People &
Performance
Management
Hand outs
Core learning
September 2008
Title
Page number
Overview of programme
3
Motivation
5
Other theories on motivation
7
Leadership and motivation
10
People management
12
Action centred leadership
13
Situational leadership
15
Setting objectives, goals or standards
17
Four leadership styles
18
Appraisal systems
24
The performance management cycle
25
Nine steps to objective setting
26
The interview
26
Feedback
30
Feedback – “The Ten Commandments”
31
Case study: Emma O’Hara
33
The Ask/Tell Repertoire
35
Active listening
36
Asking questions
37
How to develop people
39
Supporting people through learning
40
Learning style preferences
42
Performance improvement meetings / Discussions
43
2
Gaining agreement to improving poor performance
44
Five styles of managing conflict
45
Resolving conflict
47
Skills for dealing with difficult behaviour at work
48
Effective communication
51
Exploring why behaviour differs
54
Communication Skills
57
Possible sources of bias in assessment
62
Personal feedback questionnaire
63
The GROW sequence worksheet
64
Performance Management Crib Sheet
68
Performance management for Reviews –
Individual preparation forms
69
Save the Children’s rating scale descriptors
72
Performance Management Form
74
Performance Management Form for managers
75
Written for Save the Children by Andy Catto – In – I6T and Fran Walsh and
Anne Kristine Arbon in Save the Children.
3
People and Performance Management
who is it for?
All managers of people
aim:
To support participants in their crucial role of management with an overview of the
key skills and behaviours needed to get the best out of their people, and also how to
use the SCUK performance management system effectively as an aid
key objectives:
By the end of the programme, participants will:



Have gained a good knowledge of the techniques required to manage people
Have a good understanding of their personal style of leadership
Have a clearer understanding of how to use the SCUK performance
management system as a means of motivating their teams
outline:
The programme will cover:









What motivates people
Our role as managers/leaders
Styles of leadership
The Save the Children performance management system
Setting effective objectives
Monitoring performance
Effective appraisals
Effective feedback – giving and receiving
Developing people
Handling performance issues
4
Motivation
Needs: - A H Maslow – The Hierarchy of Needs – 1940
Human beings are motivated by their needs. Maslow proposed that:
a. Needs are arranged in a hierarchy from the physiological to those of selfactualisation.
b. When any need is satisfied it ceases to motivate, motivation then results
from promoting of the next highest need in the hierarchy.
c. The five groups of needs develop in a chronological sequence e.g. the survival
of needs are with us at birth.
E
D
Ego
C
B
A
Self-Actualisation
Social
Safety/Security
Physiological
Fullest possible use of current activities
Fullest possible development of potential
activities
Respect from others for ability; Leadership;
Self-respect for ability and achievement
Love relationships, Friendships belonging
to groups whose values are shared
Physical safety, Security & Order in
environment, emotional
Food, Drink, Air, Rest and other bodily
functions
Maslow suggested that the higher level needs overlap to some extent, each emerging before
the next lower level has been completely satisfied. He also stated that individuals might
jumble around the order and importance of the higher needs.
Taking Needs to Work
The needs of the individuals serve as driving forces in human behaviour and it is as
well to recognise that each person brings all of these needs to the work situation.
The fact that some or many needs are not being met at work can lead to such
situations as frustration and resultant hostility. The manager seeking to motivate
members of staff is faced with these facts.
If a person experiences nagging safety needs or insecurity, e.g. fear of redundancy, or
feels an absence of order and equity in the organisation due perhaps to wage
5
structures or ranking, they will not be interested in the organisations policies or
plans designed to assist them fulfil higher needs. If an easy, straightforward way to
satisfy these safety needs is not seen, one is liable to behave irrationally; obstructing
or sabotaging the work of the organisation and adopting a negative attitude. Lack of
success in early years in attracting the esteem of others may result, in later years, in
an insatiable appetite for success to the exclusion of satisfying some lower order
needs. However there must be a minimum satisfaction of the love and friendship
and belonging needs for life to feel worthwhile.
It is no use trying to motivate a member of staff by offering a chance to satisfy a need
that is already satisfied; neither is there any point in offering satisfaction of a higher
need than the most pressing one, it would be seen as a pointless challenge that may
well increase the degree of need at the lower level.
6
Other theories on motivation
1. Theory – X, Theory – Y, Douglas McGregor 1960
McGregor was a contemporary of A H Maslow. His theory on motivation was based
upon Maslow’s hierarchy of needs. It consisted of two different sets of assumptions
about people and their degree of motivation, Theory X and Theory Y.
2. Theory – X, The Conventional View
a. Management is responsible for organising the elements of productive
enterprise – money, materials, equipment, people – in the interest of
economic ends.
b. With regard to people, this is a process of directing their efforts,
motivating them, controlling their action, modifying their behaviour to fit
the needs of the organisation.
c. Without this active intervention by management, people would be passive
– even resistant – to organisational needs. They must therefore be
persuaded, rewarded, punished, controlled; their activities must be
directed. This is management’s task in managing subordinate managers or
workers. We often sum it up by saying that management consists of
getting things done through other people.
Behind this conventional view there are several additional beliefs; less explicit, but
widespread.
d. The average person is by nature indolent; they work as little as possible.
e. They lack ambition, dislike responsibility, prefer to be led.
f.
They are inherently self-centred, indifferent to organisational needs.
g. They are by nature resistant to change.
h. They are gullible, not very bright, ready dupes of the Charlatan and
Demagogue.
Conventional organisation structures, managerial policies, practices and programmes
reflect these assumptions. In accomplishing its task, management conceived a range
of possibilities between two extremes – hard and soft. At one extreme, management
could be hard or strong. The method used for directing behaviour involving
coercion and threat; usually in disguised form, close supervision, tight controls over
behaviour. Thus management work on peoples natural needs for physiological wellbeing and security. People would have to conform in order to maintain a sufficient
degree of satisfaction in these basic areas.
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At the other extreme management can be soft or weak, resorting to such things as
permissiveness. This form functions in the belief that by satisfying demands and
achieving harmony people will become tractable and accept direction. The soft
approach could also produce difficulties, advantage being easy to take. More and
more being expected for less and less.
In between these two extremes sits the popular ‘firm but fair’ approach which could
be summed up as ‘speak softly but carry a big stick’.
McGregor felt that management by direction whether hard, soft or firm but fair failed
to provide efficient motivation of human efforts towards organisational objectives. It
failed because direction and control were useless in an era when peoples
physiological and safety needs were reasonably satisfied and whose social, ego and
self-actualisation needs were predominant.
He therefore advanced a different theory of motivation based on what he considered
were more adequate assumptions.
3. Theory –Y, A New Perspective
a. Management is responsible for organising the elements of productive
enterprise money, materials, equipment, people – in the interest of
economic ends.
b. People are not by nature passive resistant to organisational needs; they
have become so as a result of experience in the organisation.
c. The motivation, the potential for development, the capacity for assuming
responsibility, the readiness to direct behaviour towards organisational
goals are all present in people. Management does not put them there. It
is a responsibility of management to make it possible for people to
recognise and develop these human characteristics for themselves.
d. The essential task of management is to arrange organisational conditions
and methods of operation so that people can achieve their own goals best
by directing their own efforts towards organisational objectives.
This does not involve the abdication of management, the absence of leadership, the
lowering of standards, or the other characteristics usually associated with the soft
approach under Theory – X. On the contrary, difficulties exist in changing to Theory
– Y from Theory – X because the former expects people to be responsible, be adult,
think for themselves. This would however enable people to realise their full
potential and thus the organisations full potential. At the same time people would be
able to realise and satisfy the higher order needs and as a result society as a whole
should benefit.
4. The Hygiene – Motivation Theory – R Herzberg
Herzberg’s theory is based upon the findings of an experiment carried out using two
hundred engineers and accountants in Pittsburgh, Pennsylvania. It was an inquiry into
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job satisfaction. The basis of the experiment was to ask the subjects about events
they had experienced at work, which either had resulted in a marked improvement in
their job satisfaction or had led to a marked reduction in job satisfaction.
The results are that all the high feelings or ‘motivators’ as Herzberg calls them result
directly from the work itself. The satisfaction of a job done well, praise for doing a
good job, doing something nice, being trusted with an important task etc. The
dissatisfiers or ‘hygiene’ factors on the other hand do not stem from the actual work
but the factors that go with a job e.g. the boss, workmates, company policy, pay and
working conditions. It can be seen therefore that just satisfying a work forces
complaints about pay, working conditions, policy etc will not necessarily result in
lasting degrees or motivation of that work force. Such factors are certainly
important but it is the degree of satisfaction obtained from the job which may really
count. Herzberg proposed that motivation will come through job enrichment.
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Leadership and motivation
Leadership is the art or process of influencing people so that they perform assigned
tasks willingly and in an efficient and effective manner. According to Gary Yukl
(Leadership in Organisations) successful leaders are capable of adapting to changed
circumstances, aware of the social environment, ambitious and assertive, willing to
co-operate with others and decisive when making decisions. They can be trusted,
they tend to assume a dominant role with a group, and they have energy and are
persistent. They have self-confidence, they can absorb a great deal of stress and they
are willing to take on a role of responsibility. Leaders tend to be intelligent, creative,
to have tact and diplomacy, possess good communication skills and to be persuasive,
to be knowledgeable, to possess good social skills, to possess self-discipline and be
capable of organizing things.
Leaders and Managers
It is useful to distinguish between managers and leaders; managers have legitimate or
positional power as a result of their post. However, for leaders the source of their
ability to influence others comes from their expertise or from their personality. It is
possible to be a leader without being a manager, and possible to be a manager with
no leadership skills. On the other hand, the best managers are also leaders.
Management is: the efficient and effective use of resources to achieve objectives with
and through the efforts of other people.
Leadership is: inspiring others to follow your lead by creating a compelling vision of
the future.
In short: ‘people have to follow managers, they want to follow leaders’
Theories of Leadership
Charismatic:
 Authority based on leaders’ exemplary character
 Inspiration coming from empathy to followers needs and dramatising the
mission
 Awe of followers based on self-assurance, focus on present and future, no
need for approval; consistency creating trust
 Empowerment of followers based on assuring them of competency and
providing opportunities to experience success
Transformational:
 Realistic vision creating sense of purpose
 Acts as role model
 Gives individual concern
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Traditional:
 Based on power of position
 Focus on power and control
 Little trust in followers
Behavioural
 Alter behaviour to suit circumstances
 Focus on task/people
 Situation depends on characteristics of subordinates (skills, motivation);
task (routine, urgency); organisational characteristics (formality,
cohesiveness)
John Adair
John Adair claimed that people can be trained for leadership as a transferable skill
and that leadership is not a matter of inborn aptitude. The central skills are decisionmaking, communication, and the ability to manage time. In his action-centred learning
model he argues that working groups share three areas of common needs: the need
to accomplish a common task, the need to be maintained as a cohesive social unit or
team, and the sum of the group’s individual needs. The functions of leadership are:
planning and initiating, controlling and supporting, informing and evaluating.
He identified 7 qualities of leadership
Seven qualities of leadership:
1. Enthusiasm – it’s contagious
2. Integrity – adherence to values; consistency
3. Toughness – resilient; tenacious
4. Fairness – treat individuals differently but equally
5. Warmth – engages heart as well as mind
6. Humility – good listener; not arrogant
7. Confidence – self belief
He also set out the actions that leaders/managers need to take to get the best out of
their teams:
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People management
KEY
RESPONSIBIL
ITIES
ACHIEVING THE
TASK
(hard skills)
Setting Direction
Define objectives
within strategy
Identify task,
constraints and
deliverables
Establish priorities
Establish programme,
milestones and
schedule
Identify and acquire
resources (people,
tools, materials)
Manage and
implement change
Set
performance/conduct
standards
Identify, acquire and
allocate resources
(people – provide
them with necessary
tools and materials)
Recruit if appropriate
Brief the team.
Check understanding
Establish two-way
communication
process
Report progress
Maintain standards
and discipline
Achieve
objectives/results
Planning and
Resourcing
Communicating/
Briefing
Supporting and
Monitoring
Performance
BUILDING AND
MAINTAINING THE
TEAM
(soft skills)
Involve team
Establish shared vision/values
Agree team purpose/goals
Establish commitment
DEVELOPING
THE INDIVIDUAL
(soft skills)
Consult with team
Encourage ideas and actions
Develop suggestions system
Gain commitment to
standards
Assess skills (carry out skills
audit)
Build team and co operation
Resolve conflicts
Assign tasks and goals
(delegate clear
authority and
responsibility)
Clarify role
Sell roles/jobs to
individuals
Manage aspirations
Manage any resistance
to change
Provide information
Obtain feedback
Answer questions
Provide information
Obtain feedback
Enthuse
Co ordinate activities
Review team effectiveness
Provide regular feedback
Reconcile conflict
Motivate team
Encourage innovation
Provide regular
feedback. Guide,
assist, advise,
reassure, motivate,
counsel.
Recognise effort and
good performance
Coach and develop
Manage and correct
poor performance
Discipline if
appropriate
Coach and develop
Assess/appraise
Taking
Corrective
Action
Modify plans,
priorities, milestones,
schedules and
resources if necessary
Encourage problem solving
Negotiation within teams
Negotiation between teams
Avoid blame
Evaluating and
Summarise
Recognise and celebrate
Clarify understanding
of direction
Clarify contribution
Gain acceptance
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Reviewing
achievements/failures
Review objectives
Re-plan if necessary
success
performance
Learn from failure
Identify and action
Identify and action training and training and
development needs
development needs
Evaluate effectiveness of
Evaluate effectiveness
training and development
of training and
against objectives
development against
objectives
Action Centred Leadership
The Adair prescription is that the action-centred leader gets the job done through the work
team and relationships with fellow managers and staff. This is a simple but reasonably
useful account of the role/functions of a leader. According to Adair's explanation and actioncentred leader must:



