Facilitators Guide English

7/28/2019 Facilitators Guide English

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Facilitator Notes

Company ConfidentialFor Internal Use Only 1

Performance Matters

Performance Management

Pre-class

Necessary Materials

LCD projector

Laptop with Performance Matters Training Presentation loaded (pdf. file)

Performance Matters Facilitators Guide (for your reference)

Performance Matters Managers Guide for each participant (distribute when directed)

Performance Matters Training Supplement for each participant (set out prior to class)

Performance Matters Employees Guide for each participant (distribute when directed)

1 chart paper pad

Markers (10 per class)

Masking tape

For Your Improvement Coaching Guide (FYI)- by LomingerName tents and/or badges

15 coins (five each of three different values, i.e. pennies, nickels, dimes)

Blindfold

Pre-class Preparation

Make Chart 1-How Do You Improve Employee Performance? Post this pre-made chart next to 4-5 blankchart pages on a wall or white board.

Make Chart 2-Objectives and post when directed to in the Facilitators Guide

Make Chart 3-The Four Step Feedback Model and post when directed to in the Facilitators Guide


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Facilitator Notes


Getting Started

Welcome and introductions

Vital matters Fire exits

Restrooms

Ground Rules

Cell Phones/Laptops

Breaks/Lunch

Getting Started (10 mins.)

Review slide and discuss.

Welcome participants, introduce yourself and conduct brief participant introductions (The time for this isshort, therefore we suggest nothing more than name, title and department).

Review vital matters including location of fire exits, restrooms, ground rules around phones and laptops,etc Announce approximate timing of breaks and lunch.

Introduce the Training Supplement. Explain that it will be used throughout the day and serve as a referenceafter the class.

Facilitators Note: The Training Supplement contains miniatures of all the facilitator slides (with space fornote-taking), the goal-setting and feedback exercises, and the blank assessment form.

Transition: Before proceeding further lets take a look at why our topic today is so important...


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Facilitator Notes


Leadership Matters

This workshop is about:

The performance management process Shaping a global performance culture

Your role in achieving results by embracing

our values

Performance at our company (5 mins. for this and next 3 slides)


Managing people is about bringing out their best and focusing on goals and behaviors that produce results.

Results for our company and results for our employees.


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Facilitator Notes


Performance Matters. People Matter.

Our company is passionate about delivering quality,innovation and performance to help our customerssucceed.

Most importantly, we are people.

Thousands of caring and committed employees who doextraordinary things every day to make all our liveseasier, safer and better.

Performance continued

Review slide.


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You Are The Connection

In numerous countries

Thousands of employees depend on you

for leadership everyday.

You are the connection betweenour employees and our future.

That is why you are here.


Review slide and highlight:

As managers you are the connection between our employees and their performance. Whether assessingperformance or promoting workplace integrity, your behavior has a significant impact on the behaviors ofothers. You have an incredible opportunity to make a difference in peoples lives and our organization.Today we will introduce a process and philosophy that will help you leverage your talents.

This is an exciting time to be a part of our organization. A time to realize our full potential. A time to create aglobal team of energized, focused employees who get as much value from their jobs as they give.

Were glad you

re here.


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A Different Approach to Performance Management

Traditional performance appraisal systems focus onlyon

pay or poor performance ours is different.

With goal-setting, development and useful feedback along

the way

Its an exciting time to be apart of our Companya timeto realize our full potential

Our new performance management process enablesand energizes people to perform so

employees get as much out of their jobs as they give



Transition: Some of you may recognize similarities between this emphasis on development and theOrganization and Leadership Review (OLR). Our performance management process uses similar tools. Letstake a closer look


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Facilitator Notes


Organization and Leadership Review (OLR)

Builds on performance assessment process

Objectives:

Review talent poolsstrengths anddevelopment needs

Accelerate the development of key talentwithin the company

Identify high leverage developmentpositions or assignments

Seek out diverse talent to assure that ourpipeline builds from early career

Plan for succession Build on organization capability to reach

business objectives

GOALSFEEDBACK

ASSESSMENT

OLR

Perfo

rman

ceMana

gement

Organization and Leadership Review-OLR (5 mins.)

