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PARTICIPANT WORKBOOK

Performance ManagementManaging Others Through Positive Leadership

Sustainable Management Development Program

SUSTAINABLE MANAGEMENT DEVELOPMENT PROGRAM

Sustainable Management Development ProgramDivision of Global Public Health Capacity Development

Coordinating Office for Global HealthU.S. Centers for Disease Control and Prevention

www.cdc.gov/smdp

Version 1

PEFORMANCE MANAGEMENT

Performance ManagementCONTENTS

INTRODUCTIONSustainable Management Development Program..................................................................iii

Acknowledgements................................................................................................................. iii

About this Course................................................................................................................... iv

Target Audience..................................................................................................................... iv

Learning Objectives................................................................................................................ iv

Schedule................................................................................................................................. v

Icon Glossary.......................................................................................................................... v

INTRODUCTION TO PERFORMANCE MANAGEMENTWhat is Performance Management?.......................................................................................1

The Five Performance Drivers................................................................................................3

The Five Step Performance Management Cycle.....................................................................4

Different Levels of Readiness.................................................................................................6

SETTING AND COMMUNICATING OBJECTIVESWhat do you want me to do? Why is it Important?.................................................................8

Smart Objectives..................................................................................................................... 9

Communicating Objectives: GROWS Model........................................................................13

GIVING PERFORMANCE FEEDBACKHow am I Doing?................................................................................................................... 15

Tips for Providing Feedback.................................................................................................16

Feedback is Fast................................................................................................................... 17

Feedback: The Reinforcement Model..................................................................................18

Feedback: The Change Model.............................................................................................20

Performance Appraisals........................................................................................................22

Reviewing a Sample Performance Appraisal Form...............................................................24

PROVIDING REINFORCEMENTWhat’s in it For Me?..............................................................................................................27

Consequences Drive Future Behavior..................................................................................28

Types of Reinforcement........................................................................................................29

Effective Positive Reinforcement...........................................................................................30

When Performance Management Doesn’t Work...................................................................31

CONTENTS | i


CONCLUSIONSummary............................................................................................................................... 32

What’s Next?.........................................................................................................................33

Resources............................................................................................................................. 34

APPENDICESGlossary of Terms.................................................................................................................37

Course Evaluation Form.......................................................................................................39

ii | CONTENTS


IntroductionSUSTAINABLE MANAGEMENT DEVELOPMENT PROGRAM

SMDP works with ministries of health, educational institutions, nongovernmental organizations, and other partners to strengthen leadership and management skills and systems to improve public health in low resource countries.

Program StrategySMDP strengthens leadership and management skills and systems through—

Integration with country public health priorities.

Strategic partnerships.

Technical assistance and training.

Policy and systems development.

Advocacy and education.

Evaluation.

For more information, visit http://www.cdc.gov/globalhealth/SMDP/.

ACKNOWLEDGEMENTSPerformance Management was developed by SMDP as a tool for public health managers. This course is intended to introduce important principles that managers and employees can use to set performance expectations and effectively communicate in the workplace.

INTRODUCTION | iii

PERFORMANCE MANAGEMENT

ABOUT THIS COURSEThe goal of this course is to provide you with a variety of tools and techniques which will help you better manage others, resulting in greater efficiency in the workplace.

TARGET AUDIENCEThis course is designed for supervisors in public health services. It is expected that they supervise others, or are involved in the supervision process.

This course could also benefit employees in developing performance objectives and those who regularly provide feedback to others.

LEARNING OBJECTIVESWhen you complete this course you will be able to:

Develop a positive work environment that encourages high performance.

Align and motivate work teams to a common purpose. Adapt management style based on individual needs. Set and communicate clear expectations and objectives. Provide effective and timely feedback to both reinforce and

improve performance. Address behavioral and performance problems with

employees in a constructive way. Conduct a performance appraisal.

iv | INTRODUCTION


SCHEDULEMorning (10:30am – 12:00pm) Course Introduction.

Setting and Communicating Objectives.Afternoon (1:00pm – 5:00pm)

Setting and Communicating Objectives (continued).Giving Performance Feedback.

Providing Reinforcement.

