Participating in Performance Dialogue

Appraising Planning for performance performance

Managing & coaching for performance

Information Session for M-level Staff Members

www.mcgill.ca/hr/dialogue

Participating in Performance Dialogue

Appraising Planning for performance performance

Managing & coaching for performance

www.mcgill.ca/hr/dialogue

Department of Human Resources

2nd edition, June 2004

Welcome to

Participating in Performance Dialogue

Welcome to the Information Session

Provide you with information and the necessary tools to take an ACTIVE role in the Performance Dialogue process.

Objectives for Today

In the session, staff members will:
understand the goals of Performance Dialogue at McGill; become familiar with the different steps of the Performance Dialogue process and tools; learn to formulate measurable objectives in line with department objectives; learn and apply a structured process for documenting progress.

Introductions

My name

My faculty/unit

Workshop Agenda
8:30 8:45 8:45 9:15 9:15 10:00 10:00 10:15 10:15 11:00 11:00 11:45 11:45 12:05 12:05 12:15 Session opening Activity: Getting at the Issues Performance Dialogue, Process and Self-assessment Coffee Break Phase 1 Planning for Performance: Getting a Head Start Phase 2 Managing and Coaching for Performance: Staying on Track Phase 3 Appraising Performance: No-surprises Appraisal Conclusion

Ground Rules for Learning

Participate fully Share ideas and experience

Respect others opinions

Have fun
7

Activity: Getting at the Issues

Time: 30 minutes Purpose:
Identify and share perceptions of what it takes to make performance appraisal process to work.

Steps to follow:
In small groups (3 or 4 per group)

Using coloured markers, illustrate with keywords, symbols, pictograms

What can go wrong in a performance appraisal process? What contributes to a successful performance appraisal process?

After the small group discussion

Visit other flipcharts and add anymore ideas that come to mind
8

Activity: Getting at the Issues

(Contd)

Activity Debriefing: What are the similarities/differences? What are the factors that contribute to making performance appraisal processes a success?

What I Want to Get Out of This Session

10

Building the Right Foundations for Performance Dialogue

Performance Dialogue

Clear link between faculty/department and individual objectives Ongoing process supported by feedback and coaching Foundation for training and development succession/ career planning Merit is only one among multiple uses Management tool aligned with business strategy and owned by supervisors

11

Performance Dialogue Overview

University Mission
Objectives of Principal and Vice Principal

Appraisal of individual contribution

Faculty/Department Objectives

University objectives Individual objectives Development plans

Identification of training and development needs

Appraising Planning for performance performance

Managing & coaching for performance

Communication of major changes Adjustments and mutual feedback on results

Individual/Team/ Organizational Performance

Coaching Informal follow-ups Review discussions

Performance Dialogue Overview

Clear Expectations
Clarify roles Set objectives

(Contd)

POSITIVE WORK CLIMATE

Feedback
Motivational Corrective

Results
Competency Recognition and rewards Staff development
13

Roles and Responsibilities Planning for Performance

Planning for performance

What are your responsibilities? What are your supervisors responsibilities?

14

Roles and Responsibilities Managing and Coaching for Performance

Managing & coaching for performance

What are your responsibilities? What are your supervisors responsibilities?

15

Roles and Responsibilities Appraising Performance

Appraising performance

What are your responsibilities? What are your supervisors responsibilities?

16

Continuous Performance Appraisal

Whats in it for you? For supervisors? For the University?

17

Effective Performance Dialogue Behaviours Self-assessment

Time: 15 minutes Purpose:
Establish strengths and areas for development related to Performance Dialogue skills

Steps to follow:
Individual exercise (10 minutes)
Complete and score the Self-assessment Tool Identify one or two aspects you would like to develop

With a partner (5 minutes)

Share your areas for self-development with your partner

18

Effective Performance Dialogue Behaviours Self-assessment (Contd)

For each question, insert the appropriate number reflecting your response on the 1 to 7 scale (1 = never 4 = sometimes 7 = always) Add the responses across each line

Planning for performance

+ ( Q1 ) ( Q4 ) + ( Q7 ) + ( Q10 ) + ( Q13 )

35

Managing and coaching for performance

+ ( Q2 ) ( Q5 ) + ( Q8 ) + ( Q11 ) + ( Q14 )

35

Appraising performance
+ ( Q3 ) ( Q6 ) + ( Q9 ) + ( Q11 ) + ( Q14 )

35

19

Performance Dialogue Phase 1

Planning for performance

Getting a head start

20

Why Is It Important to Have Objectives?

