Developing Direct Reports

Dr. John Persico Jr. 612-310-3803

Agenda: Developing Direct Reports Learning Objectives

Introduction of Participants

Definition of Direct Reports

Organizational Responsibility

Three Stages of DR Development

Activity: Peak Performance

Intro to Performance Measurement

Standardized Instruments for 360 Feedback

Activity: Performance Debate

Characteristics of Good Performance Measures2

Agenda, Cont.

Types of Performance Measures

Discussion: Current Performance Measures

Activity: Performance Measure Assessment

Good to Great and the Social Sectors

Discussion: Data-Driven Decision Making

Reward and Recognition Guidelines

Possible Pitfalls in Use of Data

Small Group Activity: Recognition and Rewards

Role of the Supervisor in the PM Process

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Agenda, Cont.

Afternoon Activity: Coaching

Overview of Coaching

The Adult Learning Cycle

Mentoring

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Welcome

The process of developing new skills should include the following:

•Identify a needed skill area.

•Agree on a learning method for improvement.

•Practice and receive feedback.

•Increase awareness of the effects of performance on others.

•Measure change within a well-defined timeframe.

•Recognize and reward skill enhancement.

Introduction of Participants

• Who are you?

• Why are you here?

• What are you most proud of in your educational career to date?

• Tell about a time you lost a job.

• What would you like to take away from this two day session?

Learning Objectives

Understand what direct reports entail Define direct reports Understand the purpose of direct reports across an

organization Name the 3 stages of direct report development Develop a set of performance measurements Identify available data that is useful in measuring

results List what other data they should be collecting State ways in which data can be used in making

decisions

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Learning Objectives, Cont.

Explain possible pitfalls in failing to use data in context

State the impact of recognizing team and individual performance

Establish a reward and recognition system Coach staff for improved performance Prepare a succession plan Develop mentoring relationships State the various dimensions of wellness Design training based on an adult learning model

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Promote Lifelong Learning

You can develop lifelong learning traits:

• By showing curiosity about human nature and how

the world works.

• By seeking and valuing diversity.

• By persisting in seeking out new solutions.

• By using your unique talents and intelligence to promote positive change.

• By learning and applying technology tools to solve problems.

Show Respect

• Value yourself. Be honest and ethical, and practice strong moral values.

• Treat all members of the school community with politeness and respect.

• Honor the ideas and opinions of others.

• Offer to help.

• Be responsible for keeping an open mind.

Policies

• Ask questions at any time.

• Listen to all ideas and opinions.

• Leave for restroom when needed.

• Please be back from lunch and breaks on time.

• Let us know if the day is not working for you.

Direct Reports Defined

Developing Direct Reports: A direct report is any individual who

reports directly to a supervisor or manager

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Joint Responsibility for DR

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Organizational Responsibility

• Valuing Direct Report Development

Organizations that operate under the premise that employees are their most valuable resource are more likely to promote training and development as a process.

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Three Stages of DR Development

• Acquiring Basic SkillsNew Hires

• Provide division/department/workgroup orientation or onboarding.

• Teach knowledge and skills for current tasks

• Create growth and development opportunities for practice and feedback

• Set clear, measureable performance standards

• Complete quarterly performance updates and review progress to plan development.

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Acquiring Basic Skills

Staff or Individual Contributor– Level Employees Moving into Supervisory Positions

• Help individuals make the transition to management

• Identify new expectations

• Create opportunities for practice and feedback

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Enhancing Performance

• Identify a specific skill area

• Agree on a learning method for improvement

• Let practice and give feedback

• Increase awareness of the effects of performance on others

• Measure change within a well-defined timeframe

• Recognize and reward skill enhancement

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Preparing for Future Roles

• Mutually create a career path plan and agreed on by the direct report and the manager

• Offer the direct report a “big picture” view of future possibilities both as a leader or individual contributer in the absence of immediately advancement opportunities

• Provide 360 feedback for offering individuals a new perspective on their performance and on areas that need

• Offer new learning opportunities both inside and outside current job responsibilities

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Comparing 3 Stages of DR Development

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Activity: Peak Performance

Close your eyes and imagine a time (recent or distant) when you performed at your very best in either a professional, academic or personal arena.

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Intro to Performance Measurement

Strengthen Management and inform decision making

Achieve results

Improve overall performance

““What gets measured, gets done. If What gets measured, gets done. If you don’t measure results, you you don’t measure results, you

can’t tell success from failure.” - can’t tell success from failure.” - Peter DruckerPeter Drucker

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Instruments for 360 Feedback

The 360-degree feedback approach can:Provide specific job-related feedback to a leader from the people directly affected by the leader’s behaviors.Help individual leaders understand the skills and behaviors most important for success in their jobs.Show how well leaders are performing relative to the skills and behaviors critical to their effectiveness.Provide a written feedback report, which becomes the basis for a plan of action to implement change.

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Johari Window

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Johari Window, Four Perspectives

• The Open Area Contains things that are openly known and talked

about. These could be strengths or weaknesses. This is the self that we choose to share with others

• The Blind Spot Contains things that others observe that we don’t

know about. Again, they could be positive or negative behaviors, and will affect the way that others act towards us.

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Four Perspectives, Cont.

• The Hidden Area Contains aspects of our self that we know about and

keep hidden from others.