ICON GLOSSARYThe following icons are used in this workbook:

EXERCISE

TIP: SUPPLEMENTAL INFORMATION TO HELP PERFORM A TASK MORE EASILY

INTRODUCTION | v


vi |


Introduction to Performance ManagementWHAT IS PERFORMANCE MANAGEMENT?

Good managers will agree that anyone can get compliance from their staff. However, gaining commitment from their workers is sometimes more complicated. How do you balance “compliance” and “commitment” in a way that gets the results you need as an organization, while earning you respect? That is what performance management is all about.

This course will provide you with the skills so you can save time and gain greater productivity from your employees. This will save you and your organization valuable resources, and will teach you to be a more effective manager.

Performance Management is the process of creating a productive and rewarding work environment in which

employees are guided and monitored to perform to the best of their abilities in order to meet and exceed

specific targets and standards.

INTRODUCTION TO PERFORMANCE MANAGEMENT | 1


EXERCISE 1: FEEDFORWARD

1. Pick ONE behavior you would like to change. Write it down in the space below:

2. Find a partner and describe your behavior in one sentence.

For example: “I want to become a better listener.” “I need to be better organized.”

3. Ask your partner for feedforward, providing two suggestions that could help you achieve positive change in the future. Write those suggestions below:

4. DO NOT comment on the suggestions that your partner gives you. Instead, thank them for their suggestions.

5. Switch roles. This time, listen to your partner’s behavior and provide feed forward to them.

Did you receive constructive feedback? How did it feel to be quiet and listen?

2 | INTRODUCTION TO PERFORMANCE MANAGEMENT


Since this activity focused only on the future, we focused on future possibilities.

When we focus on the past, we often create excuses or justify our behavior by becoming defensive.

THE FIVE PERFORMANCE DRIVERSIn order to get the best performance from others, you should be able to answer five critical questions which are consciously (or sometimes unconsciously) on the minds of every employee. Answering these questions form the key principles of effective performance management:

As a manager, how do you currently answer these questions for your employees?


Effective Performance Management

What do you want me to do? Why is it important?

How do I do it? How am I doing?

What’s in it for me?


THE FIVE STEP PERFORMANCE MANAGEMENT CYCLEThe five performance drivers fit directly into a performance management cycle, which is used by effective managers to guide employees into exceptional performance.

1. Setting written objectives answers, “What do you want me to do?” by communicating expectations effectively.

2. Aligning objectives with organizational goals answers “Why is this important?” because it links the organization’s success to the employee’s success. This ensures that everyone understands and appreciates the “bigger picture.”

3. Modeling and Mentoring answers, “How do I do it?” Employees learn organizational culture and what is expected of them partly by how you work and treat others. You will receive training on this topic in other MIPH courses.

4. Giving Feedback answers, “How am I doing?” Employees need to know how they are doing to either keep going great work, or to improve their performance.

5. Positive Reinforcement answers “What’s in it for me?”



How does positive reinforcement lead back into setting new performance objectives?

You must answer all five questions in order to improve or retain good performance—not just one or two!



DIFFERENT LEVELS OF READINESSThe five step performance management cycle explains how to get the best from your employees, in order to foster a positive, productive work environment. Successful managers adjust their approach based on the employee’s need which is their ability and willingness to perform a particular task.

This principle directly supports the performance management cycle. An employee’s ability and confidence directly relates to effective communication on the job (i.e., setting and aligning performance objectives, regular feedback and positive reinforcement). Being a good manager often times requires that you match the appropriate style of management to the right employee.

EXERCISE 2: VARY YOUR MANAGEMENT STYLE BASED ON READINESS

In the worksheet that follows, complete the missing cells based on the class discussion.

Which type of employee will require more time and resources as a manager? How would you provide higher levels of support and direction in this case?



EXERCISE 2 WORKSHEET

How Manager Can Provide Appropriate Direction and

Support

Support (S) and Direction (D) Level

Needed by ManagerEmployee’s Readiness

Level

S D

S D

S D

Unable AND Unwilling/Insecure

Able BUT Unwilling/Insecure

Able, Willing & Confident

Agree on goals Discuss activities to improve Guide, persuade & explain

Follow through Document performance Observe, monitor & track

How Manager Can Provide Appropriate Direction and

Support

Support (S) and Direction (D) Level

Needed by ManagerEmployee’s Readiness

Level

S D

S D

S D

Unable AND Unwilling/Insecure

Able BUT Unwilling/Insecure

Able, Willing & Confident

Agree on goals Discuss activities to improve Guide, persuade & explain

Follow through Document performance Observe, monitor & track



Setting and Communicating ObjectivesWHAT DO YOU WANT ME TO DO? WHY IS IT IMPORTANT?