direct the job to be done (task structuring)
introduce, support and review the individual people doing it
coordinate and foster the work team as a whole
His trefoil model (three circle diagram), as a simplification of the variability of
human interaction, is a first step device for
thinking about what constitutes an effective
leader/manager in relation to the job he/she
has to do.
The effective leader/manager carries out the
functions and exhibits the behaviours depicted
by the three circles.



The leaves -- of course -overlap as, according to the
specifics of the task/situation,
the demands of role
performance overlap
(functional interdependence).
The effective leader,
situationally responsive, "brings
into play" those leadership
behaviours that enable the
demands to be met.
The problem imperatives and
the variables will range across timing, quality, costs, the
experience and capacity of the individuals and the team that
have to do the work.
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Thus - if budding team leader/managers can be given training and coaching to
develop these situationally relevant skills (their repertoire of leadership
competence) then -- or so the prescriptive argument goes -- they will be
better placed to be effective leaders.
Situational and contingent elements call for different responses by the leader.
Hence imagine that the trefoil leaves may be bigger or smaller as the situation
varies i.e. the leader will give more or less emphasis to the functionallyoriented behaviours according to what the actual situation involves.
One expectation typical of most organisational society is that loyalty, shared
values (reflecting organisational values) and team spirit need to be cultivated.
Can you think of any business organisation - private, public or voluntary
where this is not the case? Individual members of the organisation and work
group (close or dispersed team) need to know what is expected of them e.g.
the standards and tasks they must achieve to get the job done.
However the individual is not a mechanical predictable thing - having wants,
preferences, aversions, behaviours, attitudes, ambitions and needs. The
organisational leadership expectation is that each person needs
encouragement and support to be an active member of the team.
The functional orientation of the ACL account indicates the types of activity
that a team leader may need to carry out in their role according to the
nature of the situation they face.
Situational leadership
Situational leadership is an approach based broadly on determining what an individual
requires in order to perform successfully at a task and then providing a mix of
behaviour to satisfy that need. This approach to leadership was originally developed
by Hersey & Blanchard and proved to be a very practical way for managers to
improve their flexibility. The starting point is for the manager to ask the question:
‘What does this individual need from me in
order to achieve the right results and
develop as an individual?’
From here, the manager can determine the individual’s ‘task maturity’ and provide
the most appropriate leadership style.
14
Task Maturity
Task maturity is the degree to which a person can work independently to complete
a task to the standards required. Task maturity is not necessarily related to a
person’s age; it is the combination of ability and willingness to carry out work. This
distinction is important because both can be broken down into their component
parts, as shown in the following diagram:
Task Maturity
Ability
Willingness
Knowledge & Skills
Confidence
Related Experience
Motivation
Not only will task maturity levels be different for different people at work but may
also vary between different parts of a person’s job. For example, a secretary might
show high task maturity for dealing with telephone queries but low task maturity for
filing.
Below are some indicators of a person’s task maturity level:
High Maturity
The person has the knowledge, skills and experience to carry out the work.
The person will be able to work out what needs to be done, what the priorities are
and the best way of getting the job done.
The person will set very high standards of performance and strive to achieve them.
The person will monitor his/her own performance rather than having to have it
monitored by the leader.
The person’s satisfaction at work will come from achieving his/her own high
standards, recognition coming mostly from him/herself.
Low Maturity
The person will lack some of the Knowledge, skills and experience needed to do the
job to a high standard.
15
The person does not have his/her own internal high standards and needs to be told
what standards are required.
The person will set varying standards of performance and strive to achieve them.
The person needs to be told what to do, what the priorities are and how to do it.
The person's satisfaction comes from outside and depends on his/her leader for
praise and censure
In simple terms, if an individual is lacking willingness it is appropriate to provide
'supporting' behaviour and if ability is lacking, it is appropriate to provide 'directing'
behaviour.
Leader Behaviour
We can regard leader behaviour as the things a person does or says which are aimed
at achieving work through others. It can then be divided into two categories as
follows:
Directing Behaviour
This is the extent to which the leader tells people what has to be done, when to do
it, and how to do it.
A leader using a highly directing style would give detailed directions to people and
supervise closely to ensure that tasks were being carried out correctly. Control
over work is essentially with the leader. The 'task direction' dimension of leadership
is very much about getting the job done and the leader would…
16
Setting objectives, goals or standards.
Define people's roles in carrying out work.
Plan people's work in advance and organise resources.
Decide and communicate work priorities.
Set timescales for completion.
Determine how work is to be evaluated.
Show and/or tell people how to carry out work.
Check to see if work is carried out properly and on time.
Supporting Behaviour
This is the extent to which the leader is spending time talking to people, listening to
them, explaining things to them, giving feedback and so on.
A leader using a highly supporting style would be engaged in two-way conversations
with people a lot of the time and talking not just about the work that needed to be
done but about the people doing the work. The leader would…
Listen to people's problems (work or non-work).
Praise people for completing work well.
Ask for suggestions for carrying out work.
Encourage and reassure people that they can do the work.
Disclose information about the company.
Disclose information about him/herself (work or non-work).
Facilitate people to problem-solve their work.
Communicate and demonstrate appreciation of good work.
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Four leadership styles
Situational leadership offers four main styles of which directing and supporting
behaviours are the main ingredients. The following diagram shows the four styles:
SUPPORTING
Behaviour
S
3
SUPPORTING
S
2
COACHING
S
4
DELEGATING
S
1
DIRECTING
DIRECTING Behaviour
When these styles are used in conjunction with task maturity levels, they can be very
effective. Here is a brief explanation of the four styles:
Directing
High Direction & Low Support
This style places the priority on carrying work out correctly rather than on the
person doing it. The leader tells people what needs to be carried out, lays out a
step by step plan for completing it, and solves any associated problems. The leader
then supervises the work very closely to ensure that it is carried out correctly.
Not very much time is spent on explaining why the work needs to be carried out,
nor discussing how it should be done. The directing leader essentially treats people
as an extension of him/herself. Essentially, the leader makes all the decisions and
people carry them out.
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Coaching
High Direction & High Support
This style places the priority on 'selling' work to people and having it carried out
correctly. The leader continues to tell people what needs to be carried out and
how, but also seeks to involve people in the decision making process.
The leader will spend time explaining why the work is to be carried out and discuss
with people the best way to do it, seeking their views. The leader then takes the
final decisions and supervises closely to ensure that it is carried out correctly.
Supporting
High Support & Low Direction
This style places priority on helping people to work out for themselves how best to
carry out work. The leader explains what is to be achieved and the reasons behind
it and then encourages people to work out how to do it, facilitating the decision
making process.
The leader will spend time as a helper and guide, facilitating ideas, pointing out
factors overlooked and, above all giving people confidence and encouragement.
Delegating
Low Support & Low Direction
This style places priority on giving the responsibility for decision making to people
and allowing them to 'go solo'. The leader explains what needs to be achieved,
providing very loose, general direction, and hands over responsibility.
The leader will not supervise closely but not to the point of disinterest. This style is
essentially a mark of trust. It does not mean that the leader stops talking to people
but rather that the relationship has become more like that between colleagues than
between boss and subordinate.
19
The relationship between these four styles and maturity levels is explained in the
diagram below:
M4
M3
M2
M1
High
Willingness
Low
Support
High
Ability
Low
Direction
Variable
Willingness
High
Support
High
Ability
Low
Direction
Low
Willingness
High
Support
Some
Ability
High
Direction
High
Willingness
Low
Support
Low
Ability
High
Direction
S4
S3
S2
S1
Directing Style - S1
To use the S1 directing style the leader provides a high level of task direction and a
low level of support to the individual. Typically, the leader does the following:
Identifies the problem(s).
Sets objectives and standards and defines roles.
Develops methods for solving problems.
Controls decision making about the what, how, when and who of problems and
work.
Gives specific directions using mostly one-way communication.