To give each staff member a sense that his/her contribution makes a difference
To promote ongoing communication between supervisor and staff member To clarify expectations To provide a clear direction To reinforce pride and self-esteem

21

Cascading Objectives

University Mission

Principals and Vice Principals Objectives Faculty/ Department Objectives

Your Objectives

22

Cascading Objectives (specific example)

23

Planning For Performance

OBJECTIVES for the next reference period:
(3 - 6 objectives is appropriate)

Objectives related to the on-going service of the department:

Objectives related to projects (if applicable):

24

Planning For Performance

TRAINING & DEVELOPMENT ACTION PLAN to enhance performance (including self-development such as relevant reading, courses and temporary assignments).

Specify the skills/knowledge to be developed:

Proposed action plan (immediate and medium term):

25

Roles and Responsibilities

PLANNING FOR PERFORMANCE Review the Universitys mission and global objectives, and the unit/departments priorities & objectives. Meet to set the objectives. Complete the relevant section of the Performance Dialogue form. SUPERVISOR STAFF MEMBER

26

On the Road to Success...

Specific Measurable Achievable Relevant & Realistic Time-bound
Discussed Action-plan Vague & too many objectives Lack of performance criteria Too easy or too difficult Not linked to department priorities or resources not available No deadlines

Imposed by manager No follow-up

27

How SMART Is This Objective?

Financial support:
Administer the financial operations of the unit within budget constraints. Smart version: For November 1st, develop and start providing monthly status report of the units financial operations, based on the agreement with the Director. Monitor the gap between the budget and the year-to-date revenues and expenditures, while providing suggestions to improve the units financial management.
28

The Trap of Setting a List of Activities

For a Hockey Player

Responsibility
Position: Winger

Objective
Score 30 goals during the 20XX season

Activities
Attend 100% of team practices for the 20002001 season Develop and thoroughly apply my personal training plan Lead 90% of the five-player attacks during official games
29

Planning Individual Objectives

What am I responsible for?

Positions Key Roles and Responsibilities Individual Objectives (3 to 6)

Supervisors Objectives and Action Plans

In my role, how can I contribute to the departments success

Performance Indicators

How do I measure my results?

Action Plans
What do I need to do to reach my objectives?
30

Tips for Formulating Result-oriented Objectives

1. Refer to one of your key roles and responsibilities 2. Based on the Universitys strategic plan and departments objectives/priorities, ask yourself the following questions:
How can I best contribute to the Universitys success? What critical result am I expected to produce this year in this area of responsibility? Does this result represent a challenge for me?

3. Avoid verbs such as ensure, follow, support, collaborate

31

Tips for Formulating Result-oriented Objectives

(Contd)

4. Formulate your objective by beginning your statement with:

an action verb in the infinitive which describes what you must do to obtain the result (ex.: to produce, to develop); that in expressing the result / deliverable to be reached (ex.: that all analyses be completed); a verb in the perfect infinitive which makes it possible to express something as if it had already been done (ex.: to have sold by x, to have reduced errors)

5. Use only one verb 6. Specify the deadline or provide the notion of a time-frame (ex.: over the next 12 months)

32

Defining Individual Objectives Exercise: Poorly Formulated Objectives

Steps to follow: You have 10 minutes to classify the following objectives. Here are 15 statements. Five of them have been formulated correctly, while the other 10 have not because 3 do not describe a result, 1 is not time-bound, 1 is unrealistic, 1 is not stimulating, and 4 cannot be measured. Refer to the tips in your workbook.