The first two components of the performance management cycle address the questions, “What do you want me to do?” and “Why is it important?”

These two questions are answered by setting objectives and aligning them to organizational goals. Establishing and effectively communicating objectives are the foundation of performance.

No matter how motivated employees are to do a good job, they will not accomplish important organizational

goals unless they clearly understand what is expected of them.

Why should performance objectives be linked to organizational objectives? How does this “align” performance?

How much time does your organization spend on rework and correcting mistakes because goals, objectives, and directives were not carried out as originally intended?

8 | SETTING AND COMMUNICATING OBJECTIVES


SETTING AND COMMUNICATING OBJECTIVES | 9


SMART OBJECTIVESPerformance Objectives should answer “What, when, and how” success is measured. After reviewing the job description and establishing team and organizational goals, the employee and the manager should agree on objectives to guide performance and professional development. Objectives should be continuously reviewed and updated regularly.

Why should the manager and the employee use agreed objectives?

Well-written objectives include indicators of success, which define the employees degree of achievement. SMART objectives further define what “success” actually means.

1. Specific (Who is accomplishing the task? What exactly is the goal?) The objective should be crystal clear to anyone familiar with the project.

2. Measurable (How much? What level of quality? What resources should be used?) If you cannot measure it, you cannot manage it. Without a measurable standard, you have no way of knowing whether the employee succeeded or failed.

3. Achievable (Is this goal attainable? Is it unrealistic?) Like an Olympic coach, you must challenge the employee. However, don’t make the objective so unrealistic as to de-motivate the individual.

4. Relevant (Does this task benefit the organization? Is it related to the employee’s job description?) Be sure to have some value or benefit, and that it supports the team and



organization.

5. Time-based (Does the timeline create a sense or urgency and establish a focus? Is it reasonable?) Establish a timeline that creates a sense or urgency and focus.



EXERCISE 3: ACTIVITY VERSUS OUTCOME-BASED OBJECTIVES

1. Column A lists activity-based objectives, which are not SMART.

2. In column B, re-write them so they are outcome-based and follow the SMART model.

Activity-based Objective Outcome-based ObjectiveExample: Example:

Lose weight by dieting and exercise.

Reduce weight to 175 by diet and exercise to reduce risk of heart disease.

Make a presentation to local officials.

Conduct an outbreak investigation.

The Self-Fulfilling Prophecy:Expect the best of people and they will give you their best.

You get what you expect!



EXERCISE 4: SMART OR SILLY?

Listed below are ten objectives. Identify each as being SMART or just SILLY.

1. Design an internal newsletter for staff.

2. Type 65 words-per-minute at a computer keyboard to improve work proficiency.

3. Sing songs at the office party to entertain staff and improve morale.

4. Sell four vacuum cleaners to meet company sales quota for the month of October.

5. Score 80% on this exercise in order to understand the importance of writing SMART objectives.

6. Deliver a 4-page professionally written newsletter on climate change to all staff.

7. Write film critiques for the local newspaper.

8. Drink 2 liters of water in order feel better and improve health.

9. Demonstrate competency in three foreign languages to support international call-center.

10. Return all telephone calls promptly.



EXERCISE 5: WRITE YOUR OWN SMART OBJECTIVE

In the space provided, write one SMART objective for someone who reports to you or for yourself.

Remember to make sure your objective clearly answers:

WHAT should be accomplished? How will it be MEASURED? WHEN should it be completed?

My SMART Objective:

Now, find a partner and share your objectives. Read your partner’s objective carefully and offer “future-oriented” feedback on how making it “SMART-er.”

Suggestions to make my Objective SMARTer:



COMMUNICATING OBJECTIVES: GROWS MODELWriting SMART objectives is only one component of managing performance. Now that you’ve written objectives that clearly state what needs to be done, by when and how it will be measured, we next need to communicate that objective to the employee.

