Aligning Individual
and Team Performance
The EDGE:
Foundations for Successful Leadership
Our Framework
Continuous
Improvement
Process
People
Aligning Individual and Team Performance
Purpose
Adapted from Toyota Culture. The Heart and Soul of the Toyota Way. J. Liker, M Hosues, Mc Graw Hill 2008
Module Overview
Purpose:
•
Enhance the ability to set and communicate
performance expectations and job goals
that are aligned with the organization’s
goals
•
Develop teaching and coaching skills that
optimize your staff’s performance
•
Create a high performance team
•
Develop awareness of available resources
PM pg. 1
Objectives:
• Explain the UMHS performance management
process
• Receive and provide timely performance
feedback with greater comfort
• Set your team up for success
PM pg. 1
Agenda
I.
Welcome and
Overview
VI.
Video: “The Practical
Coach”
II.
UMHS
Performance
Development
System
VII. Giving and Receiving
Feedback
VIII. Performance Review
III.
Job Expectations
IX.
IV.
Writing SMART
Goals
X.
V.
Performance
Coaching
High Performance
Teams
Wrap-up
PM pg. 1
Busting Up
Performance Management –
What is it?
Performance Management is an inclusive
process to influence (lead) the attainment of
performance goals. It is a process to manage
the overall performance goals of the individual,
department, and the institution.
•It begins at the time of hire or transfer
•It is a dynamic and on-going process
•It bears a shared responsibility
PM pg. 2
UMHS Performance
Development System
Hire/Transfer
Performance
Management
Identify
Performance
Expectation
Developing
Coaching
Evaluation
See manual for details
PM pg. 3
Performance Management Cycle
V.
I.
Periodically Rate
Progress
Set Performance
Expectations
IV.
II.
Reward & Recognize
Performance
Observe & Measure
Performance
III.
Coach & Develop
PM pg. 4
The Role of the Supervisor in
Performance Management
A supervisor :
•
Sets performance expectations
•
Provides coaching and development
•
Gives feedback
•
Facilitates development opportunities
•
Observes and evaluates performance
PM pg. 5
Assessing Your Work Climate
Employee attitudes are
paramount in managing
and improving the
workplace.
Activity:
Complete “Assessing
Your Work Climate”
- first, for yourself
- second, for your staff
PM pg. 6
Performance management begins
with setting expectations
Set your employee up for success
Obtain Your Necessary
Resources
a)
b)
c)
d)
e)
f)
Up-to-date job description
Current schedules and processes
Employee Performance File
Accreditation program requirements
Procedures manuals, lists, posters
Performance Management
Evaluation Form
PM pg. 7
Set SMART goals
•
Specific
•
Measurable
•
Attainable
•
Relevant To Your Mission
•
Time-Limited
PM pg. 8
SMART Goal
ACTIVITY I:
Dissect the following goal:
“6 month goal: Develop a
powerpoint presentation after
attending the seminar Powerpoint
Made Easy.”
PM pg. 8
SMART Goal
ACTIVITY II:
Work in table groups
Write a SMART goal for one of the following:
-
“Answer phone.”
-
“Demonstrate good customer service skills”
-
“Be a team player.”
-
“Show more self-initiative”
PM pg. 9-10
Activity:
Writing Performance Goals
Purpose:
To practice writing your own
Performance Goals
Agenda:
•
Write a performance goal using the job
description provided in the previous module
•
Identify three key areas of responsibility (KAR)
•
For one of the KARs, identify one goal
•
Share with a partner and evaluate based on
SMART criteria
Limit: 20 min
PM pg. 11
Performance Planning Meeting
Preparing for the Session
1. Review performance goals set by you or
your staff member
2. Check alignment with your unit’s goals
3. Reflect on the individual’s development
needs
PM pg. 12
Planning Meeting Agenda
Together,
•
Review the goals
•
Clarify outcome expectations
•
Discuss development plan
•
Agree to meet for one-three review sessions
throughout the year
PM pg. 12
After you’ve set goals…
How do you
know how
they’re
doing?
Throughout the year…
1.
Go to the Gemba or Go See
2.
Talk to others
3.
4.
Hold mid-year review sessions
• Make changes, as needed
Maintain an ongoing discussion
PM pg. 12
Coaching and Feedback
Activity: “Best Practices”
Performance Coaching
Purpose: To identify elements of past positive coaching
experiences
Agenda: 1. Select a time when you had an excellent
supervisor and staff relationship that helped
you be successful.
2. Describe the key characteristics of that
working relationship
3. Share key characteristics with your table
group.
Limit: 15 min
PM pg. 13
Video:
The Practical Coach
Purpose: To identify the key elements of
effective coaching feedback.