Initiates problem solving and decision making.
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Asks lots of questions to check understanding.
Closely supervises and evaluates people's work.
This style is particularly appropriate when working with someone who is new to the
job or task or, sometimes, with an individual who is at M2, when an especially
complicated and important task has to be done, it is sometimes suitable in an
‘emergency' situation and in some cases of major organisational change.
It is most important that this style is not used as a form of punishment, particularly
with the use of aggression. A common mistake is to give very specific instructions
but fail to check understanding and follow up properly.
Coaching Style - S2
To use the S2 coaching style the leader provides high levels of both task direction
and support to the individual. Typically, the leader does the following:
Identifies the problem(s).
Sets objectives and standards.
Develops action plans to solve problems and then consults with people.
Continues to supervise closely and evaluates people's work.
Makes the final decisions after hearing people's work.
Explains decisions to people and solicits their ideas through two-way communication.
This style is particularly appropriate when working with an individual who has limited
ability/information concerning a task and who is also unmotivated or disillusioned. It
is a good style to use for building commitment of an individual who is performing
well at M2. A leader might use this style on an individual who is at M3 and whose
skills have become rusty or has lost sight of the objective.
Common mistakes include not giving a comprehensive explanation to direction given
and retaining this style after individuals have developed to M3. The latter can result
in the leader coming across as a helpful but interfering 'back-seat' driver when using
this style.
Supporting Style - S3
To use the S3 supporting style the leader provides a high level of support and a low
level of task direction. Typically, the leader does the following:
21
Involves people in identifying problems and setting objectives and
standards.
Allows people to take the lead in deciding how work is to be carried out or how
problems are to be solved.
Jointly evaluates people's work with them.
Shares the responsibility for decision making and problem solving with people.
Actively listens and facilitates decision making and problem solving by other people.
Provides assurance, support, resources, and ideas if requested.
This style is particularly appropriate when working with an individual who has most
of the skills needed to carry out a task, but is either a little insecure, lacking in
confidence or is unmotivated. It is a very effective intermediate step towards
delegating complete responsibility, as the leader can check out ability and willingness.
A leader might also use this style with an individual who is at M4 but slipping due to
work/personal problems. Some individuals may always need a high level of support.
Common mistakes with this style include failure to use open questions to encourage
the individual to formulate his/her own action plan and retaining this style after
individuals have developed to M4. The latter is typical of leaders who are overanxious about letting go of responsibility.
Delegating Style - S4
To use the S4 delegating style the leader provides only a low level of support and
task direction. Typically, the leader does the following:
Accepts people's decisions and only periodically monitors their performance.
Jointly defines problems with people.
Allows people to evaluate their own work.
Allows people to develop action plans and control decision making about the how,
when and who of problems and work.
This style is particularly appropriate when working with an individual who is
motivated, confident, experienced and has demonstrated a good track record with
the type of work being delegated. A leader, might also use this style with an
individual who is at M3 where the type of work has long timescales, low stakes and
built-in reinforcement.
Common mistakes with this style include not giving a clear enough description of
what has to be achieved and failing to follow-up on progress.
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The Power of Questions
A large part of developing people is concerned with helping people acquire new
knowledge, skills and capacity for applying judgement. Effective use of the leadership
styles can go a long way to achieving this. Initially, a high level of 'directing' behaviour
is required although for an individual to develop, this must gradually switch to
'supporting' behaviour. A good way to make this switch is to ask more questions as
part of your leadership style.
Well framed questions can help and encourage people to think through and solve
problems for themselves. Here are some good questions which can help an
individual to think through how he/she can carry out a task:
How will you tackle the task?
What problems could you run into?
How will you overcome these?
What will you need in order to complete this task?
How could you keep me informed of progress?
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Appraisal Systems
High Performance Cultures
Organisations aspiring to high performance cultures are strong on:




Clarity about objectives and goals
Continuous assessment of performance and feedback
Recognition of performance
Personal development of individuals
The above are essential components of every manager’s job.
Improved Communication
The essence of performance appraisal is about enhanced dialogue
concerning particularly:
 Clarification of expectations about outputs and personal
development
 Giving feedback regularly about how an individual is doing
against these expectations
 Ensuring the communication is genuinely a dialogue i.e. 2-way
Simple Process
Following this simple 5-stage model typically encourages a work climate that
increases motivation:
1.
2.
3.
4.
5.
Achieving clarity about job to be done
Setting SMART goals
Reviewing performance in the job
Preparing properly for the performance review discussion
Conducting the performance review discussion
Benefits
The benefits of a well-conducted appraisal process include:







Focuses everyone on the needs of the business: We=>we=>I
Increased motivation
Maximising the potential of all staff
Best use of training and development resources
Right people in the right jobs
Everyone can see where they fit in and how important they are
Communications within the business and between staff are
improved
25
The Performance Management Cycle
Define Roles and
Responsibilities
What does the employee do?
Review Results
Manager and
employee evaluate
performance over
the entire period
and conduct review
Problem
Solving and
Employee
Development
Set Expectations
Results expected of
the employee?
How will they be
attained and
measured?
Coaching Performance
Manager and employee monitor
performance relative to expectations,
and develop strategies on how
performance can be maintained and
improved
26
NINE STEPS TO OBJECTIVE SETTING
1. State your objective clearly: start with the words 'To have…', followed by a
verb such as 'developed' or 'monitored'. Make sure the verb communicates
action and not just a passive outcome.
For example, a salesperson's objectives might be:
To have developed a customer database with help from our IT department
and used it for a mailing [by x date]
State clearly how you will know when you have achieved the objective. Build
measures into it, not just to do with time but to do with outputs.
2. Make it as specific as possible. For example, we might specify the features of
the customer database, say that it enables cross-referencing between
different product or service-based customer databases. So we might improve
our initial objective by saying to have developed a customer database that
enables cross referencing between different product/service subsets, with
help from our IT department, and used it for mailing [by x date].
3. State when you want to achieve the objective by. An objective without a time
frame is open-ended.
4. Once you have a set of objectives, check whether any of the objectives
conflict.
5. Identify any constraints (external or internal) which may prevent you from
achieving your objective.
6. Identity any resources (external or internal) which will assist the achievement
of your objective.
7. Check that it is realistic: can you really do it?
8. If there is nothing more that can get in your way, you are ready to go for it:
… the next step is action planning!
27
The interview
Preparation
1. Gather relevant information e.g.








organisation’s aims and plans
job descriptions
last Performance & Development Review (PDR) and agreed action points
examples of good/bad performance
training record
others’ opinions
‘customer’ feedback
background to specific issues
 Make sure you review prior PDRs together with any progress reviews you’ve
conducted. Concentrate on the employee’s areas of responsibility and how well
the employee has performed in relation to these.
 Use the PDR to recognised good performance, document unmet expectations
and identify opportunities for improvement.
 If you have been observing and recording specific examples of performance when
they occur, you should have a good starting point for preparing the PDR. Don’t
limit input to your own observations; try to gain feedback from others.
 Be specific in your feedback and give examples of the employee’s actions that
support your points.
 If there are areas that need improvement, specify what the employee should do
to improve.
 Ask yourself if the job requirements have changed since the last PDR. If so, do
you have a clear definition of the new requirements? You may wish to discuss
these during the PDR and gain the agreement of your employee.
2. Plan what you’re going to say
 Try to balance positive and negative performance feedback.
 Make sure you don’t overlook either positive or negative behaviour. You can
usually find some positive performance by an employee who is generally
unsatisfactory. Likewise point out areas of improvement for outstanding
employees.
 Plan the best way to present your points. The emphasis should be on mutual
problem solving and concentration on future actions.
28
3. Brief the recipient
4. Give the recipient the opportunity to prepare
5. Prepare the environment




