Coaching for Effective Performance Management Presented by the Office of the Provost Rich Miller, Special Assistant Matt Serra, Vice Provost.

Coaching for Effective Performance Management

Presented by the

Office of the ProvostRich Miller, Special Assistant

Matt Serra, Vice Provost

Learning Objectives

• Explain the difference between “performance management” and an annual “performance review.”

• Provide ongoing coaching and feedback through iterative performance management cycle

• Utilize a simple acronym and planner to provide feedback

Performance Management

Traditional Annual Performance Review (APR) Process

• Infrequent, top-down, subjective judgments of an employee's performance

• Usually involve a manager conducting an annual critique of past performance, often with little active input from the employee

• Often results in conflict, misunderstanding, and hostility. Both sides can become defensive, and the whole process is viewed negatively

APR vs. Performance Management

Performance Management is a continuous and on-going proactive mechanism of identifying, measuring, managing, and developing the performance of personnel in an organization.

The Performance Review is a limited and reactive function of evaluating past performance, undertaken once a year.

1.Increase excellence2.Eliminate barriers

What’s the difference?Performance Review

(APR)Performance

Management (PM)

• One time event• Retrospective• Short-term• Correction oriented• Focus is on judging

after the fact• Emphasizes the form

• Fault-finding• Evaluation factors are

subjectively identified

• Ongoing• Prospective• Long-term• Progress steps• Focus is on planning

and managing• Emphasizes the

process• Problem-solving• Performance

expectations are linked to the business plan

What’s the value of Performance Management?It is NOT…

• The form• The

administration • Writing perfect

goals and objectives

It IS…

• The process• Clarifying

expectations• Providing

feedback• Motivating people

to excel

Performance Management Process

Organizational Mission &

GoalsPerformance

Check inPerformance

Review

Performance Planning

Feedback & Coaching

Feedback & Coaching

Feedback & Coaching

Performance planning: Plan for the coming year in the following areas:• Clarify the expectations and

standards for the job• Set performance goals• Set development goals

Performance Check-in: Have a “progress check” conversation atleast midyear. Identify successes and opportunities for improvements

Performance review: Meet annually to review feedback from the previous year, document performance outcomes and development results, and plan for the coming year.

Day-to-day coaching and feedback: Discuss performance on a regular basis (not just during formal reviews). Share feedback about the employee’s successes and areas needing improvement. Seek employee input about the work process and results.

Performance Management includes…

• The Annual Performance Review (APR)• Accountability to goals & expectations• Regular & ongoing coaching and feedback• Collaborative goal-setting & problem-

solving• Personnel development

Benefits to UC & Leaders

• Add a needed measure of organizational accountability and discipline• Keeps everyone at every level focused on the

same destination

• Allows accurate forecasting of resource needs, fosters the efficient use of those resources, and avoids costly stops/starts/changes in direction

• Learning experience for you as a leader

Benefits to UC & Leaders

• Keeps employees engaged because they know what is expected of them at work• Gallup spent 30 years

conducting research with 17 million employees, leading to 12 core elements that best predict employee and team engagement and performance

• Of the 12 high success statements, Gallup identified “I know what is expected of me at work” as fundamental.

Benefits to Faculty• Clearer focus

- Goals clearly set out intentions and desires and what you really want to achieve.

• Optimum use of resources- Setting goals helps prioritize use of limited

resources; putting resources behind what you really want to do, rather than things by default or deflection.

• Effective use of time- Time is a resource, but deserves special

consideration because of it’s importance.

“If you want to improve how you manage time, stop doing what doesn't

need to be done!” – Peter Drucker

Benefits to Faculty• Clarity to decision making

- “Does this activity get me closer to my goal?”• Easier measurement of what you do

- Setting SMART goals allows you to measure how well you are moving towards them.

• More freedom of thought- Setting goals can help release creative energies,

looking for ways to make it happen.• Easier communication with others

- Setting goals enables you to clarify with other people what you are trying to do, and how they can contribute or support.

PERFORMANCE PLANNINGThe Benefits of Goal Setting

Goal Alignment

University Goals

Department or Team Goals

Individual Goals

Goal Alignment Example

University Goal

Department Goal

Individual Goal

Goal Alignment Example

Third Century Key Area:Reimagining the Student Experience

Increase student satisfaction rankings in freshmen courses by 5% by end of 2015-16 academic year by addressing specific student concerns as noted in reviews.

Create 2-3 weekly open office times for students to ask questions about assignments or seek further guidance on projects, resulting in increased student engagement and rankings improved by 5% by end of 2015-16 academic year.

Effective Performance Goals…

• Show clear alignment with the University’s mission and values and with University-wide and departmental goals & objectives

• May require the employee to “stretch,” but are definitely achievable

• Further the employee’s professional and/or personal development

• Are S.M.A.R.T.

S.M.A.R.T. Goals

Goal: My goal is to increase the student ratings for faculty.

