challenges of managing your teams.
It is about helping you:
be more effective
build your capability
increase your self-awareness
explore the influence you have over whether those who work at TSA perform are engaged, motivated and perform at their best
Module Aim & Objectives
The aim of this module is to assist managers to understand and fulfil their responsibilities for general supervision of staff.
As a result of taking part in this program, participants will be able to:
Define what general supervision is…and isn’t
Explain why managers should undertake general supervision – and what gets in the way
Describe how to undertake general supervision, including o setting performance and behaviour expectations o monitoring performance and providing feedback o managing performance gaps o managing high performance
Plan a range of strategies for maximising individual performance for your team
Explain how to apply general supervision to employees, officers and volunteers
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Human Resources Leadership Council
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Introduction
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What is General Supervision?
Manager
Staff
Organisation
Definitions
Responsibilities for General Supervision
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From HR Policy & Procedures Manual –
Statement of Policy
Employees and their line managers are required to:
Jointly set realistic work goals for the employee in line with the department and organisational objectives and overall mission and values. Documented goals, together with the key result areas and performance measures identified in the individuals position description, form the basis for ongoing discussion between the manager and individual.
Identify any skill or knowledge gaps for the individual to perform competently. Where practicable, appropriate training, on-the-job development, coaching or other education needed to address these gaps, would be provided as documented in a learning and development plan.
Discuss ongoing performance against the goals set, position requirements and the organisations values and employee code of conduct. Self-assessment and regular management feedback would be part of this informal review process.
Address any issues identified and document agreed actions where appropriate.
Adapt goals as needed in line with changing department and organisational requirements and document these.
Formally review overall progress and career development needs at least once per year. Amend learning
& development plans to include agreed further development.
Responsibilities required by the policy
Executive Leadership
• Foster a culture in which performance management is an integral part of leadership and management within the organisation.
• Ensure that all participants of the performance management process are effectively trained to performance manage themselves and their staff.
• Provide TSA personnel with the ability to directly benefit from the performance management process, i.e. development needs, potential promotions etc.
• Continually review the effectiveness of the system so that it can continue to benefit employees and the organisation.
Managers/Supervisors
• Ensure that all direct reports have a current and complete position description (role profile for volunteers) that details the competencies needed by the employee to perform within their position.
• Define performance expectations and how these expectations can be met through open and honest discussion with their staff.
• Understand the employee individual needs in relation to what they hope to gain from the performance management process. (would look different for volunteers – diff title, obviously different)
• Work with the employee to ensure that the performance management process is being followed and that employees are actively participating.
• Provide ongoing feedback, coaching, mentoring and monitoring before, during and after the performance management process.
• Provide employees with the opportunity to self assess and review performance during the performance management process whilst initiating and driving the formal review process annually.
• Ensure that they themselves are appropriately trained and skilled to manage the performance of their staff.
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Employees
• Understand their role and how this role may help The Salvation Army achieve their objectives.
• Actively participate in collaborative discussions regarding their performance goals and outcomes relevant to the objectives of their role.
• Set realistic and achievable goals for their own performance.
• Develop a learning and development plan that will aid and enhance competent performance and skills.
• Actively participate in the performance management process (this process might look diff for vollies and officers) from the beginning of the process through to completion.
Human Resources (Employees)
• Develop the performance management policy, procedures and forms as well as providing consultancy and training.
• The Director of Human Resources is responsible for reviewing the policy and associated tools at regular intervals or as needed to meet changed organisational requirements, and/or legislation, and proposing policy changes to TPC for consideration and approval. Feedback can be provided by email to
Human.Resources@aus.salvationarmy.org
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Why Should We Do It?
Consequences & Benefits
Good performance Poor performance
Legal Issues
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Barriers to General Supervision
What are the barriers or challenges for you, as managers, in fulfilling the responsibilities we have discussed for general supervision? What are the things that prevent you from being as effective as you could be in this area?
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Beliefs
Unhelpful Beliefs
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Helpful Beliefs
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How do we do it?
Performance Model
When managers think of managing performance, our thoughts often go to team members who have performance gaps; often this is where much of our energy and anxiety is centred.
However, we need to ‘manage’ the performance of staff at all levels if we are to help them perform at their best and achieve individual, team and organisational performance goals.