where to meet
seating arrangements
no interruptions
allow time
Interview Structure
Beginning
 put the employee at ease
 discuss the purpose of the interview from the organisation’s point of view and
how it can help the employee
 establish limit of confidentiality
 build the agenda - structure the discussion around your form
 encourage the employee to refer to their interview preparation form
Middle
Review action since last PDR:
 action points completed
 training
Review performance:
 agree areas where performance is good
 agree areas in need of improvement
 discuss factors which have contributed to performance e.g. strengths, difficulties/
problems, lack of experience etc..
Contract for the future:
 discuss any expected changes in the job
 agree a job plan/objectives for the next review period
 identify training needs for the next review period
 discuss future aspirations/career development
End
 clarify that there are no remaining concerns
 signal the end
29




summarise actions
repeat details of what happens to documentation
agree date for next review
leave the interview on a high note
Feedback
Feedback is an essential leadership tool, allowing leaders to clarify standards and
objectives and give motivation and encouragement. This core skill enables leaders to
build the competence and effectiveness of their team by noticing and commending
what is good (reinforcing feedback) and helping reduce what is unhelpful
(developmental feedback). It has to be done effectively and there are some
guidelines about how to do this below.
A balanced combination of disclosure and feedback:
o helps develop relationships and between leaders and their team – people
generally prefer working for human beings that they know something
about. A leader who is a ‘closed book’ can be challenging to work for as
the team are never quite sure what his/her reaction will be.
o can unleash the potential in someone, for example by giving them insights
into their abilities that increases their self-confidence.
SELF
Solicits Feedback
Things I Know
Groups
Self-Disclosure
Or
Gives Feedback
Things
They
Know
Arena
Things
They
Façade
(Hidden Area)
Things I Don’t Know
Blind Spot
Insight
Unknown
Don’t Know
Unconscious
30
Feedback – ‘The Ten Commandments’
The purpose of feedback is to support learning and change and these
'commandments' arise from the principle that people have a right to their
individuality and integrity. Except in the special case of a training event, that also
implies that feedback should only be offered in private.
It can be used on an informal and formal basis and it can be accepted or not by the
receiver.
1. Offer feedback on observed behaviour - what you see and hear - not on
assumptions or intentions.
e.g. 'You were gripping your pen so tightly that your knuckles went white…' rather
than 'You were very stressed…'
2. Offer a description of what you saw and how you felt - rather than a
judgement.
e.g. 'When you shouted I felt anxious…' rather than 'You shouldn't have raised
your voice…'
3. Focus on behaviour that can be changed. It is not helpful to tell
someone that a nervous twitch is distracting. A persistent drumming of
fingers can be stopped.
4. Choose those aspects that are most important and limit them.
Nobody can concentrate on changing everything at once so set priorities.
5. Ask questions rather than make statements. This allows individuals
the responsibility of reaching their own conclusions and forces them to think
about the issues.
e.g. 'How else could you have reacted when…?' rather than 'You should have…'
6. Set the ground rules in advance. Tell / explain the criteria against which
they are being judged.
7. Comment on what the individual did well as well as areas for
improvement. It is important that individuals feel empowered by the
process if they are to improve performance. It is important that the praise is
sincere and specific.
8. Be specific, relate feedback to actual words said and observable
actions. Do not waffle about general feelings or impressions.
e.g. 'I liked it when you went to the door and said 'hello'…' rather than 'You were
very friendly…'.
9. Observe everyone's personal limits. If you offer too much feedback at
once the receiver will switch off.
31
10. Before offering feedback consider its value to the receiver. If there
is none, keep quiet.
32
Case Study: Emma O’Hara
Personal Information
Emma is a administrative assistant with Save the Children. She is 20 years old and
joined the organisation just over a year ago. You become her manager about 6
months ago. She lives with her parents and has about an 45 minute commute to
work. You are aware that Emma seems to have quite a fraught relationship with her
boyfriend, and on occasion domestic disputes have spilled over into work.
Interim Review
Most of the time Emma is a competent and hardworking employee who has quickly
grasped the main duties of her role. She seems intelligent and able to appreciate the
wider implications of her work. She sometimes helps out other team members
without being asked. You have picked up that sometimes she is too quick to give
advice to customers without fully appreciating all aspects of their situation.
Also she has occasions when her work rate drops dramatically and she becomes
introspective and bad-tempered. This usually coincides with her being late to work
and taking extended lunch breaks. During these periods her time keeping can be
erratic and she has upset colleagues by not taking calls, seeming to either pretend to
be busy of taking frequent breaks.
Task 1
Consider what feedback you would wish to give to Emma, both positive and negative using
the formula:
Behaviour => Impact => Feelings => Future
Further information
Following the interim review Emma’s performance has generally improved. She
appreciates the need to support the team, and has mostly controlled her occasional
moodiness. Her time keeping is better, and if she is going to be late, she calls ahead
and readily makes up any time lost.
As part of her final appraisal, whilst you have overall rated Emma average, you are
concerned over her reactions to angry or aggressive customers. You have rated
Emma as a below average for the required behaviour ‘Self Control’ because of this,
noting that she has difficulty responding appropriately in such situations. You have
heard her shout down the ‘phone on more that one occasion, hang up abruptly on
others, and sometimes seem to lose all interest in the call.
You are aware that Emma is someone who likes to ‘do’ things, rather than pick up
information from reading.
Task 2
Please produce a ‘SMART’ development objective for Emma around improving this
behaviour, setting out stages 1, 2 and 3 i.e. where she is now, where she needs to
33
get to and how she is going to get there (possible methods, milestones, support
required etc.)
34
The Ask/Tell Repertoire
More
Empowering
Ask questions
and
paraphrase
Make
suggestions
More
Controlling
Demonstrate
Ask questions and
paraphrase
Give
advice
Tell what
and how
Tell what and how
Benefit
Higher, if individual has
reasonable skills and at
least one creative idea to
bring
Quality of task
completion
Deeper understanding
Learning by
individual
Higher in most cases
Motivation of
coachee
Slightly more, depending
on speed of individual’s
learning
Potentially high
Tasks which the individual
will probably need to
repeat in some form
Initial time from
individual
Learning by
coach
When to use
Lower, unless the individual’s
role is to repeat a relatively
simple task that has little scope
for being redesigned
Deep understanding, but
only if the coach is a true
expert
Lower, unless individual
feels completely lost
Slightly less, assuming that the
task can be specified easily,
and that the individual
understands, and follows the
instructions.
Very little
‘Mission critical’ tasks where
failure would lead to disaster, very
simple tasks
35
Active listening
Attentive Silence
Attentive silence helps the:

speaker to think and to express their feelings

listener to reflect on what has been said (or not said)
Try not to break silences.
Reflective
 acknowledges the speaker’s feelings

checks the accuracy of the listening, to the said and the unsaid
e.g. “You feel ……………. Because ……………”
Paraphrasing
 communicates the listener’s understanding to the speaker

describes the listener’s understanding in their own works
e.g. “When X said that, you replied ………….”
Summarising
 communicates the listener’s understanding to the speaker

describes the listener’s understanding in their own words
e.g. “So, the sequence of events was Sue’s phone call to you, Dave’s phone call to
Sue, your phone call to Sue”
Barriers to effective listening
 cultural and value differences

assumptions about the speaker

preoccupations in listener’s own life

preparing a reply while listening

thinking about the next meeting, etc
36
Asking questions
Good questioning skills are as essential as good listening skills.
Using different types of questions will encourage the other person to give you
relevant information.
Questions to Ask
Here are some useful types of questions:Open Questions
Stimulates the discussion and encourages the other person to give information, so
you can pick up on the key words and probe for detail. Open questions are ones to
which you cannot answer ‘Yes’ or ‘No’. They usually start with how, what, who,
where, which.
Examples:
“Which of your objectives was the hardest to achieve?”
“What types of work do you enjoy the most?”
Reflective Questions
Check understanding, to show that you are listening and to encourage the other
person to expand on what they have said.
Examples:
“So you are not sure which option will be the most suitable for you?”
“You say dealing with the public was difficult, why was that?”
Focusing Questions
Pull together several threads and to move the conversation on. They can be used to
speed up the discussion and direct it to practical steps to be taken.
Examples:
“How can we summarise that?”
“So out of all the work, how did you prioritise the schedule?”
37
Probing Questions
Allow you to follow up key words in order to obtain more information. They are
the most important questions to ask at an interview to ensure that you have depth
of evidence.
Examples:
“Tell me more about the customer service aspect”
“What do you mean when you say it is a problem?”
“If you had to pinpoint difficulties about achieving that objective, what would they be?”
Questions to Avoid
Are unlikely to simulate the conversation or encourage an open discussion.
Closed Questions
Require a ‘Yes’ or ‘No’ answer. They can be used to check facts, but if you use them
too often it may appear you are interrogating the other person.
Example:
“Did you meet that deadline?”
Loaded Questions
Convey a judgement about the other person in an indirect way or, suggest you want
a certain answer, based on your own values. This puts the other person in a difficult
position. Do they give their view or what you want to hear?
Example:
“You liked doing that project didn’t you?”
“Don’t you worry about missing deadlines?”
Multiple Questions
If you ask two questions as one, the other person is likely to only answer one of the
questions. Typically, this will be the easiest question for them to answer.
Example:
‘How would you describe your working day and what do you like the best?’
38
How to develop people
Development of people is an essential role of effective managers – it is a cliché, but
none the less true, that ‘people are an organisation’s greatest asset’ and they need to
be encouraged in the development of their knowledge, skills, behaviours and
attitudes if the organisation is to continue to be successful.
All development has resource implications and therefore needs to be structured to
be as effective as possible. A typical process is;
1. Identifying the need – this can come form a variety of sources e.g.
performance issues, change in job role, new systems, request from job holder
2. Specifying the development ‘gap’ – where are they now in terms of their
attitude, skills or knowledge (‘ask’) and where do they need to be (using
SMART to set down where exactly they will need to be after the
development has taken place
3. Deciding what method to use to carry out the development (see list below) –
decide on most effective given: resources, learning style (see below)
4. Carry out development and review effectiveness – enjoyment, learning,
actions resulting, further needs etc.
Methods
















Formal training courses.
Involving them in projects.
Work shadowing.
One-to-one and group coaching.
In-house workshops.
On the job training with a more experienced worker.
Delegating tasks.
Job swaps.
Secondments.
Reading and studying.
Covering for line managers.
Taking turns to chair meetings.
Organising visits to other work areas in own or other companies.
Computer based training
Encouraging and supporting team and individual work in the community.
Organising focus groups to find out what customers think.
All these methods have advantages and disadvantages and it is important to select
the appropriate methods to suit the person, the type of job they do, the business
needs etc.
39
Supporting people through learning
EMPOWERING SUPPORT
SUPPORT LEADING TO
DEPENDENCY
Affirms what people do.
Does things for people.
Encourages people to identify their own
problems.
Takes people over and rescues them.
Deals with feelings of helplessness.
Confirms feelings of inadequacy.
Involves listening.
Gives advice eg 'If I was you…'.
Involves understanding and empathy.
Only sees it from own point of view or
experience.
Respects others' rights to decide.
Makes the decision.
Involving people in evaluation:
To find out the extent to which the agreed targets of empowerment activities have
been achieved, involve the people in the evaluation because the benefits are:

They can identify how far their activities have been effective.