Agenda: View video
-Discuss key points
Limit:
Video: 20 min
Discussion: 10 min
PM pg. 14-15
Coaching and Feedback:
Recognize Good Performance
When you see it,
say it.
PM pg. 15
Prepare
Before engaging in any feedback,
ask yourself:
•
What are your observations?
•
Why are the observations important?
•
Do I have all the information I need? Is there
another side to the story?
PM - pg. 16
Five-Part Feedback Model
1. Describe current behaviors
2. Identify situations
3. Describe impact and consequences
4. Seek further input - optional
5A. Listen and recognize/praise
PM - pg. 16
Practice
•
Divide into pairs
•
Write a feedback for:
– Employee handled a difficult patient
– Employee stayed late
– Employee re-scheduled a patient who was
late
– …your own
PM pg. 17-18
Ways to Reward and
Recognize Your Employees
•
Put a letter in their file
•
Write a Thank You note
•
Give praise in a staff meeting
•
Give “Making a Difference” awards
•
Celebrate team success
•
Certificates
•
Educational Opportunities
•
$5 gift cards
PM pg. 19
Corrective Feedback: Don’t
Let Poor Work go Unnoticed
Make it Private
And
Make it Positive
Activity:
Giving Corrective Feedback
Purpose: To identify the critical components of corrective
feedback
Agenda:
- Select one volunteer. The volunteer will throw
wads of paper into a bucket. The bucket will be
behind them.
- Provide feedback until the volunteer has
successfully thrown one paper wad into the
bucket.
- Debrief
Limit:
5 minutes
PM - pg. 20
Common Mistakes
in Feedback
Senders:
Receivers:
• Vagueness
• Expecting the worst
• Shutting down
• Counter attacking
• Anticipation
• Passiveness
PM - pg. 21
Tools for Effective Corrective
Feedback
“I” Statements
• Neutral Phrasing
• Questioning
• Five Part Feedback Model
• Feedforward
• The “Right” Environment
•
PM - pg. 21
A Good Beginning:
“I” Statements
Substituting “I” for “You” at the beginning of a sentence can
alter the sound and perceived intent of your message.
Instead of being accusatory, you own your own feelings,
needs and wants. Nobody can argue with that.
Read the Examples…
-“You need to be on time.”
“I need you to be on time.”
-“You really made a bad decision.”
“I don’t agree with that decision.”
Activity: Create an “I” statement for
“You’re making way too big a deal of this.”
PM - pg. 22
Neutral Phrasing
Useful technique for lowering the emotional
context of verbal communication.
Use it to:
• Clarify a statement
• Disagree
• Enhance assertiveness
• Lower emotion and maintain neutrality
PM - pg. 23
How To Reframe Neutrally
•
Use open-ended questions.
– But not leading questions
•
Avoid absolutes.
•
Help people save face.
•
Focus on the underlying feelings and issues.
•
Learn to say “I’m sorry.”
•
Summarize the facts, not interpretations
PM - pg. 23
Activity: Neutral Phrasing
Purpose: To practice framing issues neutrally
Agenda:
1. As a class, neutralize the phrases a-d
2. Individually, read the scenario and decide how
to best respond.
3. Find a partner and discuss your
response.
How could your response be improved?
Limit: 5 minutes
PM - pg. 24-25
Corrective Feedback Planner
1. Describe current behaviors
2. Identify situations
3. Describe impact and consequences
4. Seek further input
5B. Identify alternative behaviors
PM - pg. 26
Seek Further Input Reminders
•
Actively listen and check for understanding
•
Check your defensiveness
•
Do not rebut or explain
•
The input is simply another piece of
information
•
Thank the person
PM pg. 26
Sample Coaching Challenges
I. Performance Examples:
•
Poor Service Interactions
•
Anti-team actions
•
Poor work techniques
•
Unsafe work behavior
PM pg. 27
Sample Coaching Challenges
II. Work Habit Examples:
•
Leaving work undone
•
Wasting time
•
Poor personal hygiene
•
Not following directions
•
Showing up late to work
PM pg. 27
Feedback Practice
In pairs,
•
Write a corrective
feedback
•
Keep it positive
•
Use an example
from your own
experience
PM pg. 28
Coaching on a Dead–end Road
The Practical Coach:
Two Minute Challenge
1.
State what you’ve observed
2.
Wait for a response
3.
Remind them of the goal
4.
Ask for a specific solution
5.
Agree together
6.
Follow-up
Don’t skip a step!
PM pg. 29
Activity:
Two-Minute Challenge Practice
Purpose: Practice a corrective feedback
Agenda:
Limit:
-
In groups of three, write a coaching feedback
for one of the scenarios in the manual
-
One person will be the manager, one person
the employee and one the coach
-
Employee will use a side-track to challenge
the manager; be prepared as a Coach to
help out (7 min/round)
-
Rotate roles.