Objectives drive employee performance and often set the stage for behavior. How do you properly communicate your expectations with the employee? Which method of communication (written, verbal, electronic) is most appropriate?

Effective communication means more than a one-way presentation.

Managers must understand:

Employee concerns. What obstacles may get in the way. What resources they will need. Employees must understand:

What needs to be done. Why it is important.



One method to approaching the communication process is by using the GROWS model. The chart below describes how a conversation might take place.

G Goal Define the expectation. What needs to be done? Why?

R Reality Explain the gap between the current and desired situation.

O Options & Obstacles

Listen to the other person’s perspective. How can the goal be achieved?

W Who, What, When?

Who will do what and when?

S Schedule Review Date

Check on progress regularly.



Giving Performance FeedbackHOW AM I DOING?

We’ve discussed how to tell an employee what they should do and why it is important. Now, how do you effectively guide them in the right direction?

It is vital that managers follow up with employees regularly and provide honest and open feedback relative to job performance. Most employees sincerely want to know “How am I doing?”

There are two reasons why we give feedback to employees:

1. To reinforce desired behaviors; and,

2. To change or correct undesirable behavior that is unproductive or hampering performance.

Giving feedback is an essential element of performance management. The best way to give feedback is to do it assertively. Assertive language is specific, factual, non-judgmental, honest, relevant and concise. Effective feedback focuses on the future and is not meant to prove superiority. Remember to keep feedback realistic and focus on what is actually achievable without demanding the impossible.

GIVING PERFORMANCE FEEDBACK | 17


TIPS FOR PROVIDING FEEDBACKPraise1. Be specific: The difference between real praise and the

phony variety is that real praise is specific. Catch them doing something right!

2. Talk about it: Some managers give the impression that they want to get it over with as quickly as possible. Encourage the recipient to respond.

3. Make it true praise: Avoid the temptation to belittle the praise, or turn it into a joke by saying something like, “it’s a shame it doesn’t happen more often.”

4. Put it on record: Deliver the feedback face to face, as soon as possible, and then send a note so that it is placed in the employee’s permanent file.

5. Pass praise on: Make sure it reaches the real recipient.

Corrective Feedback1. Do it quickly, face to face, and in private: Mistakes

that go uncorrected have a habit of reproducing themselves as something more serious, so the sooner addressed the better. Unless it is a life or death matter, be sure to do it privately.

2. Agree the facts: The person being criticized must “own” the problem. It is difficult to start discussing remedies unless the person concerned acknowledges what has happened.

3. Ask and Listen: ask open questions and really listen to the answers.

4. Criticize the action/behavior--not the person: Concentrate on what the person has done and avoid making derogatory remarks about their personality or personal issues.

5. Explain why it matters: Once employees realize why something has to be done a particular way, they are less

18 | GIVING PERFORMANCE FEEDBACK


likely to get it wrong.

6. End on a compliment: Always end on a positive note, so that the individual does not go away feeling too bruised.



FEEDBACK IS FASTEffective feedback doesn’t have to take a lot of time—in fact, it can be done FAST! When delivering to employees, remember that effective feedback (is):

Future focused and frequent. Digging up past mistakes isn’t effective. Neither the manager nor the employee can change the past. We can only change today and tomorrow.

Asks for the recipient’s opinions. Asking shows that you value the person’s ideas and contributions.

Specific. Effective feedback also points out specific behaviors and outcomes. This is much more meaningful that a generic, “You are doing a good job!” Vague feedback doesn’t mean much to the employee.

Timely. The sooner you can provide effective feedback, the better. Most of us have short memories and have difficulty recalling the facts and emotions that occurred last week or last month.



FEEDBACK: THE REINFORCEMENT MODELAs stated earlier, many managers shy away from delivering feedback because it can seem uncomfortable. However, there are two conversation models which can make the process easy and effective. The first feedback model focuses on providing positive feedback, using the FAST model. Positive feedback, again, reinforces a particular behavior that should be repeated.

The Feedback Reinforcement ModelStep Example1. Identify a behavior

to praise. Be specific.