They can receive feedback on their performance and ideas for improvement.

The evaluation of one activity can give ideas what to do next.

It is the starting point for the next cycle of empowerment.

Gathering useful information about the type of approaches that did or did not
work with particular individuals or teams.

Celebrating and rewarding successes encourages motivation for further
empowerment.
40
'The wise leader is not collecting a string of successes. The leader is helping others
to find their own success. There is plenty to go around. Sharing success with others
is very successful…'.
'The Tao of Leadership' by John Heider
41
Learning Style Preferences




Activist – what’s new? I’m game for anything.
Reflector – I’d like time to think about this.
Theorist – How does this relate to that?
Pragmatist – How can I apply this in practice?
These style preferences very significantly affect the sort of activities from which
people learn best. For example, we have found that;
Activists learn best from activities where:




There are new experiences/problems/opportunities from which to learn.
They can engross themselves in short “here and now” activities, such as
business games, competitive tasks and role-playing exercises.
They have a lot of the limelight/high visibility.
They are thrown in at the deep end with a task which they think is difficult.
Reflectors on the other hand, learn best from activities where:




They are encouraged to watch/think/chew over activities.
They are allowed to think before acting, to assimilate before commenting.
They have the opportunity to review what has happened, what they have
learnt.
They can reach a decision in their own time without pressure and tight
deadlines.
Theorists learn best from activities where:




They have time to explore methodically the associations and interrelationships between ideas, events and situations.
They are in structured situations with clear purposes.
They have the chance to question and probe the basic methodology,
assumptions or logic behind something.
They are intellectually stretched.
Pragmatists learn best from activities where:




There is an obvious link between the subject-matter and a problem or
opportunity on the job.
They are shown techniques for doing things with obvious practical advantages
currently applicable to their own job.
They have the chance to try out and practise techniques with
coaching/feedback from a credible expert.
They can concentrate on practical issues.
42
Gaining agreement to improving poor performance
Make it easy for the poor performer to do what you want



Give them openings for early successes
Be prepared to ‘trade’ behaviour change
Be clear about standards of performance
Handle the problem not the person





Easier to alter behaviour than personality
Easier to get someone to do things differently than be different
Easier to agree about behaviour than personality
Personality terms will not get you far in an IT
You can measure behaviour
Strategy for Getting Agreement
 Agree standards
 Agree that there has been a gap
 Agree the size of the gap
 Agree who has responsibility for reducing the gap
 Agree the measures and time for this reduction
Set time for reviews and follow up meetings
43
Five styles of managing conflict
1. Withdrawing / Avoiding
People who use this strategy, tend to withdraw to avoid conflict. They give up their
personal goals and relationships and normally stay away from issues involving conflict
and from people who they are in conflict with. They believe it is hopeless to try to
resolve conflict and feel helpless in these situations. They believe it is easier to
withdraw from a conflict than to face it.
2. Forcing
People who use this strategy, tend to try to over power their opponents by forcing
them to accept their solution to the conflict. Their goals are very important to them,
and people relationships are less important. They seek to win their goals at all costs.
They do not care if others like or accept them and assume that conflicts are settled
by one person winning and one person losing. Winning gives them a sense of pride
and achievement and losing gives them a feeling of weakness and failure. They try to
win by overpowering other people.
3. Smoothing
These types of people believe that relationships with other people are of great
importance, and their own goals are of little importance. They think that conflict
should be avoided in favour of harmony and that people cannot talk about conflicts
without damaging relationships. They try to “smooth” over the conflict for fear of
harming relationships with others.
4. Compromising
People who use this strategy are concerned with their own goals and their
relationship with others. They seek workable compromises, give up part of their
goals and persuade the other person in a conflict, to give up part of their goals too.
They seek a conflict situation in which both sides gain something - they look for the
44
middle ground between two extremes and are willing to sacrifice part of their goals (
not all ) in order to find an agreement for the common good of both people in the
conflict.
5. Confronting
These types of people value their own goals highly and also value relationships. They
view conflicts as problems to be solved and seek a solution that achieves both their
own goals and the goals of the other person. They see conflict as a means of
improving relationships by relieving tension between two people and clearing the air.
By seeking solutions that satisfy both themselves and the other person ,they maintain
and build relationships. They are not satisfied until a solution is found that achieves
the goals of both parties and are not satisfied until the tensions and negative feelings
have been fully resolved.
45
Resolving conflict
Conflicts, tensions, difficulties with individuals and groups are inevitable. Conflict can
arise as much because of disagreement on issues as because of the manner in which
discussions take place.
Whatever the nature of the conflict it is your responsibility as either a chair or
participant to resolve it.
1. Examine what is causing the trouble between people or groups.
2. Gather as much information as you possibly can - to avoid making false
judgements.
3. Establish that there is real conflict.
4. Bring the parties together to discuss the issues involved and to analyse their
differences.
5. Active listening can improve understanding of common problems and create trust
in difficult situations.
6. Concentrate on broad issues not just interpersonal tensions.
7. Reduce communication blocks - by reducing dominating, threatening or
aggressive behaviour.
8. Clarify expectations and roles - using open-ended questions
9. Make your position clear - state important objectives, deadlines, targets etc.
1O.Give constructive feedback and ensure openness
11 .Reach an agreement about solutions and future actions - if possible try to
generate solutions that are acceptable to everyone. This will increase the
commitment to that course of action, minimise defensiveness if a compromise is
reached.
46
Skills for dealing with difficult behaviour at work
All of us can identify people that we find difficult to work with and for. We may also
experience difficulties with certain clients/customers. Each situation must be viewed
as a problem to be solved rather than a burden to bear.
Managers and supervisors often ask 'How can I handle this person? They are really
difficult'. They are forgetting that there are two sides to every relationship and the
other person probably finds the relationship just as difficult. Understanding a difficult
relationship requires you to see what you are doing or not doing that is affecting
both of you.
Fortunately, truly difficult employees are a minority. Still, even a few can foster
unhappiness and unrest. How do staff become 'difficult'. Most staff do not start out
like that; most want to work hard and satisfy their needs through work, to be
secure, to belong, to win recognition, to enjoy their job and learn new skills. Often,
however, what staff want is not what employers give them. Employers want a
product or service produced with as little trouble as possible. As schools and
colleges become more commercially run, efficiency and profitability will become
more important than the real needs of their employees.
Without realising it, managers can create the kind of negative atmosphere that
causes employees to become difficult. When there is a 'them and us' atmosphere or
when products, services, deadlines or profits are (or appear to be) more highly
valued than the individual's potential and feelings, difficult staff will multiply. People
have long been considered expenses, while stock, work in progress, supplies and
buildings are viewed as assets. Smart employers are now beginning to realise that
people are assets, essential to the success of their organisations.
Difficult staff are often those who swim against the current, the ones who 'act out'
their unhappiness by complaining, sloping off, stealing time and sometimes being
destructive. They are often bright creative people who find they can't express
themselves on the job.
Working for a 'difficult' manager is often a harder problem to solve. Although they
may display similar characteristics and motivations, it is inevitably more difficult to
influence upwards. They may have more power over the situation, your relationship
and the team. You have less control over the situation and may not feel in a position
to make the necessary decision to effect change. Their difficulties can potentially
demoralise the entire team and their staff. Difficult customers or clients are usually
frustrated with their own situations, experiencing feelings of alienation and
powerlessness and you may become the displaced object of their anger. Dealing
with difficult clients can be very stressful, particularly when they are aggressive.
47
“If you are not part of the solution then you are part of the problem.”
It is essential to first examine your own behaviour and attitudes, as these are areas
within your immediate control. You must be able to 'get your shop in order' before
you ask others to make changes in their own behaviour and attitudes. It is not easy
to see oneself clearly. So many habits of thought and perception become ingrained.
In order to see how you contribute to a difficult relationship, you must understand
your own approach - by asking for feedback from others and exposing your
underlying values and ideals.
Other people feel the impact of your presence and react to what you say and do.
People also react from their own perceptions, which may be far from the objective
truth. You receive feedback by wanting and inviting others to share their views of
you by:
 Asking for it directly
 By not reacting to others in an angry, offended or begrudging way
 By building a climate in which people feel free to give feedback easily
 By developing your own skills in giving feedback
 By expressing your reactions so that others know the effect of what they have
said or done
 Inviting questions from others; not cutting them short
Behaviour is at the root of most people's problems - the behaviour of both parties
involved. Behaviour breeds behaviour. If you are angry and show that anger, you
are more likely to have an angry response (or create fear in others). If you behave in
a friendly and pleasant manner, you are more likely to receive a similar reaction; you
can choose your own behaviour regardless of that of others. You can use your
behaviour to hinder or help each meeting. To be convincing, visual and verbal
behaviour must tell the same story.
In every situation there will be moments when your behaviour can rescue or destroy
a chance of communication. Try to take the positive behaviour path at all times.
The majority of people are polite, friendly and easy to deal with; it is only the
occasional one that is difficult. Sometimes they have justification, while sometimes
the other may just enjoy being difficult or may be operating from (bad) habits.
In order to deal with their behaviour or to depersonalise it, you must recognise that:








