people centred positive compassion excellence
TRANSCRIPT
2
Your Time, Your Learning
In addition to the basic appraisal process, we are asking you to take that conversation one step further so that you can explore and maximise the potential of your colleagues and you are able to complete a succession plan for your team. Effective and honest communication is at the heart of the talent conversation. Today’s session will take you on a journey which will cover the what, why and how of the talent conversation. A talent conversation can be done at any time, but incorporating it into the appraisal will ensure everyone is invested in and the Trust has a clear succession plan which guarantees its future.
To provide managers with knowledge, skills and tools to:
• Be able to complete the appraisal paperwork efficiently and effectively
• Understand the big picture and importance around ensuring that BTH has a sustainable workforce for the future
• Know how to have engaging conversations with colleagues about their strengths and aspirations
• Know how to courageously address areas for improvement and keep people on track
• Understand how to link performance and contributions to the Corporate Strategy
• Know how to incorporate talent conversations and succession planning into the appraisal process
Introduce yourself to your partner
• One thing you have achieved that you are proud of in the last 12 months • How did you achieve it? (values, influence etc.) • What did you learn about yourself? • When did you last receive feedback and how did it feel?
Excellence
Me You
Happy Staff, Happy Patients
Successful organisations usually have an abundance of engaged employees. Role clarity, access to personal development and recognition are just some of the enablers of staff engagement. When these things are in place, it is likely that the workforce is engaged:
• The right people, in the right roles, with the right values • With access to the right opportunities, exposure, stretch and development to reach
their potential • Whether this be in their current role, or for a future role
What does engagement look like in your teams?
What was in place/happening around you the last time you felt engaged?
Engagement Performance
What is Talent and What’s Involved?
• The right people, in the right roles, with the right values
• With access to the right opportunities, exposure, stretch and development to reach their potential
• Whether this be in their current role, or for a future role
5
Engaged Employees…
• are more customer focused, find they are more creative at work, and take less time off sick;
• care about the future of their organisation and put in greater effort to help it meet its objectives;
• feel proud of the organisation they work for and are inspired to do their best and motivated to deliver the organisation’s objectives.
• Positively improve patient outcomes
*But…
• Only 1/3 of UK employees say they are actively engaged at work • 20 million workers are not delivering their full capability or realising their potential at
work • 64% of people said they have more to offer in skills and talent than they are currently
being asked to demonstrate at work*
And…
• VUCA environments • Financial constraints are not going to go away • Skill shortages • New skills required for the future • Workforce more mobile and flexible
Your notes
Measuring Talent and Performance
As part of that process, if we can start to tap into people’s aspirations, needs and desires, against how they have performed, we can start to have really engaging appraisals with people. An outcome of an appraisal being done in this way is that as a manager, you have a clear idea of where the talent lies within your team, how to develop them so that they are able to maximise their potential in their current role but also so that they are prepared for their next role.
What assumptions do we make about talent?
The appraisal is a summary of all those 1-2-1
conversations throughout the year, and an opportunity to review what has gone well and why, and what could have gone better. An opportunity to measure performance.
7
The Golden Thread
would they still make
conversation
Outcomes – What is the objective?
Parameters – Measurement, how would you know it was achieved?
Effects – Why is it important? What are the consequences of not doing it? Motivated to
achieve?
Resources – Internal/External (skills, confidence, time, information, equipment)
Accountability – Who holds accountability, agreeing the time it will take to do
Have a go
BTH Work Programmes
deliver high quality care
at a team level?
9
Talking about values
Values can be very personal and very tricky to talk about, and yet we are asked to talk about them all the time at work. Values are a very personal thing, so when we attempt to talk about values, it is important that we talk about the behaviours associated with values. This way, our conversations avoid being too personal. Think of an onion: The outer layers are more about what a person says or does, rather than who they are. The right behaviours (what is visible to others) supported by the right attitude will lead to improved performance. Underneath the behaviours leading to poor performance there is a person to be valued and who deserves explicitness to allow them to make the changes required.
