Renalde Huysamen

Lourens Geyer

NMMU INTERNATIONAL CONFERENCE MAY 2008

UTILISING A MODEL FOR ORGANISTIONAL CHANGE TO IMPLEMENT A PERFORMANCE MANAGEMENT

SYSTEM:

Overview of the content

• Introduction: Background and history of PM at the UFS

• Discussion of Cycles 1, 2 and 3 and change process utilised

• Results of each cycle• Results of implementing PM as a change

intervention• Lessons learnt

Renalde Huysamen

Lourens Geyer

NMMU INTERNATIONAL CONFERENCE MAY 2008

UTILISING A MODEL FOR ORGANISTIONAL CHANGE TO IMPLEMENT A PERFORMANCE MANAGEMENT

SYSTEM:

Cycle 1

If we engage in individual and group

discussions with opinion leaders, will we identify and overcome the factors influencing the vast number of negative experiences and perceptions that resulted from the previous attempt?

STEP 1

Establishing a sense of urgency and gathering information

According to Kotter (1996) the first step is to establish a sense of urgency and to gather information.

This was done through individual and group discussions.

when re-implementing the process a powerful force is required to sustain the process.

Coalition Group - credible, competent and a high level of

emotional intelligence

STEP 2 Creating a guiding coalition

Passio

n

The coalition included top management, human resource

professionals and union representatives.

The opinion leaders, representatives of the faculties and support services

as part of an informal structure

Formal Structure Informal Structure

STEP 3 Developing a vision and strategies for the change process

Cycle 2

If we facilitate the development of

performance plans of top and middle management, would this facilitation ensure the commitment to performance management?

STEP 4 Communicating the change vision

Top management communication

re-implementation of PMS

Cycle 3

If we facilitate the development of the

performance plans of members of staff, will this ensure that members of staff acquire the skills to complete their performance plans ?.

Lack of skills could undermine previous actions , therefore :

Assist in developing competencies needed to complete performance plans during practical sessions

Provided staff opportunity to discuss and clarify information

Sessions were opened by respective line managers who requested people to focus on task at hand and they provided assistance throughout the sessions

Opinion leaders were also invited to assist people during sessions

Staff were invited for individual follow up sessions if needed

Discuss session feedback with line managers

Training : Giving and Receiving Feedback

Training : Relation between work environment and performance plan

Training : IT

STEP 5Empowering and Enabling people

Overview of the content

• Introduction: Background and history of PM at the UFS

• Discussion of Cycles 1, 2 and 3 and change process utilised

• Results of each cycle• Results of implementing PM as a change

intervention• Lessons learnt

Cycle 1

If we engage in individual and group

discussions with opinion leaders, will we identify and overcome the factors influencing the vast number of negative experiences and perceptions that resulted from the previous attempt?

STEP 1

Establishing a sense of urgency and gathering information

According to Kotter (1996) the first step is to establish a sense of urgency and to gather information.

This was done through individual and group discussions.

when re-implementing the process a powerful force is required to sustain the process.

Coalition Group - credible, competent and a high level of

emotional intelligence

STEP 2 Creating a guiding coalition

Passio

n

The coalition included top management, human resource

professionals and union representatives.

The opinion leaders, representatives of the faculties and support services

as part of an informal structure

Formal Structure Informal Structure

STEP 3 Developing a vision and strategies for the change process

Cycle 2

If we facilitate the development of

performance plans of top and middle management, would this facilitation ensure the commitment to performance management?