Above The Line
Performance Excellence
On The Line
Meeting Expectations
Below The Line
Performance Gaps
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On the Line Performance
On the line performance is the first step in ensuring staff are meeting the standards and expectations of the job. Effective supervision starts with establishing and communicating clear standards of performance to your staff, helping them understand the level of work performance and types of behaviour that are acceptable and required for the successful achievement of individual, team and organisational goals.
How are job standards and expectations communicated to your staff?
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What are the tools that assist us to set and communicate job expectations?
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How could you more effectively establish and reinforce clear job expectations to your staff?
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Monitoring Performance
What are the ways that you can monitor the performance of your teams?
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Feedback
Types of feedback
Motivational
Constructive
How and when do you currently provide feedback to staff in relation to their performance?
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What are some additional ways for providing feedback to your staff?
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What are some good principles of providing feedback?
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Principles of Feedback
B
alanced:
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Talk about the positive and negative aspects of their performance. Remember to acknowledge their good work when they perform well, as well as discussing your concerns if their performance is not up to standard. Feedback should be based on overall performance as well as feedback on specific events.
I
mprovementfocused:
Make your feedback constructive. In situations where performance does not meet expectations, the aim is to help the person to improve their performance, not to attribute blame. Some people like to think of feedback as a gift – it is something that is of value to the recipient.
R
elevant to the job:
Feedback should focus on the knowledge, skills and behaviours that are relevant to the job. It should link to the expectations of the role that have already been clarified. Focus on the behaviour, not the person. Avoid discussion about personal characteristics or traits that are not related to performance on the job.
S
pecific, clear and actionable:
Feedback should be specific and descriptive, not general and evaluative. Avoid generalisations and hearsay. Avoid making explicit or implicit judgments, as well as general comments that may be open to interpretation (e.g. Samantha is a poor communicator). Use examples. Offer concrete suggestions on how the person can improve.
T
imely:
Provide regular informal feedback to your staff – don’t save feedback (particularly negative feedback) only for formal review time as this will just surprise and demoralise. If you have a concern about an employee’s performance, discuss it with them quickly so that together you can address the concern and the employee can implement strategies to improve. If appropriate, have a “cooling off period” before offering feedback on a particularly difficult situation.
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“I” S tatements
The purpose of an “I” statement is to make a clear, assertive statement of your experience of an event and to describe how it affects you, in a way that maximises your chances of being heard and minimises your chances of receiving a defensive or denying response.
“I” statements as a 4 part message
When you...
I feel...
Non-judgemental description of the behaviour which is the problem
Must be: Neutral, non-emotive, non-judgemental, to the point, specific
Your feelings, emotions or reaction which result from the behaviour
Must be: no blame or shame
Because... The tangible effect of the behaviour on you/the client/the team etc
I would prefer... Clear expression of how you would like the behaviour to change
No demands or ‘shoulds’
It is not necessary to always use the exact formula. However, when learning the concept, and in very difficult situations, it is recommended you stick closely to it.
Example:
Clean statement: “When you start talking before I finish, I feel frustrated because I lose my train of thought. I’d really like the space to finish what I want to say.”
Unclean statement: “When you always interrupt me, I feel you are really rude and I want you to stop.”
Unclear: “When you have a lot to say, I don’t like it.”
(Misses the point that it is the interruptions that are bothering you)
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Activity:
For each situation below, write an appropriate four part message. Enter a number from 1 to 4 in brackets at the end of each part of the message.
1.
A staff member has been late for work on three occasions this week causing them to fall behind in work you need for some key deadlines.
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You have a good relationship with your manager but he often wants to bounce ideas off you when you are really focused on a task or working to a tight deadline. This causes you to lose your concentration.
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3.
A young soldier at your Corps has just delivered a message for the first time at a Sunday meeting and whilst they were quite anxious, they did a really good job. You have received many positive comments about their message from the congregation.
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Feedback Planner
Think about a situation you have faced or are facing at the moment where you need to give feedback, and work through the preparation below.
Phase Feedback preparation
Describe the person’s behaviour
Describe your feelings which result from the behaviour
Describe the tangible effect of the behaviour on you
Give a clear expression of how you would like the behaviour to change
Now write a four part assertive message that you might use in this situation.
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Below the Line Performance
Performance that is below the line indicates that there is a gap between where we expect staff to be, and where they actually are in terms of performance. It is unlikely that any staff member will be below the line in all aspects of their job – often it is only one or two areas where there are performance gaps.