1
To ensure proper training of personnel by May 5th to avoid problems during vacation period.

2
To support the manager in increasing the number of files to be revised (by 20%) during the year.

3
To inform personnel, on a monthly basis, about internal vacation procedures.

4
To actively participate in all projects to ensure anticipated results are obtained. (Annual)

5
That budget preparation and calculations be error-free.

(Annual)

6
To have increased our production for the current year by 5% while respecting quality standards.

7
To have created, within 6 months, a work environment which is motivating and encourages collaboration.

8
To have implemented the new procedure for filing by year-end.

9
Within 4 months, that 2 employees are trained to work as IT Resources troubleshooters according to the standards and procedures.

10
To increase the skills of workers in their current positions within one year.

33

Defining Individual Objectives Exercise: Poorly Formulated Objectives

11
To have obtained an improvement in service to users by training all employees within 4 months.

12
To reduce the departments stationery expenses by 10% within one year.

13

14

15
That total operating expenses be reduced by 3% by XX-05-31 compared to the total for last May.

To have decreased To have decreased our delivery time by by 5% our travel 20% within 5 months. expenses as soon as possible.

Properly formulated objectives: Statements which do not describe a result: Statement without a time-frame:

Unrealistic statement: Unstimulating statement: Statements which cannot be measured:

Our result:

/15

Source: Performance Evaluation and Interview, Collge de Bois-de-Boulogne.

34

Defining Performance Indicators

We measure what we can improve

What is a performance indicator?

An index for:
measuring the degree of achievement of the objective

observing the result obtained

35

Defining Performance Indicators

A good performance indicator
is for measuring what is important and refers to tangible and accessible information

Examples:
student enrolment (international) productivity and efficiency (quantity, volume) quality (reliability, accuracy) respect of standards, procedures and rules clients satisfaction rate quality of process, service cost reduction profit respect of budget respect of deadlines students satisfaction rate

36

Defining Performance Indicators Example

Area Personnel Officer/Representative

Main Responsibility Management of HR Processes

Individual Objective

Performance Indicators

Respect of deadlines Having implemented Performance Dialogue Quality of the process at McGill implementation according to established Clarity and frequency of deadlines and action communications at all levels plan Respect of needs expressed
(ex.: training schedule) Training evaluation satisfaction levels Number of Performance Dialogue forms completed and submitted

37

Establishing Action Plans

TIPS to establish an action plan: Ask yourself these questions

What activities should I start with?
What activities will help me to reach my performance indicators? What are the obstacles that may be in my way? What activities or strategies will help me to face them better? Who will influence the realisation of my objective the most? What can these persons do to help?
38

Action Plan Example

MAIN ACTIVITIES
Work with Steering Team to define key principles, performance criteria Develop and validate Supervisors Guide and Performance Dialogue form Gather feedback on guide and form from supervisors Develop communication plan and activities and coordinate official launch Validate process and tools with the management team Determine training needs, design and pilot supervisors / staff members training session Manage training roll-out Conduct training sessions Coach supervisors to complete and submit forms

RESOURCES INVOLVED
Steering Team Steering Team Pilot group of supervisors HR / Principal / VPs HR Managers HR Supervisors / Staff members HR Support staff Supervisors / M-level staff members Supervisors

DEADLINES
January 2003 End of February March Launch: June 1 End of August By September 15 Ongoing September to December 2003 Ongoing by December 2003

39

Phase 1: Planning for Performance

Getting a Head Start

Keys for success

Preparing my SMART objectives Discussing and agreeing on objectives with my supervisor Developing your action plans Completing the performance dialogue form

40

Performance Dialogue Phase 2

Managing & coaching for performance

Staying on track
41

Managing and Coaching for Performance

Managing & coaching for performance

Whats in it for you?