Be Specific: What specific areas do you want to improve?

Improved Goal: My goal is to support the improvement of the teaching skills of our faculty members resulting in higher scores on student evaluations.

Sp

ecif

ic

Goal: My goal is to support the improvement of the teaching skills of our faculty members resulting in higher scores on student evaluations.

Make it Measurable:

What percentage increases are you looking for? How will you know this goal is achieved? How will you achieve this goal?

Better Goal: My goal is to support the improvement of the teaching skills of our faculty members. I will support this goal through running a weekly “teaching excellence” Lunch & Learn series for the faculty. Communication regarding the opportunity will focus on motivating and encouraging faculty to attend a minimum of at least 2 sessions, with a target of 25% of faculty attending at least two sessions.

Mea

sura

ble

Tim

e-B

ou

nd

Goal: My goal is to support the improvement of the teaching skills of our faculty members. I will support this goal through running a weekly “teaching excellence” Lunch & Learn series for the faculty. Communication regarding the opportunity will focus on motivating and encouraging faculty to attend a minimum of at least 2 sessions, with a target of 25% of faculty attending at least two sessions.

Make it Time-Bound:

When do you expect to see these results? What milestones can you measure?

SMART Goal: My goal is to support the improvement of the teaching skills of our faculty members. I will support this goal through running a weekly “teaching excellence” Lunch & Learn series through the end of the 2015-2016 academic year for the faculty. Communication regarding the opportunity will be sent by end of September 2015 and will focus on motivating and encouraging faculty to attend a minimum of at least 2 sessions, with a target of 25% of faculty attending at least two sessions throughout the academic year.

Att

ain

able

& R

elev

ant

SMART Goal: My goal is to support the improvement of the teaching skills of our faculty members. I will support this goal through running a weekly “teaching excellence” Lunch & Learn series through the end of the 2015-2016 academic year for the faculty and communicate the opportunity and benefits to all faculty members via priority channels by the end of September 2015.

Is it Attainable?

Can objectives pertaining to the goal be carried out? Do I have the resources to do this (budget for training, time, skills to develop the process, etc)?

If you answered no, rewrite to be a challenging but realistically attainable goal.

Is it Relevant? Does this goal help you meet the overall objective of the team, department, and/or University?

If you answered no, rewrite to align to team/department and University goals.

COACHING & FEEDBACKEnsuring Effective Performance Management

Performance Management Process

Organizational Mission &

GoalsPerformance

Check inPerformance

Review

Performance Planning

Feedback & Coaching

Feedback & Coaching

Feedback & Coaching

Coaching

Skill vs WillAbility &

CompetencyMotivation & Engagement

Coaching

Skill vs Will vs HillAbility &

CompetencyMotivation & Engagement

Feedback

Under Par = Exceeds Expectations

Par = Meets Expectations

Over Par = Needs Improvement

Feedback

Feedback

Feedback

GUIDE TO PROVIDING COACHING & FEEDBACK

People Have Needs

Personal Needs

Practical Needs

- The “human needs that people bring to the workplace and to an interaction.

- to be heard and understood, respected and valued, trusted, involved, supported

- The objectives you want the accomplish through an interaction

- reach a decision, resolve a conflict, develop a solution, create a plan, provide feedback

Key Principles

• Maintain or enhance Self Esteem• Listen and Respond with Empathy• Ask for Help and Encourage Involvement • Share thoughts, feelings and rationale• Provide Support without removing

responsibility

Interaction Guidelines

© Development Dimensions International, Inc., MMX.

© Development Dimensions International, Inc., MMX.

Discussion Planner

Providing Feedback

Feedback“Great job with that student today.”

More Impactful Feedback“When John was confused about the homework assignment (situation/task), you took the time to explain some tips and helped him out (action), and he left looking much less stressed and more confident in the assignment (result).”

© Development Dimensions International, Inc., MMX.

Providing FeedbackFeedback“You need to learn to communicate with students better.”

More Impactful Feedback“When John had a concern (situation/task), you told him to figure it out and brushed him off (action), and he left frustrated and angry (result). If you had taken the time to explain the assignment to him (alternative action), he would’ve understood better and had a better chance of success (alternative result).”

© Development Dimensions International, Inc., MMX.

Consistent and balanced coaching

and feedback

Annual Review

Surprises

Practice

PracticeScenario: Due to a shift in senior leadership, you have assumed interim leadership of 3 faculty members whose performance has been declining over the past few months. They seem to lack some of the key skills and knowledge needed to do their jobs effectively, and their attitudes have worsened because of all of the change.

Recap

• Explain the difference between “performance management” and an annual “performance review.”

• Provide ongoing coaching and feedback through iterative performance management cycle

• Utilize a simple acronym and planner to provide feedback

Thank you!Please fill out an evaluation and leave on the table on your way out.

Coaching for Effective Performance Management