Whenever you give feedback, it should be clear what the other person can do
about it. You can’t change your values or your personality, but you can
change your attitude and your behaviour.
Have a look at the Values Checklist for all staff and for managers to see how your behaviours
embed the BTH Values
Explicitness and Positive Regard
Defining and specifying in explicit behavioural terms, what is required, so that the person has a clear mental picture of the actions, behaviour or results that:
are required for effective performance
lead to poor performance and are unhelpful
Have a go
Present undesirable behaviours
(less of required)
(behaviours to minimise)
Future desirable behaviours
(more of required)
(behaviours to maximise)
• Arrives every day at 9.00 looking professional
• Checks work thoroughly, reports are always accurate
Think of feedback you would like to give someone:
Now try to present it in terms of future desirable behaviours:
11
ones
and what could be improved
What development do they
need to do to:
Stretch abilities further and maximise potential
Improve the way they do things by embedding the values
The appraisal process
Measure behaviours (how you achieve it) Measure against demonstrated ‘potential’
(capacity, ambition, motivation, readiness) Help people to move on in their career path in
the immediate, short or longer term on their journey to reach their full potential
12
The Right Amount of Challenge with the Right Amount of Support
Getting the right balance with performance is essential. Your conversation needs to push people into the commitment box where they are challenged sufficiently and have the support they need. What does this look like?
• Challenge – high standards and expectations
• Support – care about people’s success
• Push hard for increased quality and performance
• Give strong support and encouragement • Deal with emerging bad practice immediately
• Trust people until proved otherwise
• Firmness of direction & security of belief
APATHY
Take a Coaching Approach
• Enquire, build mutual understanding, ask open questions and listen to the answers
• Enable knowledge and values to surface/enable reflection for individual
Enquire, build mutual understanding, ask open questions and listen to the answer – what are they really saying? Lots of people say they are not interested in becoming a manager because their perception of their current manager isn’t positive, or they see them doing lots of extra hours and stressed out. However, this is not always a truthful reality and they may perform quite differently in that role. It is important to explore this with your colleague as a barrier to learning.
Notes
14
Succession Planning
• If your manager left tomorrow, would you be capable of taking over their role?
• What is it that makes you ready?
• If not, when would you be ready?
• What do you need to do more of, or differently to be ready for that role?
This is the whole process over the year:
This is not about extra work to do; if you have carried out the appraisal asking the right questions and having engaging conversations, then it should be relatively straightforward to complete the succession planning process. We have to assume that we are to maximise everyone’s potential regardless of whether they want to progress into more senior roles. Hopefully the conversations that have taken place in the appraisal will have given us an idea of where everyone fits. So for those who want to progress, how do we know when people are likely to be ready?
Your notes
High
Where are you now? Use the criteria on the next page to test if you are in the Gold
Leaders of the Future
Ready Now and capable of moving into a more senior role within next 12 months
Ready Soon and capable of moving into a more senior role within 1-3 years
Ready Later (Rising Stars) and capable of moving into a more senior role within 3-5 years
16
Useful Questions for each Category
Orange (potential performers) What made you make the move to this job?
What do you bring from your last role?
How do you feel about your development so far?
What motivates you and makes you feel valued in the work place?
What are your major challenges in the next year?
Where do you think you will be in a year, in terms of both potential and performance?
What do you need in order to become effective more quickly and how do we help?
What support can you get from your team?
What have you learnt about yourself in your career so far?
What is your profile perceived as by the organisation and how might this be developed?
What could prevent you progressing?
What do you feel are the ’new’ required leadership behaviours?
What would colleagues say about your leadership and delivery ability at the various levels (manager, peer, direct report)?
What are your strategies to motivate your team?
What de-rails your performance as a team member?
Gold (high potentials) What motivates you and makes you feel valued
at work?
What are the ways to raise your performance levels even higher to be seen as outstanding in what you do?