Identifying performance gaps
What is ‘below the line’ performance?
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How do you become aware of performance gaps with your staff? What are the signs?
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What information would you need in order to determine the performance gap?
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Issue Identification Flowchart
Managing for Performance Participant Guide
Performance issue identified
Initiate Employee
Discipline procedures
Yes Warrant discipline?
No
Informal feedback
& discussion
Monitor performance, provide feedback
Yes Performance improved?
Seek advice from
HR Representative
Unsure
No
Warrant performance counselling?
Yes
Initiate performance counselling
No
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Reasons for Performance Gaps
The Performance Equation
Performance can be viewed as an equation that considers how various factors interact to achieve a particular level of performance.
P = A x M x O
Where:
P = Performance
A = Ability
M = Motivation
O = Opportunity
This equation reinforces that ability, motivation and opportunity all interact to determine the performance level of a particular staff member.
Ability
Definition: The skill, knowledge and attributes to do the job.
Different jobs demand different capabilities, and all staff differ in the capabilities they have. The better a staff member’s capabilities match the tasks that are required for their job, the higher their level of performance is likely to be.
In terms of building a person’s ability, there is a distinct difference between ‘training’ and ‘development’? A good rule of thumb is the ‘70/20/10 rule’. Of all the time spent undertaking development activities, 70% is generally undertaken through on-the-job experience / reflecting on that experience; 20% through coaching or mentoring (usually by the manager or more experienced team members); and 10% through formal training programs or studies. Refer to page xx for range of development options.
Questions for reflection
How do you, as a manager, ensure your team members have the capability to meet their job expectations?
What do you do to identify and support the development needs of your team members?
(Review appendix xx for more information)
Include article on the concept of Adding, Embedding, Extracting (refer to HMM info).
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Motivation
Definition: The desire or willingness to do the job.
Motivation can be further defined as ‘the willingness to exert high levels of effort toward goals in order to satisfy some individual need.’
2
Robbins et al further describe motivation using three key elements: intensity – how hard a person tries;
direction – where the effort is channelled; and persistence – how long a person can maintain effort.
The definition above suggests that in order to be motivated, a need has to be met. Many of these needs can be internal. It doesn’t matter how well we get paid, or how nice our manager is, if we do not gain some internal satisfaction from our role then we are not motivated to achieve. However, we may also have external needs that may motivate us.
Some people believe that it is impossible to motivate a person; that motivation must come from within.
However, research suggests that motivation is something that can be built into the workplace through good management practice. The definition above supports the idea that in order to build a motivated team you need to address motivation at an individual level.
Questions for reflection
How can you, as a manager, build work environments that get the best out of our people?
How can you address motivation at an individual level?
How can you identify the individual needs (motivators) your staff have may and then implement strategies to suit each individual?
(Review Appendix B for more information)
Opportunity
Definition: The absence of constraints in the work environment preventing your staff from performing at their best.
It is possible for a staff member to be willing and able, yet still not be able to perform at their best. This may be because there is insufficient opportunity for them to perform at their best. There may be things in the work environment that are constraining the way they work.
The best woodchopper in the world, even though he may be extremely motivated to perform at his best because he feels a sense of pride in his abilities, may still lose a competition he has won 5 years in a row if he is given a blunt axe to chop with.
Sometimes poor performance has an external cause rather than an internal one. It is important to consider both possibilities when addressing individual performance issues.
Questions for reflection
What are the things within your workplace that may hinder your team in their efforts to perform their roles?
In what ways might you directly or indirectly hinder your teams performance?
2 Robbins et al, Organisational Behaviour, 1994 p241
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Activity:
Identify a member of your team who has a performance gap, and consider the evidence and possible reasons.
Staff member: ...........................................................................................................................................................................
Performance gap:
Evidence:
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Staff member:
Performance gap:
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Possible reasons: ...........................................................................................................................................................................
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The P7 Process for Performance Coaching Discussions
Purpose
Performance
Problem
Probe
Possibilities
Provide
Support
Plan action
State the purpose of the meeting.
“I would like to discuss the issues with the completion of the X project.”
Get to the point quickly - don’t beat around the bush
However, be aware of appropriate environmental and communication factors
Provide specific feedback / details about the performance gap.