“I noticed that you finished the filing task ahead of schedule. I’d like to thank you for your attention to detail.”

2. Ask “how did it go?” “How do you think you did? Did you enjoy the project?”

3. Ask “What went (or is going) well? Ask twice.

“What went well about the project? Anything else?”

4. Ask “What can be improved for the future?”

“Is there anything you would do differently if you did this type of project again?”

5. Summarize and reinforce the behavior.

“It sounds as if this was an excellent experience for you. Keep up the good work!”



EXERCISE 6: PRACTICE USING THE REINFORCEMENT MODEL

Below is a list of different scenarios that would warrant positive feedback. Find a partner and select one scenario that you both would like to role play. (You are encouraged to use a real-life scenario if you have one.) Select one person to play the role of the manager, and the other, the role of the employee. Use the reinforcement model to provide effective feedback to your partner. Then, switch roles.Scenario AYou just observed a presentation made by one of your employees. You were impressed with how professionally and succinctly the employee/team member presented the project status report and how effective the employee/team member handled questions afterwards from the audience. You want to make sure this success is acknowledged.Scenario BYou attended a meeting with one of your employees/team members who is doing an excellent job of completing a special project, especially in light of the recent organizational changes. This employee/team member has had some problems in the past, meeting project deadlines and you’ve noticed a marked improvement. You want to make sure you don’t miss this opportunity to let this individual know how much his/her work has improved and is appreciated.Scenario COne of your employees/team members has developed and piloted a new time management course requested by a department manager for her 55 employees. The pilot has gone exceptionally well and the department manager has asked that the course be rolled out to the entire department during the next six months. The employee/team member has put in extra hours to make this project a success, often working evenings and weekends. You don’t want this effort to go unnoticed.How did this conversation work for you? How did you feel during the conversation?



FEEDBACK: THE CHANGE MODELThe key to providing effective corrective feedback is to be specific, factual, neutral and non-judgmental. Examine the problem not the individual.

The Feedback Change ModelStep Example1. Briefly describe the

performance deficiency and its impact.

“I’m concerned that you have been leaving work early for the past three days. This has caused a problem because we have missed an important deadline.”

2. Ask for the employee’s perspective.

“Why did you leave early on these days?”

3. Ask open-ended questions to find a solution.

“How can we solve this problem?”

4. Ask, “How can I help?”

“How can I support you?”

5. Gain mutual agreement on an improvement plan.

“So, at this point you agree to come in at 7:30am instead of 8:30am in order to pick your child up on time from the babysitter.”

6. End on a positive note.

“I’m glad we had this opportunity to talk. I’m confident this plan will improve the situation.”



EXERCISE 7: PRACTICE USING THE FEEDBACK CHANGE MODEL

Below is a list of different scenarios that would warrant constructive feedback. Find a new partner and select one scenario that you both would like to role play. (You are encouraged to use a real-life scenario if you have one.) Select one person to play the role of the manager, and the other, the role of the employee. Use the change model to provide effective feedback to your partner. Then, switch roles.Scenario AOne of your employees in your department has not been getting his/her work done properly. Just last month s/he was unable to complete their portion of a group project, which set the whole department behind schedule. You have dropped casual hints to this person but there have been no significant improvements. This worker is normally very conscientious, but lately, it has become a problem. Scenario BOne of your employees has been on the job for almost 15 years and is a member of your 5 person team. You are new to the management role, and you have set up regular monthly meetings to discuss new projects, concerns, questions, etc. The employee tells you that none of his/her other supervisors have ever had these meetings, and s/he doesn’t see that it is worth his/her time. During the meeting, s/he looks disinterested and only gives one to two word answers to your questions. Scenario COn a quiet afternoon, you hear one of your team members arguing outside of your office. Some of the words s/he used were “How could you be so stupid? I can’t believe you shredded that document! Do you not realize how important that was to me! You would think you would have more common sense than that!” You feel embarrassed for the other employee and have decided to speak to your employee about being disruptive and unprofessional.How did this conversation work for you? How did you feel during the conversation?



PERFORMANCE APPRAISALSWriting the Formal AppraisalThe appraisal process is meant to facilitate consistent feedback between the employee and the manager. Through positive and constructive feedback and performance benchmarks, the manager and job holder have clear expectations and can work towards improved productivity.

