SUSTAINABLE MANAGEMENT DEVELOPMENT PROGRAM
Performance Management
Managing Others Through Positive Leadership
MANAGEMENT FOR INTERNATIONAL PUBLIC HEALTH
COURSE
Why am I here?
To learn how to be great boss (manager) through
a performance management approach that:
Gets Results and
Earns Respect!
What will we learn?
You will learn to:
 Develop a positive work environment that
encourages high performance.
 Align and motivate work teams to a
common purpose.
 Adapt your management style based on
individual needs.
 Set and communicate clear expectations &
objectives.
What will we learn?
You will learn to:
 Provide effective and timely feedback to
both reinforce and improve performance.
 Address behavioral and performance
problems with employees in a constructive
way.
 Prepare to conduct a performance
appraisal.
What’s in it for me?
Greater employee productivity and
accountability
 More committed and motivated employees
 Better working relationships
 Less time managing!

Feedforward Activity
1.
2.
3.
4.
5.
6.
7.
Pick ONE behavior you would like to change.
Describe this behavior in one sentence to a
partner.
Ask for feedforward – 2 suggestions that could
help you achieve positive change in the future.
Listen and take notes. Do NOT comment.
Thank the other person for his/her suggestions.
Then, reverse roles with your partner. (Steps 15)
Find another person. Repeat the process for 8
minutes
Giving and Receiving Feedback




Letting go of the past
Listening to solutions
without judging
Learning as much as
you can
Helping as much as
you can
What is Performance
Management?
The process of creating a productive and
rewarding work environment in which employees
are guided and monitored to perform to the best
of their abilities in order to meet and exceed
specific targets and standards.
Five Step Performance
Management Cycle
Setting
Objectives
Aligning
Objectives
Model &
Mentor
Giving
Feedback
What do you
want me to do?
Why is it
important?
How do I
do it?
How am I
doing?
Positive
Reinforcement
What’s in it for
me?
Different Levels of Readiness
Able, Willing & Confident
S
D
Able BUT Unwilling/Insecure
S
Unable BUT Willing/Confident
S D
Unable AND Unwilling/Insecure
S
D
D
Vary your Style based on readiness
Able, Willing & Confident
SD
Able BUT
Unwilling/Insecure
SD
Reinforce self esteem
Assess understanding & commitment
Encourage, support & motivate
Unable BUT
Willing/Confident
SD
Agree on goals
Discuss activities to improve
Guide, persuade & explain
Unable AND
Unwilling/Insecure
S
D
Follow through
Document performance
Observe, monitor & track
Clearly communicate expectations
Define role
Inform, describe & direct
Setting and Communicating
Objectives
Five Step Performance
Management Process
Setting
Objectives
What do you
want me to do?
Aligning
Objectives
Why is it
important?
Model &
Mentor
Giving
Feedback
How do I
do it?
How am I
doing?
Positive
Reinforcement
What’s in it
for me?
Objectives should be “SMART”
Specific
Measurable
Achievable
Relevant
Time-based
Examples of Objectives

Activity
Lose weight by dieting
and exercise

Make a presentation to
local officials on TB

Open a VCT center
Outcome
 Lower cholesterol to 199 to
reduce risk of heart disease
 Present a business case to local
officials in order to obtain
funding for our TB awareness
project
 By the end of this year, open a
VCT center in our community
targeting high risk populations.
Set Stretch Objectives
Self-Fulfilling Prophecy:
You get what you expect
Sample Performance Objective
“Return telephone calls promptly”
Make it SMART!
Write a “Smart” Objective




Write ONE SMART objective for
yourself or one of your employees (5
minutes)
Pair off and take turns reading your
SMART objective to your partner
Partner: Offer suggestions to make sure
the objective is SMART! (8 minutes)
Switch!
GROWS Conversation Model
Goal—define the expectation.
What needs to be
done? Why?
Reality—explain the gap between the current and
desired situation
Options and Obstacles—listen to the other person’s
perspective? How can the goal be achieved?
Who, What, When—Who will do what and when?
Schedule Follow-up—schedule a follow-up date to
check progress
Giving Performance Feedback
Five Step Performance
Management Process
Setting
Objectives
What do you
want me to do?
Aligning
Objectives
Why is it
important?
Model &
Mentor
Giving
Feedback
How do I
do it?
How am I
doing?
Positive
Reinforcement
What’s in it
for me?
Types of Feedback
Informal
Formal





Annual or bi-annual
Performance Review
Infrequent
Pre-planned
Overall Performance
over time
Reviews past
performance





On-the-Spot
Frequent As Needed
Soon after behavior
occurs
Focuses on a few
specific behaviors
Given to improve
future performance
Motivate & Develop the Person
Giving Feedback
Two Purposes:
1. To Reinforce Desired Behaviors
2. To Change Undesirable Behaviors
When to give feedback



Immediately after the activity
Debriefing after project completion
During the activity – sometimes!
Effective Feedback




Focus on the BEHAVIOR … NOT
the PERSON
Comment on a specific process:
• Persistence
• Quality / Accuracy
• Working with limited resources
Document the feedback session
Don’t rely on your memory to
recall noteworthy behavior!
How to give Feedback -- Fast!
 Future-focused and Frequent
 Asks for other person’s opinions
 Specific
 Timely
Feedback Reinforcement Model

Identify a behavior to
praise. Be specific!
“I noticed that you … Good job!”
“I’d like to thank you for…”

Ask how did it go?
“How do you think you did?”