“The project is now 2 weeks overdue on its first major milestone. There have been problems with the development of the new process. I have received calls from two key stakeholders who are concerned about whether the project will deliver what has been agreed, and in the timeframe agreed.”
Provide relevant statistics/evidence to support the gap
Identify how the performance gap presents a problem.
“These issues not only have the potential to hold up the entire delivery of the new process, but will put others behind in their agreed tasks because they won’t have the new process at the agreed time. This is also affecting our credibility with the business.”
Gain agreement from the person that this is a problem
Gain their commitment to resolve the gap
Seek information from the person about the causes of the problem.
“Can you help me understand why this has been happening?”
Ask open, probing questions
Use appropriate verbal and non-verbal signals
Paraphrase and summarise to check your understanding
Discuss possible solutions.
“What ideas do you have on how to address this problem?”
Use open questions to encourage the person to identify possible solutions
Discuss the appropriateness of the solutions
Offer or provide any support or assistance needed.
“Is there anything I can do to assist you to address this gap?”
Be careful not to take responsibility for addressing the gap away from the staff member
Agree on an action plan and set a date for follow up.
“What actions are you going to take, by when? Let’s catch up again on [date] to see how you’re going.”
Ideally the actions should be documented and timeframes agreed
Ensure you monitor performance prior to the follow up date
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Other considerations
Communication skills
What communication skills will be useful during the P7 process?
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Planning
What additional planning would you need to undertake prior to a performance coaching conversation?
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Remain calm
Listen carefully
check understanding
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Allow silences
Focus on behaviours and action, not individual characteristics -
“hard on the issue, soft on the person”
Focus on what the employee can do to change the situation and what you can do to support them
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Activity
Purpose
Performance
Problem
Probe
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Possibilities
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Provide
Support
Plan action
Documenting performance
Documenting performance issues provides a record of employee improvements and achievements in these difficult areas and helps clarify what was discussed and agreed. It also provides evidence if you need to escalate the problem.
Keep file notes or diary notes about: o The timing, content and outcome of performance coaching discussions o Any changes to performance as a result of these discussions
Keep documentation secure and confidential; it usually does not need to go on an employee’s file at this stage
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Strategies for Addressing Performance Gaps
Activity:
Select specific strategies you might implement for each of your staff and capture below.
Staff Member _________________
Strategies
Staff Member _________________
Strategies
Staff Member _________________
Strategies
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Employee Performance Counselling and Formal Discipline
There will be times when your efforts at counselling a staff member to improve performance do not lead to the required behaviour change. There may also be times when the performance issue is so serious that an informal counselling session is not the appropriate course of action. In these instances – and where the staff member is an employee – it may be appropriate to implement the processes outlined in the
Performance Counselling and/or Employee Discipline Policy.
The information below has been drawn from the HR Manual.
Definitions
Performance Counselling: The formal process used between managers and their employees to ensure that performance and/or conduct problems are identified and constructively resolved. It is the first formal step in correcting performance and conduct related problems when they begin to cause concern.
Discipline: Refers to formal action undertaken by a manager where performance counselling has failed to achieve the desired results or when an employee has clearly breached acceptable standards or Salvation
Army policy. Discipline may be initiated without prior counselling when the conduct of the employee represents a serious performance and/or conduct breach.
Performance counselling
Discipline
Dismissal: Termination in the form of dismissal may occur due to the following:
Summary Dismissal (for serious or wilful misconduct)
Performance Based Dismissal
Incapacity
Dismissal
Unsatisfactory Work Performance:
Refers to performance that is not at an acceptable standard due to an inability, unwillingness, and inefficiency to perform duties in accordance with an employees position description.
Misconduct:
Refers to conduct by an employee that is unsatisfactory and unacceptable by nature.
Serious and/or wilful misconduct:
Deliberate behaviour that causes immediate and serious risk toThe Salvation Armys reputation, or viability; or the health or safety of any person: Behaviour that fundamentally breaches the employment relationship between the employee and The Salvation Army e.g. theft, fraud and assault
For more information on TSA policies and procedures refer to:
Lotus Notes Home Page > HR Manual > Performance & Development section
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Officer Discipline
Volunteers
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Above the Line Performance
Encouraging high performance
How do you encourage your staff to perform above their job expectations?
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Reinforcing high performance
How do you reward and recognise your staff who perform above their job expectations?