• The Unknown Area Contains things that nobody knows about us –

including ourselves. This may be because we’ve never exposed those areas of our personality, or because they’re buried deep in the subconscious. These unknown’s may influence our behaviors, we are just not consciously aware of them.

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Activity: Employee Performance Management Debate• Each group will be assigned one of two

positions: (1) It is important to measure employee performance as an organization or (2) Measuring employee performance is an unnecessary activity.

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Characteristics of Good Performance Measures

1. They are informative

2. They communicate valuable information

3. They are practical tools

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Types of Performance Measures

Inputs

Outputs

Outcomes

Efficiencies

Quality

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Discussion: Current Performance Measures

• Make a list of current performance measures collected by the school district

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Individual Activity: Performance Measure Assessment

• Refer to the PMA in your manual and

complete the assessment of your current

performance measures. Be prepared to share

ideas.

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Good to Great and the Social Sectors

• In this monograph he discusses how the

definition of greatness varies between

businesses and social agencies.

• Success, he says, can be calibrated without

using business metrics, such as profit margin.

• An important distinction is that of inputs vs.

outputs.31

Good to Great, Cont.

Collins addresses the challenges that the public sector

has in quantifying results as follows:

• It doesn’t really matter whether you can quantify your

results.

• What matters is that you rigorously assemble evidence

—quantitative or qualitative—to track your progress.

• If the evidence is qualitative, he says, think like a trial

lawyer assembling the combined body of evidence.

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Good to Great, Cont.

• What matters is not finding the perfect indicator, but

settling upon a consistent and intelligent method of

assessing your output results, and then tracking your

trajectory with rigor.

What do you mean by great performance?

Have you established a baseline? Are you improving?If not, why not?How can you improve even faster toward your audacious goals?

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Discussion: Data-Driven Decision Making

• In your small groups, discuss and record your answers to the following questions: What are examples of some decisions that supervisors must make?

1. How do you currently make decisions?

2. How could valid and reliable data assist you in making better decisions?

3. What additional data would help in your decision making process?

4. How can you obtain that data?

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Reward and Recognition Guidelines

Reasons there isn’t enough time to address R & R:

• Not enough time

• No funds available

• Negative behaviors get more attention

• Belief that people should not be rewarded for doing their jobs

• Can you think of any others?

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R & R Guidelines

Factors to Keep in Mind

1.Match the reward to the person

2.Match the reward to the achievement

3.Be timely and specific

For every four informal rewards (e.g., a special thank you note), there should be a more official acknowledgement (e.g., a letter of recognition); and

For every four of those, there should be a still more official reward (e.g., a certificate or public praise at a department meeting or a newsletter article).

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Pitfalls in Use of Data

• Data overload – collecting too much data as opposed to focusing on the most informative and meaningful measures

• Spending too much time collecting data and not enough time analyzing it

• Using data out of context

• Using data as an “axe” as in going beyond accountability to use it as punishment

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Small Group Activity: R & R

In small groups, brainstorm recognition and rewards that you have either used in the past or could use in the future.

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Role of Supervisor in Performance Management Process

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Role of Supervisor, Cont.

• Leadership

• Training

• Supervision

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Adult Learning Quiz

Let’s examine how much you know about how adults learn.

Circle either True or False for each of the following statements.

Refer to your manual for a copy of the quiz

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Activity: Coaching

Think of someone you know of who you think

exemplifies the qualities of a good coach. It could be

someone you knew (former baseball or drama coach)

or a famous coach you have read about.

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Overview of Coaching

Coach Defined: Someone who champions your success

•Coaching can occur with either individuals or groups.

•Have a game-plan:

A clear vision and action plan ensure that all "players" are focused on the same end-result.As the coach, this will help you more quickly see when the group is off-course and needs to re-calibrate its efforts.

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Coaching, Cont.

What happens if you lack a vision and action plan? Just imagine a football coach trying to coordinate each player's movements without a predetermined play.

Ensure that the staff member or team is clear on the nature of the performance gap(s).

What are your expectations and exactly how are they meeting and not meeting those expectations?

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Coaching, Cont.

Associate the game-plan with individuals’ goals

Use appropriate communication modes and content

CELEBRATE!!!

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Adult Learning Cycle

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MentoringDefined: A trusted counselor or guide

How to set up a mentoring program:

1.State the objectives

2.List the benefits for each of the following1. Organization

2. Mentor

3. Protégé

3.Which mentoring method(s) can help you achieve your goals?

1. One – to – one mentoring

2. Group mentoring

3. Virtual mentoring47

Mentoring, Cont.

4. Who are the key stakeholders in the mentoring initiative?

5. Consider the following questions concerning the structure of your mentoring program

•What criteria will you use to select mentors?

•What criteria will you use to select protégés?

•What role do you see for the managers of the proteges?

•How will you match mentors and protégés?

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Mentoring, Cont.

• How will you evaluate the program?

• How did the program affect the proteges? Attitudinal effect: Behavioral effect: Accomplishments:

• How did the program affect the mentors? Attitudinal effect: Behavioral effect: Accomplishments: How did the program affect the organization? Overall performance rating: Productivity: Condition of corporate climate:

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Mentoring Vs. Coaching

Mentor Coach

Focus Individual Performance

Role Facilitator w/ no agenda

Specific Agenda

Relationship Self-selecting Comes with the job

Source of Influence Perceived value Position

Personal returns Affirmation/learning Teamwork/performance

Arena Life Task related

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• WRAP UP AND EVALUATION

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