42

Roles and Responsibilities

MANAGING & COACHING FOR PERFORMANCE Give & receive timely feedback Exchange ideas: identify the gaps and agree on specific actions to achieve results Review progress in terms of achievement of the objectives. Plan development Keep track of successes, difficulties, improvements. SUPERVISOR X X X X X STAFF MEMBER X X X X X
43

Managing and Coaching for Performance Means

Documenting your progress Preparing for review discussions Asking for regular feedback and coaching

44

Case Study Exercise

Staying on Track

Time: 35 minutes Purpose:

Practice using a structured process to document performance

Steps to follow:
In small groups (3 or 4 per group 25 minutes)
Read the case study scenario Use the Staying on Track checklist to analyse the case study information and determine your approach Prepare to share your approach with other groups

Plenary discussion (10 minutes)

Present your ideas to the group

45

Documenting your Progress Staying on Track Checklist

Actions
Have you reviewed your individual objectives and performance indicators? Have you collected data about your progress toward objectives? Which sources of information will you use to document progress on objectives? Have you asked for or received feedback on your performance? Have you assessed if performance is on track or off track? Can you provide specific examples to illustrate if your performance is on track, off track? Have you identified specific roadblocks or obstacles to achieving your objectives? Did specific external events affect your performance? Have you determined your strengths and areas for improvement? Have you considered how you can improve on results? Have you asked appropriate key resources to provide you with feedback related to your individual objectives? Has your supervisor planned a review discussion with you? Have you anticipated possible reaction?

Phase 2: Managing and Coaching for Performance Staying on Track

Keys for success

Being well documented on your progress Recognizing progress Accepting limits on making improvement action plans Asking for and integrating feedback

47

Asking/Receiving Feedback Without Getting Defensive

Tips
Tell the person what you want to have feedback about Listen, avoid interrupting Re-phrase what you think the person has said Check your understanding Ask for more information Ask for suggestions for improvement Ask for feedback in a timely manner Take action accordingly
Feedback is like a gift sometimes you dont care for the wrapping!

48

Phase 3: Appraising Performance

Appraising performance

No-surprises appraisal
49

Why Are Performance Appraisals Dreaded So Much?

50

Appraising Performance is About

Taking stock Measuring overall contribution Continued dialogue and communication Having a no-surprises discussion Planning for growth and development Increasing commitment

51

Roles and Responsibilities

APPRAISING PERFORMANCE Compile the factual observations collected during the reference period. SUPERVISOR STAFF MEMBER X

Analyze the performance, identify training and development needs and prepare for the meeting.
Discuss and agree on the appraisal and the content of the performance dialogue form.

52

Appraising Performance
PERFORMANCE and special ACHIEVEMENTS
(during the reference period ending):

Contribution to the on-going service or objectives of the department:

Contribution to projects (if applicable):

Reasons why objectives were not met

(within and outside the persons control):

Review of training and development activities:

53

Appraising Performance
STRENGTHS & AREAS FOR IMPROVEMENT (which support or hinder performance)

Demonstrated skills:

Areas for improvement:

Development needs:

Readiness for additional or different responsibilities

(specify potential examples):

54

Appraising Performance
TRAINING & DEVELOPMENT ACTION PLAN to enhance performance (including self-development such as relevant reading, courses and temporary assignments).

Specify the skills/knowledge to be developed:

Proposed action plan (immediate and medium term):

55

Building a Development Plan

SUPERVISORS ROLE Identify individual/ development needs Identify with staff member the development needs Develop with staff members a development plan Provide developmental opportunities Follow up on execution STAFF MEMBERS ROLE Know skills/knowledge associated with his job role Conduct self-evaluation & discuss with manager/ supervisor Be receptive to managers feedback Take advantage of development opportunities Be committed to his/her own development
56

Types of Learning Activities

Readings Courses & workshop Conferences On-the-job-assignment

(provides with valuable hand-on experience)

Web-based learning tools Mentoring

57

Conclusion

Back to Work... Getting Started:

Review department objectives Review your role profile and identify critical responsibilities Draft objectives for discussion with your supervisor and direct reports Prepare to meet with your supervisor

58

Personal Action Plan

What do you need to add to your personal action plan? How will you follow through on your personal commitment to develop your skills? How will you remind yourself to discuss your progress with your partner?

59

Conclusion
What have I got out of this session?

What will I do tomorrow about Performance Dialogue?

60