-
Share one learning with the larger group.
30 min
PM pg. 29-30
The Annual Performance
Review and Planning
Creating a Successful Performance
Review and Planning Session
The year-end review should
NOT
be a surprise!
Creating a Successful Performance
Review and Planning Session
1.
Review your performance files
2.
Review the UMHS evaluation form
3.
Review the employee’s goals
4.
Use the UMHS rating scale
N = Not met
A = Approaching
S = Solid Performance
E = Exemplary
Caution: Rater Error
Performance
File
PM pg. 31
Preparing for the
Evaluation Session
1.
Ask the employee to prepare by creating a selfappraisal
•
•
•
•
2.
Review performance goals set at the beginning of
the year
Review any meeting notes from throughout the year
Self-rate performance toward goals.
Identify performance goals for the upcoming year
Prepare yourself
•
•
PM pg. 32
•
Review your employee’s goals, your notes and
records from throughout the year
Evaluate the performance against the
performance expectations
Compare with the employee’s self-appraisal
Steps to an Effective
Performance Evaluation
•
•
•
•
•
•
Write out your opening lines
Plan the body of your summary
evaluation
Appreciate
Solicit feedback
Summarize
Outline next steps
PM pg. 33
Tips For a Productive
Evaluation Meeting
1.
Approach with an open mind.
2.
Arrange the logistics carefully: private setting,
seating location, etc.
3.
Prepare for the discussion.
4.
Be respectful.
5.
Focus on solutions.
6.
Include staff members in creating action
plans.
PM pg. 34
During the Performance
Evaluation Session
1.
2.
3.
4.
5.
6.
7.
8.
Put the employee at ease
Ask open-ended questions
Review their key areas of responsibility (KARs) and
accomplishment of goals
Review the employee’s self-evaluation
Demonstrate your commitment to training and
development
Share your evaluation of the individual’s
performance
Compare and contrast the two evaluations
Adjust the final evaluation as needed
PM pg. 35
Demonstration
Demo 1
•
How would you improve this review
session?
Demo 2
•
What did the supervisor do well?
It’s worth the effort when…
1.
Staff members understand what is expected of them
2.
Staff members understand how their work links to the
overall organizations mission, vision and goals
3.
Performance development discussions through the
year have helped build mutual trust and
understanding in the supervisor-staff relationship
4.
Performance review does not contain any surprises for
the staff member
5.
Supervisors have been able to recognize and reward
good performance with the end result of continuous
performance improvement
PM pg. 37
Final caution: if you find you’re
repeating yourself…
Stop. Ask yourself: Am I assuming the source of the
problem is the employee?
- Is training or re-training the appropriate action?
- Is the employee unaware of workplace rules?
- Is poor job design a contributing factor?
- Is it inability rather than unwillingness?
- Is there a need for additional individualized
instruction?
If you answer no to each of these questions, then a
disciplinary process may be required.
PM pg. 38
Creating a
High Performance Team
With
High Performance Employees
Brain Teaser
PM pg. 39
Brain Teasers’ Answers
1. Step On It
2. Sign Post
3. Corner Store
4. Three degrees
below Zero
5. An eye for an eye 6. Split Decision
7. Broken Promise
8. Up Hill
9. Bumpy Road
10. Cross Check
11. Parachute
12. Short Stop
Team Leadership
•
Give me one word to define leadership…
Influence
•
People follow you because they want to, not
because they think they have to
Find Your Passion
To lead and inspire your staff,
you need passion
What is your passion?
PM - pg. 40
Activity: Find Your Voice
Purpose: To recognize who/what has influenced
you and your leadership style
Task:
•
Name five people who influenced you and
why
•
Share one with your table group
•
Debrief
Time: 25 minutes
PM - pg. 41
Use Your Passion
to Transform Your Team
Transformational Leadership
•
Transformational leaders don’t just
generate followers… their followers then
become leaders.
•
They generate enthusiasm for a
common purpose
•
They lead with their actions…and also
with their words
PM - pg. 42
Transformational Leaders
•
Steve Jobs – Apple Computers
•
John F. Kennedy – Peace Corps
•
Martin Luther King, Jr.
•
Ari Weinzweig and Paul Saginaw of
Zingerman’s Community of Businesses
PM - pg. 42
Become Transformational
Be purpose-driven,
not process-driven
Ask yourself:
Am I spending my time
on the right things?
PM - pg. 42
What are your priorities?