Documentation of specific incidents and observations is crucial to conducting an impartial and meaningful performance evaluation. Most organizations have different approaches to the performance appraisal process and design their own forms. However there are important keys to writing a good appraisal: honesty, fairness, and completeness:

Honesty: Be factual and include as many clear examples of positive performance, or those areas requiring development as possible. Don’t be afraid to be truthful, because over- or under-evaluating performance can do more harm than good.

Fairness: Look at all areas of performance. Just because the employee performs poorly in one area does not mean that his/her overall performance is poor. Alternatively, if the employee excels in one area, it doesn’t mean his/her overall performance is excellent.

Completeness: During the year, try to write examples as they occur so that the appraisal is not simply based on memory at the end of the appraisal period. Don’t base current performance on past performance. Documenting regular feedback sessions with the employee is extremely important.



Conducting the Appraisal DiscussionA formal appraisal discussion should take place annually or semi-annually, depending on your organization’s procedure. A formal appraisal discussion should occur after the employee has had a chance to review the manager’s remarks on the written appraisal document. Again, if the manager has conducted regular feedback sessions with the employee, nothing in the appraisal should come as a surprise.

Why should the manager share the performance appraisal document with the employee before the meeting?

As a manager, you want to increase your team member’s motivation, develop their potential and improve their performance. Try these techniques for successful performance appraisal meetings. When you are preparing for the discussion, think about:

Make it a conversation not a lecture: Select a venue that encourages open dialogue—not your office or sitting behind your desk. Listen and probe with open-ended questions. Encourage the employee to reflect on how to increase their job satisfaction and value to the organization.

Avoid surprises: Provide corrective feedback as needed throughout the year. Focus on the positive and use positive language. At the same time, face up to problems and invite the employees to self appraise.

Be prepared: Working to a structure and have a list of talking points already prepared. Avoid becoming distracted during the discussion (turn off your telephone and close your email.)

Discuss next steps: Agree on measurable targets and set review dates. Be sure to follow up on agreed actions.



REVIEWING A SAMPLE PERFORMANCE APPRAISAL FORMBelow is a sample performance appraisal form. While your organization may have a separate form, the format of most appraisals is the same from one organization to another. Notes on how to effectively complete important sections are included.




How did the employee meet expectations? Assign a performance rating according to the key listed above.Enter specifics about the objective here (i.e., deadlines, deliverables, and goals).

Agree upon a percentage that identifies how important the objective is to the overall performance. Consider the employee’s time and resources.

Enter the employee’s SMART performance objectives. Ensure that the manager and employee agree on these objectives at the beginning of the appraisal period.

Many performance appraisal forms require managers to rate performance against the SMART objectives that you and the employee create during the appraisal period. This insures that everyone is evaluated fairly.



Personal development objectives support performance objectives. They consist of job-related or career-related learning goals (i.e., language training courses, software training, or even experiential learning).

The manager should include narratives which support the overall performance rating with evidence. If you have evidence, you should include it.

Assign an overall performance rating based on the numeric scale.

The employee should sign the form after the appraisal discussion. By signing it, the employee only acknowledges RECEIPT of the appraisal, not that s/he agrees with its contents.


30 |


Providing ReinforcementWHAT’S IN IT FOR ME?

The sixth question that drives performance is “What’s in it for me?” Psychology experts agree that humans exhibit behaviors because they have motivation.1,2 As a manager, it is important to establish motivators to encourage employees to achieve their objectives.

The definition of “reinforcement” is what happens to us AFTER a certain behavior or activity has occurred. It’s the consequence that is established as a result of what we do. We learn to associate certain behaviors by their consequences.

How do you provide positive reinforcement in your workplace?

1 B. F. Skinner, (1938) The Behavior of Organisms. 2 C. B. Ferster & B. F. Skinner, (1957) Schedules of Reinforcement.

PROVIDING REINFORCEMENT | 31


CONSEQUENCES DRIVE FUTURE BEHAVIORHuman beings need attention and accountability in order to achieve their goals. Therefore, a behavior will tend to be repeated if it is reinforced. This answers “What’s in it for me?” If an employee regularly carries out positive behaviors, s/he is normally rewarded with positive consequences.