People demonstrate their frustration in different ways
Difficult behaviour is often a direct result of frustration
They may be nice people underneath
Anxiety can have a strange effect on personality
Whatever the person says it is not a personal insult or intended as such
Do not take personal offence
Only the facts matter at the end of the day; hold out for the facts
Take a deep breath before you speak or act
48
49
Effective Communication
Definition of assertiveness:
'Assertive behaviour allows clear confident communication of our wants, feelings and
needs with genuine respect for ourselves and others…'
Assertiveness means:
 Respecting myself - who I am and what I do.
 Taking responsibility for myself - for how I feel, what I think, what I do. For
example, ‘I FEEL angry…’ is more assertive than ‘YOU MAKE ME FEEL angry…’.
 Recognising my own needs and wants independently of others - as myself not as
someone’s ‘employee’, ‘partner’, ‘parent’, ‘child’ etc.
 Speaking for myself - how ‘I’ feel, think and want.
 Allowing myself to make mistakes - I'm only human.
 Allowing myself to enjoy successes - sharing with others.
 Changing my mind - as and when I choose and taking responsibility for the
decision.
 Asking for time and information - when considering a problem or decision.
 Asking for what I want or need - rather than hoping someone will ask me and
feeling resentful if this does not occur.
 Setting boundaries - what you can/cannot, will/will not do.
 Recognising responsibilities ‘to’ others - rather than having responsibilities ‘for’
others eg as adults we have responsibilities for and to children, we have
responsibilities ‘to’ our managers.
 Respecting other people and their right to be assertive and to be treated
assertively.
Assertiveness does not mean:
 Being ‘soft’ or ‘nice’.
 Always getting your own way or giving in to others.
 Undermining or hurting others.
 Being ‘pushy’ or intimidating others.
 Manipulating others or making them feel guilty.
 Winning or losing.
 Keeping quiet for a ‘peaceful’ life.
 Always behaving democratically.
Advantages of Assertive Behaviour to the Individual
Increased confidence in yourself and others. By developing a strong regard for our
wants, feelings, needs, opinions, skills, capabilities, strengths and weaknesses we
recognise and appreciate those of others.

Increased self-responsibility
By taking responsibility for our wants, needs etc we do not blame others if these
are not met, neither do we ‘excuse’ ourselves.
50
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Increased self control
By managing the behaviour we want, rather than being controlled by others,
events, pure logic or emotion.
Closer working relationships
Assertive behaviour is contagious! People will work with us rather than against
us so we are more likely to achieve objectives especially in an awkward or
conflict situations.
Savings in time and energy
By solving problems and making decisions more swiftly based on merit and not
wasting time and energy in dispute, confrontation, worrying and scheming.
An increased chance of everyone ‘winning’
By increasing the chances of everyone having their needs met, opinions heard
and their strengths put to productive use.
Value & Advantages of Assertive Behaviour to the Business:
 Improved communication with customers, staff, peers & managers.
 Supports & reinforces change situations.
 Decreases ‘fear of the unknown’.
 One message given & received by all.
 Less chance of bullying/victimisation/harassment.
 Savings in time & energy - increased productivity & effectiveness.
 Lower staff turnover/sick absence.
 ‘Can do - will do’ attitude - ‘yes and...........’ not ‘no, not................’.
 Happier, more motivated employees -> happier customers.
 Increase in business revenue.
Behaviours
Passive- YOU WIN, I LOSE
When we do not take into account our own needs/wants or do not
respect ourselves
This is characterised by being a ‘doormat’ and allowing ourselves to be a target for
others. The passive person sees themselves as a victim of unfairness and injustice at
the hands of others or ‘fate’. Decision making is impossible finding it easier to opt
out and let others decide so they can be blamed later on. This makes a passive
person negative and frustrated at their own lack of willpower and reliant on negation
and self pity. When confronted they immediately avoid, deny and agree.
When dealing with this behaviour others become frustrated, resentful, guilty and
confused as whatever is done for this person is never enough. Patience is lost and
the person avoided.
Aggressive - I WIN, YOU LOSE
When we do not take into account others’ needs/wants or do not
respect them
51
This is characterised by being competitive and ‘point scoring’ implying a winning
situation where someone has to lose. This is achieved by putting others down,
riding roughshod over feelings and emotions, conflict and confrontation and
responding with attack. There is little consideration for others’ viewpoints or values
and in extreme, over reacting with verbal abuse and physical violence.
Others having to deal with this behaviour feel pain and dislike which is never openly
expressed for fear of provoking an attack. This leads to harbouring negative feelings
and deep-seated resentment.
Manipulative / Indirectly aggressive – I WIN, YOU LOSE
When we do not take into account others’ needs/wants or do not
respect them by deception
This is characterised by aggressive behaviour that is more subtle and hidden by
deceiving oneself and others and achieving aims by making others feel guilty.
Appearing to hold others in high esteem covers up an undercurrent of disapproval
and a need to control and manipulate them rather than be open and risk rejection.
Questions are not answered honestly and objections often denied.
This behaviour has the effect of making others feel guilty, frustrated, confused and
unsure about how to deal or act with the person as their true opinions and thoughts
are never apparent.
Assertive - I WIN, YOU WIN
When we respect ourselves and take into account our needs/wants and
respect those of others
This behaviour involves genuine and demonstrable respect for ourselves and others.
We accept our strengths and weaknesses and as there is no necessity to win there is
no need to put people down or manipulate them. In accepting responsibility for our
choices and actions, acknowledging needs, feelings and wants, clear communication is
achieved by asking openly for what is wanted and taking the risk of negative
responses. Approval is not dependent on others and we credit ourselves for
achievements.
Others respond positively because they know where they stand and do not feel
threatened or undermined. Assertive behaviour is contagious and often encourages
others to behave in the same way. Relationships are founded on trust without fear
of conflict or manipulation.
Exploring why behaviour differs
Emotional Triggers – Self – esteem
Definition of self esteem
52
'Self esteem is the evaluation we hold about ourselves and our worth which impacts
on our self image…'
This is based upon the extent to which we believe ourselves to be competent, good,
likeable, successful, attractive etc.
Aggressive and passive behaviour stems from low self esteem which leads to feelings
of anxiety and stress when conflict situations arise. These can range from feeling
‘uncomfortable‘ and 'awkward’ to being physically threatened and verbally abused. In
these cases our natural response is either ‘fight’ or ‘flight’.
BEHAVIOUR
BASED ON SELF ESTEEM
‘EVALUATION WE HOLD ABOUT OURSELVES’
LOW SELF ESTEEM
FEEL THREATENED
FLIGHT
FIGHT
FIGHT = AGGRESSIVE
HIT OUT
FLIGHT = PASSIVE
DEFEND
Hitting out with words /
gestures, indirectly by
making others feel guilty
in order to win at their
expense
Backing off, defending to
avoid conflict. Being
submissive and allowing
others to win at own
expense
‘Awkward’ / ‘Difficult’ or conflict situations
Examples of everyday situations which can be threatening:
53
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Having to tell your manager you have made a mistake.
Not getting co-operation from a colleague.
Wanting to refuse requests.
Having to give and receive criticism, feedback, praise etc.
Passing unpopular decisions, giving bad news.
Being on the receiving end of aggressive or harassing behaviour.
Feeling annoyed at not being consulted on an issue that affects you.
Being ‘volunteered’ to do something by others.
Giving presentations, chairing meetings.
These are a few instances that may present problems, however everyone has their
own unique list of ‘threatening’ situations or emotional triggers. The issue at these
times is that we feel ‘locked’ into responding passively, aggressively - directly or
indirectly.
Assertiveness gives an option for responsive behaviour
For example:
A colleague has asked you to help with some work. You are busy with something
else.
 Assertive response - ‘I realise this is important, however I need to finish this off
first, how about in an hour?’ - Takes account of both your needs & theirs’

Aggressive responses - ‘You must be joking, I’m up to my eyes in work, can’t you
manage this yourself?’ - Takes into account your needs, ignores theirs’

Indirect Aggressive response - ‘I’ve had enough today and now you ask for help!
I’m totally overloaded, honestly, our boss doesn’t have a clue what goes on!’ Ignores their needs, tries to induce guilt feelings, aggressive towards boss