Urgent
Not Urgent
QII
Strategy Work
Crises
Develop People
Deadlines
Problem solving Strengthen Systems
Build Relationships
Projects
Prevention
QIV
QIII
Interruptions
Trivia
Some voice mail
Irrelevant mail
Some e-mail
(Information
Some meetings
Pollution)
QI
Important
Not
Important
PM - pg. 42
Place Quadrant II Items
on Your Daily To Do List
•
Strategy Work
– Set Goals
•
Develop People
– Identify your strengths and flaws
– Help your staff members assess themselves: give feedback,
•
Strengthen Systems
– Utilize Lean
•
Build Relationships
– Play a role in helping the whole team feel happy to be here
•
Prevention
– Address the “common” problems; the patterns
Stages of Team
Stages of Group Development
Form
Storm
Norm
Perform
Adjourn
Pg. 43
Forming
•
Stage One
–Personal relations are characterized
by dependence
–Anxiety (search for structure)
–Desire for acceptance and safety
Pg. 43
Forming
•
Orienting to other team
members
–Respecting individuals
–Understanding our differences
–Workplace Preferences
Pg. 43
Storming
Stage Two
•
Characterized by competition and
conflict
•
Conflicts over leadership, structure,
power and authority
•
Team members need to adjust feelings,
ideas, beliefs to suit the task organization
Pg. 43
Norming
Stage Three
•
Characterized by cohesion
•
There is acknowledgement of all
members’ contributions and increased
trust
Pg. 43
Performing
Stage Four
•
True interdependence between
members and productive problemsolving with the task
•
Support for experimentation and a goal
of productivity
Pg. 44
Adjourning
Stage Five
This stage occurs when team members
leave, a new team member comes on
or a task/project is completed
•
Members disengage from other
members
•
Team members feel apprehension
Pg. 44
High Performance Staff Meetings
Planning a Meeting
Before you schedule a meeting,
ask yourself:
1. Why is this group meeting?
2. What is the desired outcome of this meeting?
3. Who and how many people need to be involved?
4. Is there a time restriction?
5. Are there obstacles or baggage present that will
make it difficult to achieve the desired outcome?
6. Is there another way to accomplish the desired
outcome?
PM pg. 45
Meeting Management Tools
•
“PAL”
– Purpose-Agenda-Limit: a road map for each meeting
•
“Parking Lot”
– A place to record topics that need to be set aside for a more
appropriate time
•
Visual recording
– Use of a flip chart or other visual focus point
•
Meeting Norms
– Mutual guidelines for group behavior- “We agree that….”
•
Ice Breakers
– Activities to warm up, break tension, energize or even
diagnose readiness
PM pg. 45
Participation Formats
•
Open discussion
•
Brainstorming
•
Presentations
and reports
•
Individual writing
•
Computer-assisted
meetings
•
Smaller
groupings
•
Round robins
•
Debriefing
•
Multi-tasking
•
Straw man
PM pg. 46
Facilitating Staff Discussions
Purpose: To identify effective ways to utilize facilitation
techniques
Agenda:
•
Review the facilitation techniques
•
Think about your own experience with these tools in
other meetings, good and bad experiences
•
How can you apply these techniques to your team
effectively? Discuss with your table group
•
Time:
15 minutes
PM - pg. 47
Team Culture Norms
Culture Norms
Have you ever broken an “unwritten rule” at work?
•
How do new employees learn your unit’s operational
norms?
•
How do they learn the “unwritten rules?”
•
What level of participation in office activities do you
expect?
•
Do you have forbidden words?
Trust
What is Trust?
Confidence
in the absence of suspicion,
confirmed by the track record and
our ability to self-correct.
The state of readiness for
unguarded interaction
with someone or something.
PM pg. 49
Activity: Building Trust
Purpose: Identify the key elements of trust
Agenda:
Limit:
- Choose a partner
- Choose a leader and a follower
- Follower will have eyes closed while leader
talks him/her through a designated course
- Switch roles
- Discuss
15 minutes walk
5 minutes discussion
Pg. 48
Three Constructs of Trust
•
Capacity for trusting
– Your total life experiences
•
Perception of Competence
– How you see your ability and that of others
•
Perception of Intentions
– Mutually-serving? Or self-serving?
PM - pg. 49
As a leader, you must…
•
personally model trust
•
earn buy-in from all members of the
organization.
PM pg. 49
Demonstrate Trust
•
Keep the energy flowing toward a coherent
set of values.
Do this by:
– listening,
– caring, and
– offering a set of operating principles that is
recognized as universal
PM pg. 49
Trust is far stronger, and more
reliable than fear as
a means of leading, managing,
and motivating
people.
PM pg. 49
Homework / Action Plan
•
Complete Action Plan for today’s
Module
– Aligning Individual and Team Performance
Thank You!