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Managing High Potentials (appendix??)
Many organisations use a nine-box matrix to assess employees during talent reviews by examining employee performance and potential.
1C 1B 1A
Potential
2C 2B 2A
3C 3B 3A
Low Moderate High
Performance
Potential for future success in more senior, or more critical positions, can be determined through an assessment of engagement, aspiration, and ability. On the next page are some relevant questions that can be used to uncover these elements. High potential can be defined as a person who is capable of moving at least 2 positions in the next 2-5 years, whilst someone with moderate potential may be ready to move up one level – or a maximum of two – in the same timeframe.
Performance is based on the actual achievements of the employee, including both the What (KPIs or goals) and the How (capabilities and values). This can be determined from the results of the individual’s performance appraisal. Moderate performers meet all performance expectations. High performers go beyond this to exceed in most areas.
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Uncovering Potential
Ability
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Engagement Aspiration
ABILITY
ENGAGEMENT
ASPIRATION
Is the employee recognized as an expert in the field by people within and outside the organization?
Does the employee have the interpersonal skills and emotional intelligence critical of a leader?
Does the employee require minimal supervision, even on new/unfamiliar tasks?
Does the employee gain new skills and abilities more quickly than peers?
Does the employee “pitch in” and help others when they have a heavy workload?
Is the employee personally connected to the success of the organisation and his/her team?
Does the employee set a high bar for excellence and motivate his/her team to succeed expectations?
Is the employee positive about the organisation and his/her career trajectory within the organisation?
Does the employee aim to assume more responsibility year after year?
Is the employee willing to make difficult work-life tradeoffs to further the
business?
Does the employee strive to be recognised within and outside the organisation?
Does the employee display initiative to take on responsibilities outside his/her role?
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Development Strategies
3
for Performance-Potential Matrix
Below are a range of development strategies that you can select from depending on where a staff member is placed on the Performance-Potential matrix. The most appropriate strategies will depend on the unique needs of the individual.
Rating
1A
2A
3A
1B
2B
3B
Strategies
Stretch assignments, things they don’t already know how to do, assignments that take
them beyond their current role; high profile, where stakes are high
Give them a “start-up” assignment, something no one has done, a new initiative, process, division, etc…
Give them a “fix-it” assignment, a chance to step in and solve a problem or repair a ‘mess’
Job change, rotations, job swaps, - an opportunity to experience a brand new role, short term or long term
Help them build cross-functional relationships with other ‘A’ people
Find a mentor at least one level up, or provide an internal or external coach
Give access to exclusive training opportunities or scholarships
Access to meetings or committees one level up; boards, advisory bodies; exposure to senior managers
Watch out for signs of burnout
Watch for signs of retention risks; implement “save” strategies if necessary
Next level up exposure, responsibilities, shadowing
Development activities similar to above
Difference is often degree of “readiness” for larger roles.
Development should focus on preparation for longer term opportunities
Ask what motivates them and how they want to develop
Provide recognition, praise, and rewards
Provide opportunities to develop in current role, to grow deeper and broader capabilities and knowledge
Provide honest feedback about their opportunities for advancement
Watch for signs of retention risks; implement “save” strategies if necessary
Ask them to mentor, teach, and coach others
Allow them to share what they know, presentations at company meetings, external conferences, to be “the highly valued expert”
Development activities similar to 1A
Difference is current performance level
Focus more on competency gaps that will move them from B to A performance; good to great performance
May not be eager or able to advance; don’t push them, allow them to stay where they are
Continuously check-in regarding willingness to advance / relocate
Provide occasional opportunities to “test” them
Provide stretch assignments
Provide coaching and training
Help them move from “good to great”
Tell them they are valued; praise their accomplishments
Listen to their ideas
Trust them
Combination of performance management, training, and coaching to help them move from
“OK to good”
Provide honest feedback about their opportunities for advancement
3 http://www.greatleadershipbydan.com
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1C
2C
3C
Find out the root cause of poor performance and together develop an action plan to improve
Consider moving them to a different role (may have been a poor fit)
Provide additional support, resources
Look for ways for them to work with 1As, 1Bs, or 2As
After a reasonable period of time, if performance does not improve, then re-examine your potential assessment
Often used for leaders too new to rate
Focus is on-boarding, orientation, relationship building
Provide a peer mentor
Provide formal new leader training
Use a performance management, not a developmental, approach (see ‘below the line’ performance)
Activity
Identify actions for helping your team members achieve above the line performance.
