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Performance &

Performance Management

Class 11-MGMT 4000Linda Miklas and Christina Finegold

April 13, 2010

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AN INTEGRATED TALENT MANAGEMENT SYSTEM

Talent Management

Workforce Planning

Forecasting of talent needs and demand

Assessment of current workforce

Gap analysis

Recruitment

College recruitment

Experienced hires

Internal-external

On-boarding

Professional

Development

Experience based

Relationship Based

Feedback based

Education & training based

Leadership/High

Potential Developme

ntStretch/special assignments

Executive coaching

Cross-functional & international opportunities

Education/ training

Performance ManagementGoal alignment

Competency profiles

IDPs

Feedback/ measurement

Reward/ recognition programs

Culture

Corporate values

Flexible workplace

Diversity programs

Internal communications

Human Capital Requirements

Business Unit Goals

Organizational Strategies

Retention

Specific efforts

Total rewards

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PERFORMANCE MANAGEMENT

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Planning: Work Goals

• Provide a roadmap to achieve success• Set clear expectations of results • What is to be achieved • Dynamic in nature, not static• Aligned with the organization goals and

values• Managers set goals related to employee

development

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“SMART” PrinciplesS – Specific and Stretch

M – Measurable

A – Aligned

R – Realistic

T – Time-bound

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Work Goal: Example• Before: Increase number of prospect visits.

• After: Complete140 prospect visits (increase of 10%), by:• Conducting 35 visits per quarter• Spending the equivalent of 1 week per month

on the road• Keeping expenses level by clustering visits

geographically and planning in advance for lower fares.

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Factors for Goal Achievement

1. I can vividly picture how great it will feel when I achieve my goals

2. I will have to learn new skills to achieve my assigned goals3. My goals are absolutely necessary to help the organization4. I actively participated in creating my goals5. I have access to any necessary formal training 6. My goals will push me out of my comfort zone7. My goals will enrich the lives of somebody besides me

(customers, community, etc.)8. My goals are aligned with the organization’s top priorities

Leadership IQ Study: Are SMART Goals Dumb?

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HARD Goals

• Heartfelt – Goal will enrich the lives of others• Animated – Vivid picture of how great it feels

to achieve the goal• Required – Goal is absolutely necessary for

the organization• Difficult – Must learn new skills and leave

comfort zone

Leadership IQ Study: Are SMART Goals Dumb?

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Development GoalsSome examples:• Training - On-the-job training, Job shadowing, On-line

learning• Reading/studying/research• Working with someone with the skill• Developing a mentor relationship• Attending a conference• Cross team projects

Important: What is the person going to do with the knowledge/skills; what is the impact?

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Feedback

• Positive: reinforce preferred behaviors

• Constructive: change/improve behavior

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Behavior + Impact

PositiveIn addition to saying “That was a great job.” Say…

Behavior: John, you did a great job on Project XYZ. You tuned in to the client’s needs, and made sure that everyone understood the project’s goals and objectives before the project started…

Impact:…Your project team stayed on the same page, and resolved issues quickly and responsively – which contributed to your ability to complete the project on time and within-budget.

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Behavior + Impact (with Alternative Behavior) Example

Constructive Instead of saying “That’s not the right way to do that.” Try…

Behavior: Victoria, as you know, we recently changed our procedures. I noticed that you continue to work the old way, and that’s inconsistent with what is expected now.

Impact: This hinders the department’s ability to get our work done on time, which means that we’re behind in meeting our goal, and the rest of the department has to pick up the slack. Let’s talk about what’s going on.

Alternative Behavior: Moving forward, please follow the new procedures.

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Performance CoachingWhat is “Coaching”?

An ongoing conversation between a manager and a staff member, which focuses on using and improving an individual’s skills, knowledge, and ability to achieve goals.

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Coaching: Open-ended Questions• Examples

What did you do well?

What would you do differently the next time?

What was your biggest success with the project?

How did you prepare for that meeting?

What are the most difficult problems that you are facing so far? What are some ways to overcome them?

Where do you get the most satisfaction? How could you bring those elements into other areas of your job?

Always ask, How can I support you as your manager?

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Assessment Principles

• Build on conversations to date

• No surprises

• Provide specific and behaviorally focused feedback

• Represent entire performance period

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Assessment Steps

Gather Information

Write Assessment

Review Meeting

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Assessment TendenciesPositive Tendency Giving all employees positive assessments overall

Strictness Tendency

Giving employees only constructive, critical feedback; overly demanding

Central TendencyPlaying it safe by giving employees that same type and content of assessment

Halo EffectAssessment is based on a general impression of overall performance not specific, individual performance

Similar to MeAssessment is based on perception that those with certain values/habits similar to yours are successful

Recency EffectLooking only at recent events, a snap shot instead of the long view over the entire assessment period

Past Performance Effect

Being influenced by past performance rather than performance within the current cycle

Contrast EffectDirect comparison of staff member to others at same or higher levels, rather than performance on goals

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Effective Recognition Programs: Key Components

1: Link Rewards to Company Strategies and Goals2: Impact a Large Number of Employees3: Create Simple and User-Friendly Systems4: Involve Employees in the Design and Implementation Phase5: Involve and Train Managers6: Communicate and Promote the Program7: Give Personalized Awards, Not Money8: Give Immediate and Innovative Awards9: Enable Peer Recognition10: Continually Reevaluate the Program

Source: 2006 Corporate Executive Board, Corporate Leadership Council’s “Creating an Effective Reward and Recognition Program”

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PERFORMANCE MANAGEMENT

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References

• Execution: The Discipline of Getting Things Done. Bossidy, Larry and Charan, Ram, 2002, Crown Business.

• Reframing Organizations: Artistry, Choice, and Leadership. Bolman, Lee G. and Deal, Terrence E., 2008, Jossey-Bass.

• Leadership IQ Study: Are SMART Goals Dumb?

• 2006 Corporate Executive Board, Corporate Leadership Council’s “Creating an Effective Reward and Recognition Program”, CLC15AEYS5