What holds you back at times? Are you aware of anything that holds the team back?
Where might your next career steps take you?
How do you think we can increase your exposure to demonstrate your capabilities?
What can you do to manage constraints/barriers to your progression?
Do you feel informed and involved in the organisations decision-making?
What do you feel are the ’new’ required leadership behaviours you may need to develop?
What is your ‘profile’ within the organisation and how might this be developed?
What would colleagues say about your leadership and delivery ability at the various levels (manager, peer, direct report)?
How do you influence where you don’t have power?
What are your strategies to motivate your team?
Are there areas of the corporate agenda that could be developed and what part would you play?
Blue (unsatisfactory performers) What motivates you to come to work and feel
valued – is something missing?
How do you feel about your current performance and behaviours in role?
What factors have affected the present situation?
What actions have been taken and what was the outcome?
What needs to happen so that you feel more engaged at work?
What resources do you need to help you?
How can others support you?
What impact do you feel this has on others?
What would colleagues say about your leadership and delivery ability at the various levels (manager, peer, direct report)?
Do you wish to develop?
What are the barriers or blocks to success? Who ‘owns’ these barriers/blocks?
What are your challenge areas? How can we assist you to build and develop these?
Green (solid performers) What motivates you and makes you feel valued
at work? How do we support you with continuous performance and maintaining motivation / feeling valued?
Do you see yourself as a leader?
What gets in the way of your performance?
Where do you see your career path and level of ambition?
What would your team say your style is?
How might the organisation better utilise your skills and experience?
What more could you do to improve the quality of services, patient experience and the health and wellbeing of the workforce?
How do you influence in areas you don’t have power in?
What scope do your ’networks’ have?
What support do you get from your manager, peers, and direct reports?
High
18
exercises
Invite to meetings above level of autonomy for exposure
Develop skills / knowledge – This role
Exposure to multi-cultural, multi business, teams or groups where an outcome is needed with no direct authority
Coaching
exercises
Placement outside of organisation
Develop skills / knowledge – next role
Exposure to multi-cultural, multi business, teams or groups where an outcome is needed with no direct authority
An understanding of organisational development, interventions and techniques
Further education
Clearly define the areas of poor performance, measured against criteria technical procedures, Leadership Framework etc.
Develop agreed plan with individual with key actions and timescales for delivery
Have monitoring process in place for delivery plan
Manager to give regular feedback on performance
Formalised performance management dependent upon time scale – the appropriate formal procedure should be applied
Action taken quickly for remedial and targeted development
Basic knowledge and skills training
Realistic management of time scales and expectations
Possibly some career diagnosis – would need to be carefully handled in terms of raising expectations
Challenge with clear expectations
Clear and stretching objectives with regular review
Encouragement to keep on going and gain organisational exposure – sometimes it’s just about getting experience on the job to master it
360-degree feedback around behaviours and alignment to role
Mentoring (as mentee)
Further education
360-degree feedback
Develop skills / knowledge / competencies
Projects to develop competencies and develop further depth and breadth of experience
Secondments into development assignment to stretch
Projects – using existing strengths with some future orientation
Develop skills / knowledge / competencies – current role
Diagnosis of career options may be appropriate
Leadership programme
Consider your own local development activity On-going feedback – support with knowing when
doing a good job and when to improve/enhance
Coaching / buddying on the job
Adapted from the Leadership Academy Talent Management Toolkit
19
Talent Conversations - Have a go
Ensure you have positioned yourself into the relevant place on the grid. Explain to your partner why you have placed yourself there. Your partner can now start the conversation by asking you 3 questions relevant to your
position on the grid.
• What did you learn about yourself?
• What development would you recommend?
Ask for feedback about how it felt. Were they comfortable answering these questions? Understanding your strengths and development areas will stand you in good stead to maximise your potential.
Your notes
Next Steps
How comfortable do I feel about engaging in talent conversations with my team?