Passive response - ‘Well, I’m a bit busy now, but OK, what’s the problem? I’ll see
if I can help for a while.’ - Takes into account their needs, ignores own
The reasons for and roots of why we behave the way we do, what triggers feeling
uncomfortable or threatened are very complex and concerned with our psychological
make-up, childhood and family patterning, inherited characteristics, environment and
cultures.
The capacity to behave passively, aggressively and assertively is within everyone and
varies from one situation to another. It would not be appropriate or possible to
remove passivity or aggression from our behaviour but we can increase our ability to
respond assertively. This can be achieved by focusing on the situation that we find
challenging or where self-confidence is low and improving the use of skills associated
with assertive behaviour.
54
55
Communication Skills
1 Posture
Good posture is the natural alignment of the body, without any undue tension or
strain. The body is aligned when a straight line can be drawn from the ear to the
shoulder to the hipbone and then to the knee. Poor posture is often a result of
developing bad habits, such as slumping at your desk. This poor posture becomes
comfortable, and provides the base for other behaviours.
Tension travels quickly through the body, and is highly contagious. For example
tension in the hands due to nervousness before a presentation, can easily affect the
neck and vocal cords, resulting in disrupted production of speech.
There are many exercises that can easily be done in the work place to reduce
tension:
Rolling the head gently forwards, stretching the neck
Revolving the shoulders forward and back
Lifting your arms above your head then flopping them down, at the same time
breathing out
2 Breathing
Breath is the energy source of voice and speech. It is possible to develop the muscles
of the diaphragm to deliver breath in the most economic and controlled fashion.
Often we only use the top part of our lungs, not utilising the full capacity of lower,
much larger half.
If breath is inadequately produced, the voice will suffer, for example:
Tension can produce uncontrolled speech, which can sound strident or
breathy
The voice can sound underpowered
Breathing can become very audible
Breathing can be an effective way of reducing stress, and helping control the fight or
flight reaction. Simply taking deep breaths, not forcing the air down, but simply
allowing it to fall gently into the lungs, followed by a slow breathing out, lasting at
least as long as the in breath, can quickly reduce tension.
3 Pace
Better breathing leads to less frequent breaths, and allows you to control the pace
and pauses in your speech. Pauses help you recharge physically and mentally, and
allow your listener to assimilate what has been said.
56
Very rapid pace can sound lacking in confidence, and slow ponderous speech can fail
to hold attention.
4 Pitch
This is determined by the frequency of vibration of the vocal chords. Tension can
cause the pitch to be too high, and we can overcompensate and pitch too low.
Many speakers use a restricted pitch range, which sound boring; others may over
colour their speech, and may appear artificial or insincere.
The pitch rising at the end of a sentence will encourage a response, whereas a falling
pitch will discourage one.
5 Emphasis and Rhythm
This is the amount of stress we put on words, often on nouns, and can completely
alter the meaning of a sentence. Too much emphasis can sound hectoring, as with
some public speakers.
6 Articulation and Projection
Voice is converted into speech through the actions of the speech organs on the
breath i.e. the tongue, the lips, the teeth, the jaw and the hard and soft palates. If you
articulate well your voice can be more clearly understood. Conversing in whispers
help focus on this skill.
Increasing volume is often associated with increasing pitch, which will reduce impact.
Poor breathing and voice control can lead to speakers forcing their vocal chords to
‘snap’ when wishing to project their voice. This can produce a strident, strangulated
sound, and can damage the vocal chords over time. It can be helped by good
breathing, relaxing the throat by sighing and yawning, and by good articulation.
57
Effective communication
WORDS (7%)
Assertive
Aggressive
Long, rambling statements
Statements brief and to the
point
Excess of ‘I’ statements
Fill-in words: maybe
Frequent apologies
‘I’ statements
Distinctions between fact
and opinion
Boastfulness, ‘my’
Opinions expressed as facts
‘I should’, ‘I ought’
Constructive ‘criticism’
without blame or
assumptions
Threatening questions
Few ‘I’ statements
Questions to find out the
Blame put on others
thoughts, opinions, wants of
others
Passive
Self put downs
Suggestions not weighted
with ‘advice’
MUSIC (38%) and DANCE (55%)
Sarcasm and other put
downs
Non Assertive
Assertive
Aggressive
Quiet
Whining
Low energy
Hesitant
Level Tone
Natural rise & fall
Warm
Firm
Loud, sarcastic
Hectoring
Little variation
Fast
Facial
expression
Eyes downcast
Brows wrinkled
Frequent blinking
Appropriate eye contact
Eyes staring
Frowning
Chin out
Posture
Collapse
Not straight
Still and rigid
Square
Straight
Mobile
Leaning forward
Tense
Hands
Nervous
Fiddling
Touching fact
Easy natural movements
related to words
Finger pointing
Fists
Tapping finger
Feet
Fidgeting
Wrapped around leg
Firmly planted
Tapping feet
Type
Voice
Volume
Tone
Pace
58
Non-verbal communication
Positive Personal Signals
Behaviour
Reason
Leaning forward
Concentration
Increase
emphasis
Leaning back
Circumstances
Response
Sales meetings
Negotiation
Putting ideas across
Make points clear
State your own case
Maintain a win-win
approach
Allow silence for
thought
Ask if more
information is needed
Wait for the other to
speak first
Ensure the occasion
doesn’t dawdle
Maintain openness of
situation
Be positive about your
own case
Allow time for
thought/absorption
Make points clear
Check
Maintain positive
attitude
Check understanding
Taking time to
think
Inviting
expansion
Looking for
conclusions
Clasping both hands Extreme
behind back
confidence
Relaxation
‘Steepling’ fingers
After a
proposition/exploration
Towards end of
meeting
Stroking chin
Great interest
Great
concentration
Learning situation
Need to absorb
information
Interest
Listening
Discussion
Instruction
Leaning chin on
knuckles
Tilting head
Non threatening
situations
In charge of situation
Can be patronising
59
Negative Personal Signals
Behaviour
Reason
Circumstances
Response
Invite people for
particular topics only
Keep the meeting on
course, to the point
Direct questions to
individuals
Give individuals a
specific role
Clarify the message
Acknowledge the
disagreement but give
your reasons and
benefits of co-operation
Ask for
reactions/feelings
Ask for suggestions to
improve the
acceptability of what
you say
Allow expression of
views
Show you appreciate
there are differences
and give your reasons
for your stance
Keep concise and to the
point
Invite for specific topics
only
Give a specific role
Allow expression of
opinion
Show you acknowledge
a difference
Give your reasons
Yawning/cupping
chin in hands
Boredom
Fatigue
Long meetings
Inactivity – no
participation
Scowling
Annoyance,
disagreement,
confusion
Exchange of
opinions/ideas
Unwelcome instruction
Poor communication
Continues
straight gaze, no
head movement
Failing attention
Dislikes what is
communicated
Lack of cooperation
Disciplinary/dispute
occasions
Unwelcome instruction
One hand on back Disagreement,
of neck
annoyance
Discussions of views,
actions etc..
Wants to put a
different view
Drumming
fingers/tapping
foot etc.
Impatience
Boredom
Long drawn out
meeting
Topic irrelevant to
them
Looking over
spectacles/narrow
ing eyes
Disapproval
Disbelief
Dislike
Expects to challenge
Patience may be short
60
Behaviour
Reason
Circumstances
Response
Glasses removed
and put down
No longer
listening
Has made a
decision
Has heard all that is
necessary
Does not want to hear
more
Shifting position,
continually
avoiding eye
contact
Not relaxed
Disagreement
(different from
just staring into
space)
‘Difficult’ situation
Wants to end the
occasion
Wants to challenge
Stroking
nose/rapid
blinking
Exaggeration
Lying
Defensive occasions
Negotiations
Ask for the
conclusion/decision
Acknowledge their
reluctance to continue
but say there are other
points
Keep the rest brief and
relevant
Encourage verbal
participation
Ask open questions
Direct questions to the
individual
Ask for a response or
alternative
Keep the atmosphere
positive
Ask for clarifying detail
Maintain a confident
attitude
Challenge concisely but
not threateningly
61
Possible Sources Of Bias In Assessment
Error
Halo
Horns
Primary
‘Recency’
Central tendency
Strictness/leniency
Mirror
Prejudgment
Blind spot
Safety
Stereotyping/
prejudice
Description
Definitely
present
for me
Possibly
present
for me
Definitely
absent
for me
Assessing highly in all
aspects because of one
aspect
Assessing poorly in all
aspects because of one
aspect
Where one single event,
success or failure sticks in
the mind and unfairly affects
overall assessment
Allowing events close to
time of assessment to have
unfair weighting
Reluctance to use extremes
of any rating system
Assessing too high or low
when compared to the
standard
Assessment based upon
similarities or otherwise to
the appraiser
Making an early
assessment of performance
and adjusting ratings to fit
Failing to detect
weaknesses because the
appraiser has the same
defects
Avoiding negative
comments in order to avoid
conflict
Giving an individual
characteristics based on
membership of a group,
regardless of whether they
apply to this individual
62
Personal Feedback Questionnaire
Working on your own please complete the questionnaire below. Be as honest as you
can and try to identify the areas where you could focus your efforts to improve your
feedback skills.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
Question
Do I consider giving feedback an essential part of my job?
Do I know someone whose feedback skills I admire and might
emulate?
Do I give feedback often enough?
Is my feedback always timely?
Is my feedback always appropriate?
Has my feedback ever missed the mark through being ill timed,
badly prepared or poorly expressed?
Have I ever backed down because an aggressive response to
feedback?
Is my feedback always concise and specific
Do I always consider the needs of the person I am giving feedback
to?
Is my feedback always intended to help?
Am I confident that my feedback is always heard?
Am I confident that my feedback is always understood?
Am I confident that my feedback is always acted upon?
Are there people I avoid giving feedback to?
Do I give sufficient acknowledgement and praise?
Do I ever give feedback just to make myself feel better?
Does my feedback always look at ways of improving the situation?
Does giving and receiving feedback have relevance in my life outside
work?
Have I got a clear idea of my strengths and weaknesses in giving
feedback?
Can I receive positive feedback without getting embarrassed or
dismissive?
Can I receive negative feedback without getting defensive?
Can I give feedback equally well to my boss, my peers and my staff?
Can I receive feedback equally well to my boss, my peers and my
staff?
Yes
63
No
The GROW sequence worksheet
The issue
Goal


Reality – what’s happening now?
What’s working? What could be working better? What’s missing? What obstacles do
you see? What have you done so far?