Antecedents: What we are asked to do (SMART objectives, directives).

Behavior: What we actually do, based on what is asked of us.

Consequences: What happens to us after the behavior occurs. Consequences can be positive or punitive.

How would a manager provide punitive reinforcement?

Immediate reinforcement has the strongest and quickest effect in managing behavior. The longer the delay, the

less likely they will learn.

32 | PROVIDING REINFORCEMENT


TYPES OF REINFORCEMENTEmployees usually perform well when positive behaviors are reinforced.

There are three types of reinforcement:

Positive reinforcement: Occurs when something desirable happens as a result of a behavior (reward).

Punitive reinforcement: Occurs when behavior results in a bad consequence (punishment).

None: No consequences happen as a result of behavior.Positive reinforcement has been found to be the most effective for reinforcing desired behaviors. By providing rewards and recognition, you effectively acknowledge desired behavior and increase the probability that the behavior will be repeated in the future.

How can you provide positive reinforcement to employees in your organization?



EFFECTIVE POSITIVE REINFORCEMENTWhen giving positive reinforcement to acknowledge, recognize or reinforce desired behavior or special accomplishments, it’s important to be:

Specific: Note exactly what the employee did that went above and beyond what was expected (i.e., coming in on their day off to finish a project).

Immediate: The longer the delay in recognizing an effort or achievement, the less impact it will have.

Personal: Positive reinforcement must be relevant to the person. It is important to take the recipient’s personal feelings into account when providing reinforcement. A manager’s idea of positive reinforcement may be punitive to the employee (i.e., public recognition).

Sincere: Employees can immediately detect whether a manager means what they say, or whether they are simply fulfilling an obligation by going through the motions of acknowledging a worthy action or accomplishment.

If a member of senior management in your organization congratulated you in front of a room of 100 people, how would you feel? Would every employee feel the same way? Why not?

Like feedback, there are a variety of ways to deliver it, based on individual preferences and its significance. Feedback can be delivered in a variety of different ways:

Formally. Informally. Publicity. Privately. Individually. Team-oriented. With tangible goods. Symbolically.



WHEN PERFORMANCE MANAGEMENT DOESN’T WORKIn a perfect world, performance management would solve all the workplace’s problems. But, in reality, there are times when performance management doesn’t work.

Performance management works when: Participants are willing to accept feedback and reinforcement. The organization supports employee’s development. The manager and employee can communicate effectively.Performance management does not work when: Employees are in the wrong job (over-qualified or under-

qualified). The organization does not support performance management. The manager and employee do not respect each other.In some cases, the person may be in the wrong job. They may be overwhelmed by the responsibility or bored because they are overqualified. The organization also may not be challenging the employee.

Performance management focuses on being open and honest with the employee with future-focused feedback.

Have you worked for an organization or a manager who didn’t respect you? If so, how did you feel about receiving feedback and reinforcement from them?

If you had to work with a difficult employee, how would you approach them with honest, constructive feedback?



ConclusionSUMMARY

In this course, you have been introduced to the key principles that great managers use to lead, motivate, and develop their employees.

Performance management focuses not on what’s wrong, but on what’s possible. The goal is to maximize human potential through open communication.

Performance management is not just about telling and directing. It also involves a lot of asking, listening and involvement of your employees in finding mutually agreed upon solutions. Treat your employees as professionals who have experience and good ideas of their own.

Performance management provides you with practical tools you can put to use right away to answer the five key questions that drive employee performance and results.

What is one thing you will do differently with your staff when you return to your workplace?

CONCLUSION | 37


38 | CONCLUSION


WHAT’S NEXT?To get more information about improving your skills in performance management, research these additional training topics:

Assertiveness Skills. Managing Diversity. Coaching and Mentoring. Organizational Change. Conflict Resolution Negotiation Skills. Dealing with Difficult

Employees. Organizational

Development. Delegating & Decision

Making. Performance Appraisals.

Employee Motivation. Strategic Planning. Listening Skills. Time Management.

CONCLUSION | 39


RESOURCESFor more information about Performance Management, consult these reference materials:

Books Bridging Differences: Effective Intergroup Communication.