My key learning points are:
1
2
3
Your Time, Your Learning
In addition to the basic appraisal process, we are asking you to take that conversation one step further so that you can explore and maximise the potential of your colleagues and you are able to complete a succession plan for your team. Effective and honest communication is at the heart of the talent conversation. Today’s session will take you on a journey which will cover the what, why and how of the talent conversation. A talent conversation can be done at any time, but incorporating it into the appraisal will ensure everyone is invested in and the Trust has a clear succession plan which guarantees its future.
To provide managers with knowledge, skills and tools to:
• Be able to complete the appraisal paperwork efficiently and effectively
• Understand the big picture and importance around ensuring that BTH has a sustainable workforce for the future
• Know how to have engaging conversations with colleagues about their strengths and aspirations
• Know how to courageously address areas for improvement and keep people on track
• Understand how to link performance and contributions to the Corporate Strategy
• Know how to incorporate talent conversations and succession planning into the appraisal process
Introduce yourself to your partner
• One thing you have achieved that you are proud of in the last 12 months • How did you achieve it? (values, influence etc.) • What did you learn about yourself? • When did you last receive feedback and how did it feel?
Excellence
Me You
Happy Staff, Happy Patients
Successful organisations usually have an abundance of engaged employees. Role clarity, access to personal development and recognition are just some of the enablers of staff engagement. When these things are in place, it is likely that the workforce is engaged:
• The right people, in the right roles, with the right values • With access to the right opportunities, exposure, stretch and development to reach
their potential • Whether this be in their current role, or for a future role
What does engagement look like in your teams?
What was in place/happening around you the last time you felt engaged?
Engagement Performance
What is Talent and What’s Involved?
• The right people, in the right roles, with the right values
• With access to the right opportunities, exposure, stretch and development to reach their potential
• Whether this be in their current role, or for a future role
5
Engaged Employees…
• are more customer focused, find they are more creative at work, and take less time off sick;
• care about the future of their organisation and put in greater effort to help it meet its objectives;
• feel proud of the organisation they work for and are inspired to do their best and motivated to deliver the organisation’s objectives.
• Positively improve patient outcomes
*But…
• Only 1/3 of UK employees say they are actively engaged at work • 20 million workers are not delivering their full capability or realising their potential at
work • 64% of people said they have more to offer in skills and talent than they are currently
being asked to demonstrate at work*
And…
• VUCA environments • Financial constraints are not going to go away • Skill shortages • New skills required for the future • Workforce more mobile and flexible
Your notes
Measuring Talent and Performance
As part of that process, if we can start to tap into people’s aspirations, needs and desires, against how they have performed, we can start to have really engaging appraisals with people. An outcome of an appraisal being done in this way is that as a manager, you have a clear idea of where the talent lies within your team, how to develop them so that they are able to maximise their potential in their current role but also so that they are prepared for their next role.
What assumptions do we make about talent?
The appraisal is a summary of all those 1-2-1
conversations throughout the year, and an opportunity to review what has gone well and why, and what could have gone better. An opportunity to measure performance.
7
The Golden Thread
would they still make
conversation
Outcomes – What is the objective?
Parameters – Measurement, how would you know it was achieved?
Effects – Why is it important? What are the consequences of not doing it? Motivated to
achieve?
Resources – Internal/External (skills, confidence, time, information, equipment)
Accountability – Who holds accountability, agreeing the time it will take to do
Have a go
BTH Work Programmes
deliver high quality care
at a team level?
9
Talking about values
Values can be very personal and very tricky to talk about, and yet we are asked to talk about them all the time at work. Values are a very personal thing, so when we attempt to talk about values, it is important that we talk about the behaviours associated with values. This way, our conversations avoid being too personal. Think of an onion: The outer layers are more about what a person says or does, rather than who they are. The right behaviours (what is visible to others) supported by the right attitude will lead to improved performance. Underneath the behaviours leading to poor performance there is a person to be valued and who deserves explicitness to allow them to make the changes required.