Lack of skills could undermine previous actions , therefore :

Assist in developing competencies needed to complete performance plans during practical sessions

Provided staff opportunity to discuss and clarify information

Sessions were opened by respective line managers who requested people to focus on task at hand and they provided assistance throughout the sessions

Opinion leaders were also invited to assist people during sessions

Staff were invited for individual follow up sessions if needed

Discuss session feedback with line managers

Training : Giving and Receiving Feedback

Training : Relation between work environment and performance plan

Training : IT

STEP 5Empowering and Enabling people

Not paying attention to the short term

wins/achievements, eg completed performance plans, could jeopardise

the process

To provide evidence that the time spent was worth

it celebration events were held according to

their specific preference

Photographs were taken of these events and

publisized in order to sustain Momentum and

to influence the perception of neutrals in

other faculties/Departments to

become supporters of the process

STEP 6Generating short-term wins and celebrating

achievements

Results

• Cycle 1:1. Identification of work environment factors influencing

performance2. Co-design of the work environment instrument3. Work environment effectiveness index: Highest:

communication 89%, decision making 79.76%, promotion of innovation 79.57%, professional enrichment programmes 79.24% Lowest: face-to-face contact with top management 52.46%, reward systems 53.69%, remuneration system 53.92%

4. Co-design of PM workbook and examples of Performance plans

Results

• Cycle 21. Commitment of top

management/deans/directors to implement PM

2. Performance plans of above mentioned group were developed.

Results

• Cycle 31. Objective 1: understanding (a) the benefits of

PM (b) link to institutional strategy (c) the Human Resources policies related to PM-90.97%

2. Objective 2: completion of performance plan- 85.26% (N=443)

Not paying attention to the short term

wins/achievements, eg completed performance plans, could jeopardise

the process

To provide evidence that the time spent was worth

it celebration events were held according to

their specific preference

Photographs were taken of these events and

publisized in order to sustain Momentum and

to influence the perception of neutrals in

other faculties/Departments to

become supporters of the process

STEP 6Generating short-term wins and celebrating

achievements

Results

• Cycle 1:1. Identification of work environment factors influencing

performance2. Co-design of the work environment instrument3. Work environment effectiveness index: Highest:

communication 89%, decision making 79.76%, promotion of innovation 79.57%, professional enrichment programmes 79.24% Lowest: face-to-face contact with top management 52.46%, reward systems 53.69%, remuneration system 53.92%

4. Co-design of PM workbook and examples of Performance plans

Results

• Cycle 21. Commitment of top

management/deans/directors to implement PM

2. Performance plans of above mentioned group were developed.

Results

• Cycle 31. Objective 1: understanding (a) the benefits of

PM (b) link to institutional strategy (c) the Human Resources policies related to PM-90.97%

2. Objective 2: completion of performance plan- 85.26% (N=443)

Results on implementing PM as a change intervention N=199

Faculty A7%

Faculty B13%

Faculty C25%SS 1

6%Faculty D

35%

SS 24%

Faculty E12%

Affiliation of sample

Mean scores: determining effectiveness phase

A B C D E F G H I

Mean 2.94818652849742

3.18556701030928

3.57731958762887

3.21761658031088

3.41361256544503

3.140625 3.33678756476684

3.30569948186528

3.50793650793652

1.25

1.75

2.25

2.75

3.25

3.75

4.25

4.75

Mea

n

Renalde Huysamen

Lourens Geyer

NMMU INTERNATIONAL CONFERENCE MAY 2008

UTILISING A MODEL FOR ORGANISTIONAL CHANGE TO IMPLEMENT A PERFORMANCE MANAGEMENT

SYSTEM:

Overview of the content

• Introduction: Background and history of PM at the UFS

• Discussion of Cycles 1, 2 and 3 and change process utilised

• Results of each cycle• Results of implementing PM as a change

intervention• Lessons learnt

Cycle 1

If we engage in individual and group

discussions with opinion leaders, will we identify and overcome the factors influencing the vast number of negative experiences and perceptions that resulted from the previous attempt?

STEP 1

Establishing a sense of urgency and gathering information

According to Kotter (1996) the first step is to establish a sense of urgency and to gather information.

This was done through individual and group discussions.

when re-implementing the process a powerful force is required to sustain the process.

Coalition Group - credible, competent and a high level of

emotional intelligence

STEP 2 Creating a guiding coalition

Passio

n

The coalition included top management, human resource

professionals and union representatives.