Ask what went (or is
going) well? Ask twice.
“What went well about what you
did?” “Anything else?”

Ask what can be
improved in the future.
“Anything you would do differently
next time?”

Summarize and reinforce “So, it sounds as if this was an
the behavior.
excellent experience for you.
Keep up the good work!”
Feedback Reinforcement Model
~ Exercise 6 ~
1.
2.
3.
4.
5.
6.
Pair off.
One partner plays the manager while the other
person plays the employee.
Choose a situation of your own or a Scenario
in the participant manual. (Exerice
Conduct the Feedback Reinforcement
conversation.
After the practice, partners discuss how it went
and what might be improved going forward.
Switch roles and follow the same process,
choosing another Scenario
Feedback Change Model
“I’m concerned that …”

Briefly describe the
performance deficiency
and its impact.

Ask for employee’s
perspective.
“What do you think is
creating the problem?”

Ask open-ended
questions to find a
solution.
“ What are some things that
will help solve this
problem?

Ask how you can help.
“ How can I support you?”

Gain mutual agreement
on an improvement plan.
“So at this point we agree
…”

End on a positive note.
“I’m confident you can do
this.”
Feedback Change Model
~ Exercise 7 ~
1.
2.
3.
4.
5.
6.
Pair off with a new partner.
One partner plays the manager while the other person
plays the employee.
Choose a situation of your own or a Scenario in the
participant manual.
Conduct the Feedback Improvement conversation.
After the practice, partners discuss how it went and
what might be improved going forward.
Switch roles and follow the same process, choosing
another Scenario.
5 minutes per conversation – 10 minutes total.
Why do Performance Appraisals?

Review employee’s overall achievement

Rate overall job performance and determine
rewards

Assess employee’s skills and deficiencies

Recognize positive achievements

Support employee’s development needs

Provide a baseline for establishing new
objectives

Lay the foundation for career development
Providing Reinforcement
Five Step Performance
Management Process
Setting
Objectives
What do you
want me to do?
Aligning
Objectives
Why is it
important?
Model &
Mentor
Giving
Feedback
How do I
do it?
How am I
doing?
Positive
Reinforcement
What’s in it
for me?
Positive Reinforcement
How do you ensure others repeat
positive behavior?
Consequences Drive Future
Behavior
A-B-C Behavioral Model
B.F. Skinner
Antecedents
Behavior
Consequences
What we are
asked to do
What we
actually do
What happens
as a result of
the behavior
Types of Reinforcement

Positive

Negative

None
Effective Positive Reinforcement
Specific – Given for a precise reason
Immediate – as soon as possible
Personal – appropriate to the person
Sincere – you really mean it
Types of Positive Reinforcement




Formal
Public
Individual
Tangible




Informal
Private
Team
Symbolic
When Performance Management
Doesn’t Work
When the person is …
 Unwilling to change
 Unable to learn from mistakes
 “Written-off” by the organization
 In the wrong job
 In the wrong organization
 Unethical or Lacks Integrity
Five Step Performance
Management Process
Setting
Objectives
What do you
want me to do?
Aligning
Objectives
Why is it
important?
Model &
Mentor
Giving
Feedback
How do I
do it?
How am I
doing?
Positive
Reinforcement
What’s in it
for me?
Summary





Are you focusing on what’s wrong or on what’s
possible?
Are you listening, involving and encouraging?
Are you giving frequent, meaningful feedback?
Are you recognizing positive efforts and achievements?
What ONE thing will you do differently when you return
home to be a better Manager?
“The boss drives people; the leader coaches them.
The boss depends on authority; the leader on good will.
The boss inspires fear; the leader inspires enthusiasm.
The boss says “I”; the leader says “We”.
The boss fixes the blame for the breakdown; the leader fixes the
breakdown.
The boss says, “Go”; the leader says “Let’s Go!”
H. Gordon Selfridge
Founder, London’s Selfridge Dept. Store - 1909
What’s Next?
To learn more, research these topics:
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Assertiveness Skills
Coaching & Mentoring
Conflict Resolution
Dealing with Difficult
Employees
Delegating & Decision
Making
Employee Motivation
Listening Skills
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Managing Diversity
Organizational Change
Negotiation Skills
Organizational
Development
Performance Appraisals
Strategic Planning
Time Management