Whenever you give feedback, it should be clear what the other person can do
about it. You can’t change your values or your personality, but you can
change your attitude and your behaviour.
Have a look at the Values Checklist for all staff and for managers to see how your behaviours
embed the BTH Values
Explicitness and Positive Regard
Defining and specifying in explicit behavioural terms, what is required, so that the person has a clear mental picture of the actions, behaviour or results that:
are required for effective performance
lead to poor performance and are unhelpful
Have a go
Present undesirable behaviours
(less of required)
(behaviours to minimise)
Future desirable behaviours
(more of required)
(behaviours to maximise)
• Arrives every day at 9.00 looking professional
• Checks work thoroughly, reports are always accurate
Think of feedback you would like to give someone:
Now try to present it in terms of future desirable behaviours:
11
ones
and what could be improved
What development do they
need to do to:
Stretch abilities further and maximise potential
Improve the way they do things by embedding the values
The appraisal process
Measure behaviours (how you achieve it) Measure against demonstrated ‘potential’
(capacity, ambition, motivation, readiness) Help people to move on in their career path in
the immediate, short or longer term on their journey to reach their full potential
12
The Right Amount of Challenge with the Right Amount of Support
Getting the right balance with performance is essential. Your conversation needs to push people into the commitment box where they are challenged sufficiently and have the support they need. What does this look like?
• Challenge – high standards and expectations
• Support – care about people’s success
• Push hard for increased quality and performance
• Give strong support and encouragement • Deal with emerging bad practice immediately
• Trust people until proved otherwise
• Firmness of direction & security of belief
APATHY
Take a Coaching Approach
• Enquire, build mutual understanding, ask open questions and listen to the answers
• Enable knowledge and values to surface/enable reflection for individual
Enquire, build mutual understanding, ask open questions and listen to the answer – what are they really saying? Lots of people say they are not interested in becoming a manager because their perception of their current manager isn’t positive, or they see them doing lots of extra hours and stressed out. However, this is not always a truthful reality and they may perform quite differently in that role. It is important to explore this with your colleague as a barrier to learning.
Notes
14
Succession Planning
• If your manager left tomorrow, would you be capable of taking over their role?
• What is it that makes you ready?
• If not, when would you be ready?
• What do you need to do more of, or differently to be ready for that role?
This is the whole process over the year:
This is not about extra work to do; if you have carried out the appraisal asking the right questions and having engaging conversations, then it should be relatively straightforward to complete the succession planning process. We have to assume that we are to maximise everyone’s potential regardless of whether they want to progress into more senior roles. Hopefully the conversations that have taken place in the appraisal will have given us an idea of where everyone fits. So for those who want to progress, how do we know when people are likely to be ready?
Your notes
High
Where are you now? Use the criteria on the next page to test if you are in the Gold
Leaders of the Future
Ready Now and capable of moving into a more senior role within next 12 months
Ready Soon and capable of moving into a more senior role within 1-3 years
Ready Later (Rising Stars) and capable of moving into a more senior role within 3-5 years
16
Useful Questions for each Category
Orange (potential performers) What made you make the move to this job?
What do you bring from your last role?
How do you feel about your development so far?
What motivates you and makes you feel valued in the work place?
What are your major challenges in the next year?
Where do you think you will be in a year, in terms of both potential and performance?
What do you need in order to become effective more quickly and how do we help?
What support can you get from your team?
What have you learnt about yourself in your career so far?
What is your profile perceived as by the organisation and how might this be developed?
What could prevent you progressing?
What do you feel are the ’new’ required leadership behaviours?
What would colleagues say about your leadership and delivery ability at the various levels (manager, peer, direct report)?
What are your strategies to motivate your team?
What de-rails your performance as a team member?
Gold (high potentials) What motivates you and makes you feel valued
at work?
What are the ways to raise your performance levels even higher to be seen as outstanding in what you do?
What holds you back at times? Are you aware of anything that holds the team back?
Where might your next career steps take you?
How do you think we can increase your exposure to demonstrate your capabilities?
What can you do to manage constraints/barriers to your progression?
Do you feel informed and involved in the organisations decision-making?
What do you feel are the ’new’ required leadership behaviours you may need to develop?
What is your ‘profile’ within the organisation and how might this be developed?
What would colleagues say about your leadership and delivery ability at the various levels (manager, peer, direct report)?
How do you influence where you don’t have power?
What are your strategies to motivate your team?
Are there areas of the corporate agenda that could be developed and what part would you play?
Blue (unsatisfactory performers) What motivates you to come to work and feel
valued – is something missing?
How do you feel about your current performance and behaviours in role?
What factors have affected the present situation?
What actions have been taken and what was the outcome?
What needs to happen so that you feel more engaged at work?
What resources do you need to help you?
How can others support you?
What impact do you feel this has on others?
What would colleagues say about your leadership and delivery ability at the various levels (manager, peer, direct report)?
Do you wish to develop?
What are the barriers or blocks to success? Who ‘owns’ these barriers/blocks?
What are your challenge areas? How can we assist you to build and develop these?
Green (solid performers) What motivates you and makes you feel valued
at work? How do we support you with continuous performance and maintaining motivation / feeling valued?
Do you see yourself as a leader?
What gets in the way of your performance?
Where do you see your career path and level of ambition?
What would your team say your style is?
How might the organisation better utilise your skills and experience?
What more could you do to improve the quality of services, patient experience and the health and wellbeing of the workforce?
How do you influence in areas you don’t have power in?
What scope do your ’networks’ have?
What support do you get from your manager, peers, and direct reports?
High
18
exercises
Invite to meetings above level of autonomy for exposure
Develop skills / knowledge – This role
Exposure to multi-cultural, multi business, teams or groups where an outcome is needed with no direct authority
Coaching
exercises
Placement outside of organisation
Develop skills / knowledge – next role
Exposure to multi-cultural, multi business, teams or groups where an outcome is needed with no direct authority
An understanding of organisational development, interventions and techniques
Further education
Clearly define the areas of poor performance, measured against criteria technical procedures, Leadership Framework etc.
Develop agreed plan with individual with key actions and timescales for delivery
Have monitoring process in place for delivery plan
Manager to give regular feedback on performance
Formalised performance management dependent upon time scale – the appropriate formal procedure should be applied
Action taken quickly for remedial and targeted development
Basic knowledge and skills training
Realistic management of time scales and expectations
Possibly some career diagnosis – would need to be carefully handled in terms of raising expectations
Challenge with clear expectations
Clear and stretching objectives with regular review
Encouragement to keep on going and gain organisational exposure – sometimes it’s just about getting experience on the job to master it
360-degree feedback around behaviours and alignment to role
Mentoring (as mentee)
Further education
360-degree feedback
Develop skills / knowledge / competencies
Projects to develop competencies and develop further depth and breadth of experience
Secondments into development assignment to stretch
Projects – using existing strengths with some future orientation
Develop skills / knowledge / competencies – current role
Diagnosis of career options may be appropriate
Leadership programme
Consider your own local development activity On-going feedback – support with knowing when
doing a good job and when to improve/enhance
Coaching / buddying on the job
Adapted from the Leadership Academy Talent Management Toolkit
19
Talent Conversations - Have a go
Ensure you have positioned yourself into the relevant place on the grid. Explain to your partner why you have placed yourself there. Your partner can now start the conversation by asking you 3 questions relevant to your
position on the grid.
• What did you learn about yourself?
• What development would you recommend?
Ask for feedback about how it felt. Were they comfortable answering these questions? Understanding your strengths and development areas will stand you in good stead to maximise your potential.
Your notes
Next Steps
How comfortable do I feel about engaging in talent conversations with my team?
My key learning points are:
1
2
3