William B. Gudykunst. 1998. Sage.

Bringing out the Best in People. Aubrey Daniels. McGraw-Hill. 1999.

Coaching for Performance. John Whitmore. Nicholas Brealey. 2002.

Crucial Conversations. Kerry Patterson et al. McGraw-Hill. 2002.

The Emotionally Intelligent Manager. David Caruso & Peter Salovey. Jossey-Bass. 2004

First Break All the Rules. Marcus Buckingham & Curt Coffman. Simon & Schuster. 1999.

Good to Great. Jim Collins. Harper Business. 2001.

Management of Organizational Behavior. Paul H. Hersey. Prentice Hall. 2007

Motivating Employees. Anne Bruce & James Pepitone. McGraw-Hill. 1999.

The New Global Leaders. Richard Branson, et al. Jossey-Bass. 1999.

Now, Discover your Strengths. Marcus Buckingham & Donald Clifton. Free Press. 2001.

On Becoming a Leader. Warren Bennis. Perseus Publishing. Revised edition. 2003.

1001 Ways to Reward Employees. Bob Nelson. Workman Publishing Company. 1994.

Performance Management: Finding the Missing Pieces. Gary Cokins. Wiley. (2004)

40 | CONCLUSION


Recognizing and Rewarding Employees. R. Brayton Bowen. McGraw-Hill. 2000.

The Situational Leader. Paul H. Hersey. Center for Leadership Studies, 16th edition. 1984.

Internet Sites for Building Management and Leadership Skills Business Balls (free learning and development resource).

www.businessballs.com

Harvard Business Publishing (fee for some articles).

www.hbsp.harvard.edu

Management Help (free management resource online library).

www.trainingregistry.com

Management Resources (free resources to improve management skills).

www.management-resources.org

Mind Tools (free resources for learning career-building skills).

www.mindtools.com

CONCLUSION | 41

http://www.businessballs.com/

[COURSE TITLE]

AppendicesGlossary of Terms.................................................................................................................42

Course Evaluation Form.......................................................................................................44

42 |


GLOSSARY OF TERMS

Appraisal An evaluation of how well an employee performs his or her job compared to a set of predetermined standards.

Behavior A person’s action or reaction to some situation or stimulus.

Consequence A result of a course of action.

Feedback A message describing a person’s opinion about a certain behavior. Feedback can be considered informal or formal.

F.A.S.T. An acronym describing an accepted method of delivering feedback (Future focused and frequent, asks for recipient opinions, specific and timely).

G.R.O.W.S. An acronym describing an accepted method of communicating performance objectives. (Goal; Reality; Options & Obstacles; Who, What, When; and Schedule Review Date).

Management Style An overall method of leadership used by a manager.

Performance Management

A process of creating a productive and rewarding work environment in which employees are guided and monitored to perform to the best of their abilities in order to meet and exceed specific targets and standards.

Reinforcement A psychological concept based on the idea that the consequences of an action will influence future behavior.

S.M.A.R.T. An acronym describing an accepted method of designing performance objectives (Specific, Measurable,

GLOSSARY │ 43

[COURSE TITLE]

Achievable, Realistic, Time-related)

44 |


[APPENDIX TITLE] | 45


COURSE EVALUATION FORMPerformance Management: Managing Others Through Positive Leadership EvaluationPlease help us improve the workshop by responding candidly to the following statements.

Scale Definition: 1 – Strongly Disagree 2 – Disagree 3 – Neither Agree nor Disagree 4 – Agree 5 – Strongly Agree

Course objectives were well communicated 1 2 3 4 5

The training was built to match the way I need to do my job 1 2 3 4 5

Adequate time was allotted for explanations/practice 1 2 3 4 5

The training materials were well written 1 2 3 4 5

Job aids are available to support what I learned 1 2 3 4 5

I know where to get assistance when I return to my job 1 2 3 4 5

Overall the class was satisfactory 1 2 3 4 5

What did you like most about the class?

How can we improve the class?

Do you have any additional questions regarding this topic?

If you wish us to contact you, please provide the following information:

Name Email Telephone Number

46 | [APPENDIX TITLE]

participant's guide: performance management€¦ · web viewalign and motivate work teams to...

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