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Strategies for High Performers
Managing for Performance Participant Guide
Activity:
Select specific strategies you might implement for each of your staff and capture below.
Staff Member _________________
Strategies
Staff Member _________________
Strategies
Staff Member _________________
Strategies
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Self Assessment
Factors affecting performance
Managing for Performance Participant Guide
Communicate the organisation’s mission and values
Help staff see the part they play in achieving the organisation’s mission and values
Provide and discuss up to date documentation that defines role expectations
Set individual performance goals
Ensure the team are clear on the team goals/plans
Ensure the team are clear on their individual job expectations and performance goals
Establish open communication with and between team members
Give regular ad hoc feedback to all team members
Address immediately
Give regular structured feedback to all team members
Provide relevant policies, procedures and instructions to team members
Regularly monitor the team against their performance objectives
Hold regular discussions with team members to discuss how they are going against their performance goals and expectations
Seek regular feedback for team members on my performance
Involve the team in establishing team goals
Work with the team to identify barriers to the achievement of team and individual goals
Discuss development needs and set appropriate development objectives
Recognise team members for their efforts
Motivate and encourage team members
Ensure team members have necessary resources
Could be improved
My team would say I do this well
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Managing for Performance Participant Guide CBC School for Learning & Development
Appendices
Appendix A
VALUES AND GENERAL SUPERVISION
Compassion
We need to consider the needs of both people and the organisation
We value our team members and their wellbeing
We support team members in difficulty
We consider the impact our conversations and actions have on others
Human Dignity
We deal with people with respect and sensitivity
We create a work environment that is safe and free from harassment and
Justice
Hope
(Our Sense of
Future)
Community discrimination
We equip people for their roles and provide opportunities to develop, to gain skills, and to explore other opportunities for service
We help ensure people gain satisfaction from the roles they carry out
We support, and respond fairly to, the needs of our people
We allow people an opportunity to respond to issues and make improvements where required
We recognise our right as managers to effectively manage the performance of our people
We provide our people with well-defined roles, responsibilities and objectives
We give people an opportunity to achieve in their job
We work on an assumption that people generally want to do a good job
We give our people sufficient opportunity to turn around performance gaps
We enable each team member to contribute to the team as a whole to the best of their ability
We identify, develop and effectively use the skills and abilities of each person in the team
We recognise and appreciate the contribution of each team member and each centre
We also value and respect each other’s differences
We build trust with our people through open and honest communication
We seek opinions and feedback of those affected by decisions
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Appendix B
Identifying Development Needs Determine capabilities
Determine capabilities required
A capability in its most simple form describes what an employee should actually be able to do in terms of knowledge, skills and attributes.
required for role
Assess staff against capabilities
At TSA, generic capabilities are defined by the TSA Capability
Framework. Specialist capabilities for social programme and ministry are also included.
Determine
Assess staff against capabilities
In order to determine whether staff meet the required capability, you need to assess staff against how well they meet the required capabilities. This is often done as a joint
capability gaps
Implement actions to close capability gaps
assessment between the staff member and their manager. For information on how to undertake a capability assessment contact the School for Learning & Development or your HR representative.
Reassess
Determine capability gaps
against capabilities
Once the assessment has been completed and discussed with the staff member, key capability gaps can be identified. Depending on the number of gaps, you may need to prioritise them so the staff member can focus on those that will have the most significant impact on their performance. These can then be captured in their development plan.
Close Capability Gaps
Once you have a clear picture of what the development needs of your team are, you can devise and implement strategies for closing them. Training, of course, is an obvious option for closing development gaps, but there are many forms of development methods available to you.
A good rule of thumb is the ‘70/20/10 rule’. Of all the time spent undertaking development activities, 70% is generally undertaken on-the-job, 20% through coaching or mentoring (usually by the manager or more experienced team members), and 10% through formal training programs or studies.
See next page for a range of options you might use to address the development needs of your staff.
Reassess Staff Against Capabilities
Once you have implemented a strategy for addressing your staff’s development needs, it is important to ensure that the strategy has had the desired effect (i.e. that it has in fact addressed that particular development need.) You should therefore reassess your staff to ensure they now meet the required standard. This can be done during a regular supervision conversation, once the staff member has undertaken the applicable development activity.