64
The GROW sequence worksheet continued….
Options – what could you do?

Way forward – what will you do?
When will you have done it? How long will it take? Who else should know? What
could stop you from doing it? When will you start?
On a scale of 1 to 10 score your:
Intention  enthusiasm  commitment 

Follow-up review of actions
65
Examples of useful questions when using ‘GROW’
Goal

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
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What is it you would like to discuss?
What would you like to achieve?
What would you like from (to achieve in) this session?
What would need to happen for you to walk away feeling that this time was
well spent?
If I could grant you a wish for this session, what would it be?
What would you like to be different when you leave this session?
What would you like to happen that is not happening now, or what would
you like not to happen that is happening now?
What outcome would you like from this session/discussion/interaction?
Is it realistic?
Can we do that in the time we have available?
Will that be of real value to you?
Reality

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


What is happening at the moment?
How do you know that this is accurate?
When does this happen?
How often does this happen? Be precise if possible.
What effect does this have?
How have you verified, or would you verify, that this is so?
What other factors are relevant?
What is their perception of the situation?
What have you tried so far?
Options

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





What could you do to change the situation?
What alternatives are there to that approach?
Tell me what possibilities for action you see. Do not worry about whether
they are realistic at this stage.
What approach/actions have you seen used, or used yourself, in similar
circumstances?
Who might be able to help?
Would you like some suggestions form me?
Which options do you like most?
What are the benefits and pitfalls of these options?
Which options are of interest to you?
Rate from 1-10 your interest level in/the practicality of each of these options?
Would you like to choose an option to act on?
66
Wrap up

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
What are the next steps?
What might get in the way?
Do you need to log the steps in your diary?
What support do you need?
How and when will you enlist that support?
67
Performance Management Crib Sheet
Poor Performance
Steps for dealing with poor work performance:
Step 1 – Discuss the performance issue with the staff member
Step 2 – Implement any training or support requirements arising from the initial
discussion (if reasonable)
Step 3 – Conduct performance review after agreed period of time
Step 4 – If performance has not improved set clear achievable objectives and ensure
that staff member is aware that if performance does not improve within
the agreed timeframe that either the Incapability Policy or Disciplinary
Policy may be invoked.
Step 5 – Conduct performance review at agreed time
Step 6 – If performance has not improved then invoke Incapability or Disciplinary
Policy (whichever is relevant) and seek advice from HR. HR will then guide
you through the process of setting up a formal hearing.
Ensure that all steps are agreed in writing and the staff member is fully aware of the
risks if their performance does not improve. Any agreed work objectives may be
long term or short term (ie ranging from months or weeks), but should be
measurable – ie you will complete x piece of work by y date.
Exceptional Performance
We are committed to looking at ways in which we can reward high performance,
but of course, unlike commercial organisations we cannot offer significant financial
rewards. There are however a range of other things we can do to reward high
performance including saying thank you and acknowledging the staff member for
what they have done.
Steps for rewarding exceptional work performance:
Step 1 – Arrange a performance review or 1 to 1
Step 2 – Congratulate and thank the staff member for their hard work
Step 3 – Ask them what you can do to reward them (other than money). This could
include access to training opportunities, career development, time off in
lieu, secondments or opportunities to engage in other projects.
Step 4 – Make a record for their file.
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Performance management - preparation forms
Performance Management
-
Individual Preparation guide
for Performance Management
I have given you this guide to help you think about and prepare for our
Performance Management (PM) meetings. Some or all of the prompt questions
below may assist you with this.
The reason for our PM meetings is to have a discussion about your priorities for
the next year, agree some objectives and identify the key activities for you to
achieve those objectives. We will also discuss and agree ways to measure how
you achieve your objectives and activities (success criteria), the time scales and
the resources you will need. When we have worked through and agreed the
overall work plan, we will then discuss any related learning needs you may have
(skills and/or knowledge) and how they will be fulfilled (Learning and
development plan).
If you have any queries about the process or the PM system generally please let
me know. You can also consult the Performance Management Intranet pages via
the HR Global Gateway.
Preparation guide – personal objectives
Thinking about the year ahead - what contributions do you hope to make to
Save the Children?
eg 'help implement xxxx new system by managing team of operators'; raise
funds for xxxx, from xxxx'
How might these be phrased to demonstrate outcomes (specific objectives)?
eg xxxx team motivated, competent and confident to complete stage xx of the
xxx system implementation; £ xxxx income raised from xxxx area/branch.
What are some activities you will need to carry out to achieve these outcomes?
eg carry out PM process, hold regular team meetings and individual 1:1
meetings, arrange training; produce action plan, brief volunteers, produce
regular progress reports.
How will we know that the activities and objectives are completed on time and
satisfactorily?
What might stop you achieving the activities and objectives?
Preparation guide Learning and development needs
Thinking about your proposed objectives - what are your existing strengths that
will help your achievement? Do these need developing further? Are there any
areas where you might need to acquire new knowledge and/or skills?
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How are your supervision (1:1) arrangements supporting you? Are any
adjustments required?
Any other comments?
Performance Management Reviews
-
Individual Preparation guide
I have given you this guide to help you think about and plan for your Performance
(PM) review meeting so that you feel prepared and confident. Some or all of the
prompt questions below may assist you with this.
The main objectives for our PM review meeting are to have a discussion about your
achievements against your personal objectives and prepare an agreed signed
summary record of the review. I will then send this record to HR where it will be
filed confidentially on your personal file. The meeting will normally involve jointly
assessing progress or achievement on your objectives and activities using the
previously agreed success criteria. We will also review your learning and
development needs, discuss your supervision arrangements and agree any necessary
adjustments.
We will also discuss my view of your overall performance indicated by a rating on a
1-4 point scale. A description of these ratings is given at the end of this form.
If you have any queries about the review process or the PM system generally, please
let me know. You can also consult the Performance Management Intranet pages via
the HR Global Gateway.
Preparation guide - personal objectives
Looking at the time scales and success criteria, which objectives and activities have
been completed?
Were they completed to your own satisfaction? How might you have carried out
tasks differently?
Which objectives and activities have not been achieved to plan and why?
For example:
Did priorities change?
Were the resources agreed on the personal objectives plan available at the right
time and in the right quantity/quality?
What could you or others have done differently to meet the objectives/complete the
activities?
70
Which tasks/activities have you found the most difficult and why?
What changes might you propose to your personal objectives for the next period?
Preparation guide - Learning and development needs
Have the development activities identified been carried out to plan? Were your
learning objectives met? If not - what actions do you propose?
Are there any other learning needs you have identified through your work so far? Is
there any learning required to help you achieve any proposed personal objectives for
the next period?
How have your 1:1 (supervision) arrangements supported you? Are any adjustments
required?
Any other comments?
71
Save the Childrens Performance Management rating scale
1 Outstanding Performer - exceeds the requirements of the role
This means that the individual significantly exceeded his or her objectives in the
period under review, and is likely to have developed the scope of the job by looking
beyond the immediate tasks required and making a wider contribution. The
individual would have demonstrated a commitment to continuous professional
development and would not only have completed the learning and development plan
but also have shown a willingness to assist others in achieving their learning and
development plans.
Staff who consistently demonstrate this type of performance would be considered as
giving added value not only by their manager but by others, for example, their peer
group or their staff if they are a manager. They will be an example to others; they
will be a recognisable role model of competence and good practice.
2 Good Performer – doing the job fully and well
This means that the individual fully met the expectations of his/her role, by achieving
the objectives to the standards agreed. The work is good, targets are met and the
learning and development plan is achieved. This level would be the standard to which
all staff would normally be expected to perform.
It may be that the individual is working at optimum level. However, there may be a
lack of challenge, opportunity or stimulation that would assist some one who is
interested in moving to the 1 rating.
The action plan would address this issue by agreeing challenging short-term
objectives, for example, related to a new project; involvement in a cross organisation
working party; representing the team at an external event.
3 Developing Performer – further development needed
This means that the individual did not fully meet the expectations of the role for one
or more of the following reasons:
Because he or she

was new into the role and still learning – or still in the development phase of
a complex role; and/or

did not achieve a vital objective or fell short of the standards required on
some; and/or

did not complete the learning and development plan without good reason
Consideration will need to be given to the individual’s next learning and
development plan to enable him or her to move to the ’good performer’ assessment.
The action plan might include further discussion of the issues to agree some more
detailed success criteria for the next work plan, coaching by the manager,
consideration within the learning and development plan of wider development
activities.
72
4 – Unsatisfactory Performer
This means that the individual did not meet the expectations of the role because he
or she did not achieve most of the objectives and/or complete the learning and
development plan. Rating at this level is not acceptable for the longer term and the
line manager and the individual should quickly agree an action plan for moving
forward.
It may be that the individual who does not have the potential to achieve the
requirements of this role. An option for the action plan is to explore suitability for
the type of work.
The action plan might include revised frequency of 1:1 meetings, coaching by
managers or peers, agreeing a detailed short - term learning and development plan.
73
Performance management form
Name:
Dept/Programme:
Date/Year:
Purpose:
OBJECTIVE
ACTIVITIES & RESOURCES
SUCCESS CRITERIA &
TIMESCALE
REVIEW:
STAFF MEMBER’S
COMMENTS
REVIEW:
MANAGERS COMMENTS
LEARNING & DEVELOPMENT
NEEDS
LEARNING OBJECTIVES
HOW AND BY WHEN WILL
THEY BE MET?
REVIEW:
STAFF MEMBERS
COMMENTS
REVIEW:
MANAGER’S COMMENT
Date:
OVERALL PERFORMANCE RATING:
Additional Comments on rating:
Signature
Signature (Manager)
Performance management form
Name:
Dept/Programme:
Date/Year:
Purpose:
OBJECTIVE
ACTIVITIES & RESOURCES
SUCCESS CRITERIA &
TIMESCALE
REVIEW:
STAFF MEMBERS COMMENTS
LEARNING & DEVELOPMENT
NEEDS
LEARNING OBJECTIVES
HOW AND BY WHEN WILL THEY
BE MET?
REVIEW:
STAFF MEMBERS COMMENTS
Date:
OVERALL PERFORMANCE RATING:
Signature
Signature (Manager)
REVIEW:
MANAGERS COMMENTS
REVIEW:
MANAGERS COMMENT?
Performance management form
Additional Comments on rating:
Name:
Dept/Programme:
Date/Year:
LEADERSHIP BEHAVIOURS (How?)
Strategic Leadership
Rating
Operational Leadership
Rating
Personal Leadership
Communicating Vision and Strategic
Purpose
Delivery of Results
Action Orientation
External Orientation
Managerial Courage
Approachability, Integrity and
Trust
Strategic Awareness
Building High Performance
Teams
Management of Cultural
Differences
Situational Agility
Innovation and Creativity
Self Development and Self
Management
Leadership of Change and
Transformation
Customer Focus
Rating
Performance management form
Additional Comments on leadership behaviour ratings: