Performance Management:
Leading Workplace Performance
For Management Personnel
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Management’s Roles and Responsibilities
Setting Goals and Expectations
Performance Coaching
Guidelines for Effective Performance Discussions
Prepare for the Performance Discussion
Conducting the Discussion
Performance Review Document Enhancements and Timeline
Summary
Resources
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Greater accountability
On-going assessment and communication of
employee performance
Performance reviews will be used to assist in
determining promotion, pay, annual salary
increases, and overall employment status
Determine employee annual salary increases
as part of the new compensation system
Prepare to enter into potentially difficult
discussions as we move forward
Assess knowledge, skills and abilities (KSA’s)
of yourself and your supervisory team
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Vision/
Values
Strategic Plan:
Organizational
goals/objectives
Tactical Plans
goals/objectives
Departmental
goals/objectives
Individual and/or Team
goals/objectives
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What does success as a manager
look like?
What does success as a manager
look like in your organization?
How do you distinguish between
good and poor performance with
your employees?
To whom and when do you provide
performance feedback?
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All organizations must be wise about their choice of
strategies to remain competitive
Everyone and everything in the organization must be doing
their part to ensure strategies are implemented effectively
Managers are responsible for the results
accomplished by their employees
Simply put, effective performance management ensures that
goals are consistently being met in an effective and efficient
manner
“Being busy is not the same as producing results”
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1
Setting Goals & Expectations
•Define job criteria by which performance will be
measured based on job description
•Establish goals and objectives
•Communicate expectations to employees
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•Rework objectives or performance standards, if
necessary
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Annual Performance Review
Performance Coaching
•GU Performance Review
•Define coaching
•Mistakes to Avoid
•Give effective feedback
•Behavior Based Statements
•Recognize employees’ area of development
•Coach for better performance
•Document
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Goals are an essential part of successfully conducting business. Goals
provide the motivation and direction necessary for growth and success
in every area of an organization
Module Objectives
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Understand the importance of setting goals/expectations
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Learn to set SMART goals
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Discuss performance standards
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Practice setting goals and standards
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Be open to reworking goals/expectations when necessary
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Setting Goals and Expectations
An effective goal statement provides an
excellent basis for setting and monitoring
progress toward strategically aligned goals
Effective goal statements ensure objectivity
in measurement
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Setting Goals and Expectations
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Establish strategic DIRECTION
Set TARGETS
Identify EXPECTED results
Improve TEAMWORK through a common sense
of PURPOSE
Provide a FAIR basis for appraising
performance
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Setting Goals and Expectations
 Specific
– goals need to be specific in order to be achieved.
“Improving
customer service” vs. “Reduce customer drop-out rate to less than 20%”.
 Measurable
– goals need to be quantifiable and measurable in a way
that leaves no doubt that the goal has been achieved. Employee should
know how progress will be measured.
 Agreed
Upon – goals should take into account the knowledge and
needs of the people involved in accomplishing them. When there is buy-in,
people are more willing to make efforts toward achievement of goals.
 Relevant– A relevant goal aligns with existing plans and priorities of the
organization. It reflects the results which must be improved or maintained
to successfully accomplish the mission.
 Timed
– goals exist within the context of a schedule. There needs to be
an agreed upon timetable that incorporates regular, structured review and
assessment of progress toward the goal.
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Setting Goals and Expectations
Train all supervisors on the revised Performance
Management and Compensation Systems by
March to ensure that they can:
 understand the university compensation
system
 understand the university performance review
forms and procedures
 set SMART goals
 effectively manage the performance of their
employees throughout the year
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Setting Goals and Expectations
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It is important to note that in today’s world
change happens suddenly and without notice.
Objectives may change based on the
organization’s needs. Be sure to adjust
employee goals and objectives accordingly.
It makes no difference if the barrier is tangible
or solely in one’s own mind (psychological) the barrier is real. Therefore, it is very
important to:
 Identify and remove the obstacles
 OR adjust objectives accordingly
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Setting Goals & Expectations
•Define job criteria by which performance will be
measured based on job description
•Establish goals and objectives
•Communicate expectations to employees
3
•Rework objectives or performance standards, if
necessary
Annual Performance Review
•GU Performance Review
•Mistakes to Avoid
•Behavior Based Statements
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Performance Coaching
•Define coaching
•Give effective feedback
•Recognize employees’ area of development
•Coach for better performance
•Document
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The role of the coach is to clearly communicate
performance expectations and standards, give regular
performance feedback and develop the skills of the
employees. The best coaches, by their mere presence,
improve performance and uplift energy, morale, and
focus.
Module Objectives
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Explore the purpose of coaching
Learn to effectively recognize employees
Learn to give performance improvement feedback
through coaching
Discuss how to handle poor performers
Practice performance coaching
Learn when and how to document performance
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NO NEWS
IS
GOOD NEWS
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Performance Coaching
To be a great coach, capable of elevating
performance, you need to know:
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The role of the coach
How to use fundamental coaching tools
Expectation of performance (what to
measure)
Employees’ strengths and limitations
Employees’ long term goals
Employees’ developmental goals
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Performance Coaching
 New
Hire
 Orientation, training, recognition, redirected, learn the culture
 Problem
Performer
 Recognize that a problem exists and
analyze what’s causing it
 Coaching for improved performance
 Satisfactory
Performers
 Recognize good work, discuss ways they
can grow
 Development coaching
 Promotable
Person
 Development coaching
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Feedback = communication regarding the effect one’s
behavior is having on another person, the team, the
organization, or the customer
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Positive feedback = involves telling someone about
behavior that meets or exceeds standards and
expectations. Provide specific examples and explain
how these behaviors benefit the organization
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Constructive feedback = alerts an individual to
behaviors which could improve. Constructive feedback
is not criticism; it is descriptive and should always be
directed to the action, not the person
Performance Coaching
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A manager’s role is to get things done
through people. Giving and receiving
feedback can strengthen the partnership
between manager and employee. It also
creates a positive, motivating work climate.
Useful feedback serves to:
 Keep the performance on track, and
 Get the performance back on track
One of the most productive things a
manager can do is provide specific, ongoing
feedback
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Performance Coaching
Feedback should be:
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Specific, direct and honest
Focused on the what not the who
Done at the right time in the right place
Consistent
Solution-oriented
Most importantly, treat others with RESPECT
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Performance Coaching
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Describe the behavior observed -- be specific
Explain why it is important
Thank the employee and express your personal
appreciation
Encourage them to continue doing well
Record the conversation
Example:
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Chris, I just saw the way you handled the situation where Derek was using a tool
improperly. You approached him in a calm and non-threatening manner. You
treated him very professionally and educated him on proper usage of equipment.
Having a safe working environment is important to all employees at Gonzaga.
Actions like yours help keep this a safe place to work.
Thank you for taking the initiative and helping your co-worker. It means a lot to
me to know that you really care and will do what you can to maintain a healthy
and safe environment.
Keep up the good work!
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Focus on the employee’s performance issues.
Describe the specific behavior and why it concerns
you
Explore the causes of the employee’s poor
performance by listening to the employee. Seek
agreement on how to solve the problem(s)
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Explore options for improvement by asking for
the employee’s ideas for solving the problem
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Agree on a specific plan for improvement
(describe consequences if necessary)
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Express confidence, set a follow-up date and
document the agreement
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Performance Coaching
At times, the coach is faced with an employee who demonstrates an
inability to reach standards and goals. It is important that the coach
do something about it, or the virus of “mediocrity” could infect the
entire department.
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Focus on the fact that the employee has not corrected the
performance problem
Explore the causes of the employee’s poor performance and seek
agreement on how to solve the problem(s)
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Explore options for improvement
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Agree on a no-compromise plan for improvement
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Document agreement and follow-up
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Performance Coaching
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Coaching may not always result in a change of
behavior. If this should happen, partner with
Human Resources to progress to the next
phase(s) of corrective action.
Sometimes coaching is not the right approach.
In incidents of inappropriate conduct it may be
necessary to bypass coaching and go directly
to corrective action. If this should happen,
partner with Human Resources to determine
the most appropriate next step.
If a serious situation should occur, call Human
Resources
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Liability Issues
 Disparate Treatment - Gender Equity – Discrimination –
Retaliation etc.
Guidelines to Avoid Liability
 Be consistent in setting expectations and performance review
criteria for similar positions
 Apply ratings consistently across organization
 Address performance concerns as soon as possible (deal with it
or live with it)
o Performance Notice, Letter of Expectations, Corrective Action
Plan
o GU policies and procedures
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Gather the facts and document year round and on each
employee
Use HR as a resource
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Performance Coaching
Below is an example of steps used for
addressing unsatisfactory job performance.
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Verbal Coaching (ASAP)
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Performance Notice (Documenting discussion of
issues)
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Letter of Expectation
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Corrective Action Plan
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End of Employment
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Performance Coaching
Documentation includes everything you write down that concerns an employee’s performance. It is
essential that everything you write about a person’s performance be clear, accurate, and free
from bias. A clear written record of discussions about performance issues can prevent
misunderstandings and provides proof that employment decisions (corrective action,
promotions, review scores, etc.) and actions were based on fair, objective, job-related criteria.
Below are key components of documenting performance:
Accurate
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Document as incidents occur rather than from memory
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Describe those actions you directly observed or heard; NOT hearsay
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Concentrate on job-related incidents
Behavioral
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Document specific behaviors about job-related facts rather than describing employees’
personality
Consistent
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Balance the documentation; cite both positives and negatives
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Use the same format and level of detail for each employee
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Minimize your role as a judge. Work for a
collaborative environment.
 Emphasis should be on improvement and
learning for the future rather than criticism of
the past
 Effective feedback involves what or how
something was done, not why. Asking why is
asking people about their motivation and that
provokes defensiveness
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Discuss positive as well as unsatisfactory
performance
 Provide specific examples and explain how
these behaviors benefit the organization or
why they are problematic
Work for understanding, rather than complete
agreement
Never compare one employee with another
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No surprises.
 Poor performance should have been
addressed when it happened
 The Performance Review Discussion is not
the place to mention it for the first time
 If poor performance has been significant, a
Performance Improvement Plan should be in
place
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Avoid common rating errors in forming your
opinion of performance.
 The halo effect - Letting one favored trait or work factor influence
all other areas of performance, resulting in an unduly high overall
performance rating
 The horn effect - Allowing one disfavored trait or work factor to
overwhelm other, more positive performance elements, resulting in
an unfairly low overall performance rating
 Most recent behavior - Failing to take into account the entire
evaluation period and focusing on a recent performance episode,
positively or negatively. Base your evaluation on representative
information from the whole evaluation period to avoid this error
 Personal bias - Allowing personal feelings toward employee to
influence rating
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Examples of ineffective ways to give feedback:
 Being personal
 Giving feedback in public
 Not being factual
 Giving a subjective opinion
 Waiting until weeks or months after the fact
 Not being specific
 Providing feedback on issues over which the
employee has no control
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Examples of effective ways to give feedback:
 Keeping the feedback to behavioral issues
 Giving it in private
 Providing it with the intent for improvement
 Giving it in a timely manner
 Being specific
 Keeping the content to issues the employee
can control
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As you prepare to hold the
Performance Discussion for employees,
consider several factors.
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Make sure job description is up to date from your
perspective
Include a copy of job description when you provide
the self-review and ask employee to assess
whether it is still an accurate reflection of their job
Use job description as a starting point for
performance discussion and goal setting
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Choose a quiet, private, neutral place where you will
not be interrupted during the meeting
 Give employee your full undivided attention (e.g.
don’t answer cell phone/work on lap-top/allow
others to interrupt/etc.)
Confirm the time and place of the meeting with the
employee
Allot at least one hour for both you and the employee
to adequately and thoroughly give input and express
concerns about his or her performance. This will
eliminate schedule conflicts and help set the tone for a
productive discussion
First, ask yourself:
 Do they know the performance standard?
 Are they able to do it (skill level)?
 Do they have all the resources to do it?
 Are they willing to do it (motivation level)?
If not, what can YOU DO to fix the situation?
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The employee’s self-assessment
Any notes you made during the year
Documentation from coaching sessions
Feedback you gathered from employee’s
colleagues, customers, students, etc.
Any other information you have that bears on
performance
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Start on a positive note
Set the tone as one of communication and
feedback
Discuss responsibilities, clarify expectations
and compare actual performance to
performance standards
Use documentation to discuss specific
instances of performance
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Ask for the employee's assessment, comments and
suggestions
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Listen carefully and seek to understand what is being said
Don't interrupt
Ask for examples
Liberally use the phrase, "Tell me more"
Avoid becoming defensive
Don't take it personally
Be open-minded—there may be a better way
Admit mistakes
Don't try to fix blame on someone or something else
Thank the employee
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Setting Goals & Expectations
•Define job criteria by which performance will be
measured based on job description
•Establish goals and objectives
•Communicate expectations to employees
•Rework objectives or performance standards, if
necessary
3
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Annual Performance Review
Performance Coaching
•GU Performance Review
•Define coaching
•Mistakes to Avoid
•Give effective feedback
•Behavior Based Statements
•Recognize employees’ area of development
•Coach for better performance
•Document
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Timeline of Key Months Document - Outlines process for
completing review
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Overview Document - Compensation philosophy,
guidelines and annual review rating definitions
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Employee Self-Review Document - Contains self
assessment and employee goals
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Annual Performance Review Document - Performance and
behavior criteria
Performance Review Packet can be found at
www.gonzaga.edu/humanresources
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Supervisor forwards signed document to the
department head, dean, or area vice president
for signature
Original signed copy of the review should be
sent to Human Resources to file
Supervisor should conduct on-going
performance discussions, maintaining open
communication, and work on the outlined
goals throughout the year
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Typically, annual salary increases spreadsheets will be
distributed for approval/signature by Human Resources
to the Area Vice President and should be returned to
Human Resources as part of the annual budgeting
process
Any employee concerns regarding performance review
content should be addressed within the Area Vice
President Division
Final annual increase spreadsheets are provided to
Payroll for loading from Human Resources
Annual increases will be communicated by the
President
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Performance Management is an ongoing feedback
process designed to help employees gain greater
competence and overcome barriers to improving
performance.
The goal of coaching is to create a change in behavior,
to move employees from where they are to where you
want them to be.
Recognition is a vital component to performance
coaching. Thanking employees and providing them
with specific examples of good and exceptional
performance encourages them to continue doing well.
Following the guidelines from this session will help improve
the performance of your employees and department, while
avoiding legal liability.
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
Performance Conversations
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It’s Okay to Be the Boss
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Performance Management
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Writing Performance Documentation
by Christopher D. Lee, PhD
by Bruce Tulgan
by Robert Bacal
by Janis Fisher
Chan
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www.gonzaga.edu/gutraining
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