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Development Options
Area
On-the-job learning
Movement of/change to
major function:
Expansion of existing
function:
Formal and informal information
giving/gathering:
Structured
courses/programs:
Other learning opportunities:
Specific Development Activities
Learning by doing
Practice of normal duties
Regular observation and feedback from manager
Special Projects
Participation on working parties
Acting at next level
Staff exchange (same level, different area)
Job rotation (same level, same area, different duties)
Secondment (to different part of the organisation)
Interchange (to different organisation)
Participation in meetings/other forums
Report writing
Research preparing
Quarterly/annual reports
Job enlargement (extra duties e.g. training function)
Job enrichment (extra authority/responsibility)
Briefing by supervisor
One-to-one instruction
Personal coaching
Reading
Feedback from selection interviews
Career planning/counselling
Feedback from user groups
Observation
Video/film
Membership of professional bodies/association
Mentoring
Peer group networking
Internal courses
External courses
Personal development
Self-instruction package
Study leave
Guest speaker/trainer - internal/external
Analysing mistakes/successes
Assignments
Conferences or seminars
Brainstorming
Briefing groups
Case studies
CD Rom
Debates
Demonstrations
Distance learning
Giving a presentation
Coaching someone else
Networking
Self-study
Role plays
Simulations
Unfamiliar tasks
Discussion groups
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Appendix C
Strategies for Motivation
Area of motivation Strategies
Achievement
Set specific and challenging goals / targets
Give timeframes for tasks
Give extra responsibility
Allow to manage projects
Give regular praise / positive feedback
Give public recognition / celebrate achievements
Give regular performance feedback
Introduce team awards
Support skill/knowledge improvement – set development goals
Delegate tasks and decision-making
Power / Status
Affiliation
Review job title
Demonstrate links between role and vision of organisation
Allow to sit on committees or attend management meetings
Consider ways for them to have influence
Assist them to network with senior managers
Support promotion opportunities
Arrange (or allow them to arrange) regular social events
Have regular coffee catch-ups
Partner them with others to complete tasks/projects
Encourage cooperation among team members
Work itself
External / benefits
Review salary
Ensure equity in salary
Allow to work from home
Give job flexibility e.g. job share, flexible work hours
Instigate non-financial rewards e.g. time in lieu
Offer other benefits
Provide job variety
Highlight the significance of the job
Implement job enrichment or job enlargement
Coordinate secondments
Give autonomy
Identify and remove barriers to effective job performance
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Suggested Reading
Author
Bolton, R & Bolton, D G
Year
2009
Text
People Styles at Work! and Beyond: Making Bad
Relationships Good and Good Relationships Better
It Starts with One Black, S & Gregersen, H B 2007
Blanchard, K H & Johnson, S 2000 The One Minute Manager
Blanchard, K, Parisi-Carew, E &
Carew, D
Blanchard, K H, Zigarmi, P &
Zigarmi D
2009
2000
CCL, Buron, R J & Mann, D M 2007
CCL, Weitzel, S R 2007
Chandler, S & Richardson, S
Charlesworth, M
Covey, S R
2012
2010
2004
Covey, S R
Goffee, R & Jones, G
Goleman, D 1999
Lundin, S, Christensen, J, Paul,
H & Strand, P
McKay, M & Davis, M
2006
2009
Palmer, R E
Patterson, K, Grenny, J,
McMillan, R & Switzler, A
The Arbinger Institute
Wagner, R & Harter J K
Watkins, M
1991
2006
2008
2011
2002
2006
2003
The One Minute Manager Builds High Performing Teams
Leadership and the One Minute Manager
Giving Feedback to Subordinates
Feedback That Works
100 Ways to Motivate Others: How Great Leaders Can
Produce Insane Results Without Driving People Crazy
How are you managing?
7 Habits of Highly Effective People: Powerful Lessons in
Personal Change
Principle-Centered Leadership
Why Should Anyone Be Led by You?
Working with Emotional Intelligence
Fish! Omnibus
Messages: The Communication Skills Book
Ultimate Leadership
Crucial Conversations: Tools for Talking When the Stakes are
High
Leadership and Self-Deception
12 The Elements of Great Managing
The First 90 Days: Critical Success Strategies for New Leaders at All Levels
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