The opinion leaders, representatives of the faculties and support services

as part of an informal structure

Formal Structure Informal Structure

STEP 3 Developing a vision and strategies for the change process

Cycle 2

If we facilitate the development of

performance plans of top and middle management, would this facilitation ensure the commitment to performance management?

STEP 4 Communicating the change vision

Top management communication

re-implementation of PMS

Cycle 3

If we facilitate the development of the

performance plans of members of staff, will this ensure that members of staff acquire the skills to complete their performance plans ?.

Lack of skills could undermine previous actions , therefore :

Assist in developing competencies needed to complete performance plans during practical sessions

Provided staff opportunity to discuss and clarify information

Sessions were opened by respective line managers who requested people to focus on task at hand and they provided assistance throughout the sessions

Opinion leaders were also invited to assist people during sessions

Staff were invited for individual follow up sessions if needed

Discuss session feedback with line managers

Training : Giving and Receiving Feedback

Training : Relation between work environment and performance plan

Training : IT

STEP 5Empowering and Enabling people

STEP 3 Developing a vision and strategies for the change process

Cycle 2

If we facilitate the development of

performance plans of top and middle management, would this facilitation ensure the commitment to performance management?

Results

• Cycle 1:1. Identification of work environment factors influencing

performance2. Co-design of the work environment instrument3. Work environment effectiveness index: Highest:

communication 89%, decision making 79.76%, promotion of innovation 79.57%, professional enrichment programmes 79.24% Lowest: face-to-face contact with top management 52.46%, reward systems 53.69%, remuneration system 53.92%

4. Co-design of PM workbook and examples of Performance plans

Results

• Cycle 21. Commitment of top

management/deans/directors to implement PM

2. Performance plans of above mentioned group were developed.

Results

• Cycle 31. Objective 1: understanding (a) the benefits of

PM (b) link to institutional strategy (c) the Human Resources policies related to PM-90.97%

2. Objective 2: completion of performance plan- 85.26% (N=443)

Not paying attention to the short term

wins/achievements, eg completed performance plans, could jeopardise

the process

To provide evidence that the time spent was worth

it celebration events were held according to

their specific preference

Photographs were taken of these events and

publisized in order to sustain Momentum and

to influence the perception of neutrals in

other faculties/Departments to

become supporters of the process

STEP 6Generating short-term wins and celebrating

achievements

Results

• Cycle 1:1. Identification of work environment factors influencing

performance2. Co-design of the work environment instrument3. Work environment effectiveness index: Highest:

communication 89%, decision making 79.76%, promotion of innovation 79.57%, professional enrichment programmes 79.24% Lowest: face-to-face contact with top management 52.46%, reward systems 53.69%, remuneration system 53.92%

4. Co-design of PM workbook and examples of Performance plans

Results

• Cycle 21. Commitment of top

management/deans/directors to implement PM

2. Performance plans of above mentioned group were developed.

Results

• Cycle 31. Objective 1: understanding (a) the benefits of

PM (b) link to institutional strategy (c) the Human Resources policies related to PM-90.97%

2. Objective 2: completion of performance plan- 85.26% (N=443)

Results on implementing PM as a change intervention N=199

Faculty A7%

Faculty B13%

Faculty C25%SS 1

6%Faculty D

35%

SS 24%

Faculty E12%

Affiliation of sample

Mean scores: determining effectiveness phase

A B C D E F G H I

Mean 2.94818652849742

3.18556701030928

3.57731958762887

3.21761658031088

3.41361256544503

3.140625 3.33678756476684

3.30569948186528

3.50793650793652

1.25

1.75

2.25

2.75

3.25

3.75

4.25

4.75

Mea

n

Lessons Learnt

Do it right the first time, but…

Dissatisfaction/disillusion x resistance x first steps > redefined vision and simplified PM system

Too much staff engagement is never enough

High level ownership is essential

Staff needs a “voice” – work environment diagnosis instrument

Complexity vs simplicity – not additional work or barrier

HR Policies and procedures must support outcomes of PM

To achieve vision – immediate action is required

Implementing or re-implementing PM most effective - driven from level closest to people affected by it