Review slide and highlight:The Organization and Leadership Review (OLR) process was begun in 2003. Currently, employees inbands 1-3 are reviewed through this process every year, although some segments include additional bands.

In addition to the individual employee assessment, the OLR process supports efforts to ensureorganizational capability to meet objectives and drive key organizational improvements by focusing onclosing the gaps between our business objectives and our organizational capabilities such as Six Sigma andGovernance, succession planning and the movement of talent across the segments and business units.

After the business units and segments compete their OLR meetings, the segment and function headspresent their summaries to the CEO, who in turn presents a final summary to the Board of Directors.

Transition: Both the OLR and our new performance management process are tools for improvingperformance. So how is performance improved?


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How Do You Improve Employee Performance?

How Do You Improve Employee Performance? (15 mins. for this and next 6 slides)

Directions. Give each participant a marker, direct them to the posted chart paper and ask them to write theiranswer to the question: How do you improve employee performance? Responses should be completesentences that establish context, not just one or two word comments. Instruct them to write large and legibly(You may want to chart these directions. You may also find it useful to give participants a minute or so todraft their thoughts individually at their seats before going to the wall.).

Facilitator Note: You will refer back to the charts when you discuss the program objectives.

Transition: Lets take a look at what we all want from a performance management system


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Facilitator Notes


What Do We All Want?

What do employees want?*

*Source: McBer & Company, 1994


Ask: What do employees want from a performance management process? Do not chart these responses.Keep the discussion lively and moving. Only reveal the question What do employees want?. After you havesolicited several responses, reveal and quickly review the answers.


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Facilitator Notes



What do employees want?*

What do you want me to do?

How well did I do it?

Where do I stand?

Where am I going?

What do I need to work on?



Ask: What do employees want from a performance management process? Do not chart these responses.Keep the discussion lively and moving. Only reveal the question What do employees want?. After you havesolicited several responses, reveal and quickly review the answers.


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What do employees want?* What do managers want?

What do you want me to do? How well did I do it?

Where do I stand?

Where am I going?




Ask: What do managers want from a performance management process? Do not chart these responses.Keep the discussion lively and moving. Only reveal the question What do managers want?. After you havesolicited several responses, reveal and quickly review the answers.


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What do employees want?* What do managers want? What do you want me to do?

How well did I do it?

Where do I stand?

Where am I going?


Simple process; intuitive,easy-to-use

Efficient way to set direction

Motivational; emphasizes

development as much as

evaluation

Fair, equitable, consistent

across the company

Minimizes conflict, but

provides a basis for takingaction when necessary



Ask: What do managers want from a performance management process? Do not chart these responses.Keep the discussion lively and moving. Only reveal the question What do managers want?. After you havesolicited several responses, reveal and quickly review the answers.

As managers you will take the lead in implementing this process, and you ll be among the first to reap thesebenefits.

Transition:It is not enough to want these things. Everyone must focus and act on a few key tasks, that takesus to the main messages of today...


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Facilitator Notes


Todays Main Messages

You are responsible for your own

success

Goals set direction for each of us

Feedback is everyones job

Goals set directionand feedback provides

guidance withcheckpoints along

the way

Todays Main Messages


You are responsible for your own career and success. Setting goals and providing feedback are critical partsof guiding success. As a manager make sure your employees understand they are responsible for havinggoals and getting feedback. Your job as a manager is to communicate that message, and provide goalguidance and a whole lot of feedback.

Transition: Now lets take a look at how this training will help you improve employee performance...


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Facilitator Notes


Objectives

Understand the performance management process

Create aligned goals Specific, Measurable, Attainable, Relevant

& Time-specific

Provide useful, frequent, candid feedback

Write and conduct a fair, collaborative assessment

Objectives

Show slide.

Post Chart 2-Objectives and discuss.

Show: Review charted comments to How do you improve employee performance? and note how they willbe addressed in this class. Be sure to indicate if an issue will NOT be addressed. Circle or cross off eachcomment or group of comments as you deal with each.

Transition: Successful implementation of this new performance management process means everyonemust play a part and take on new responsibilities.


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Facilitator Notes


We All Have a Role

EMPLOYEE Work hard to achieve goals

Own their professionaldevelopment

Solicit, listen to and act onfeedback

Assess their performance

objectively

MANAGER Help set and clarify goals

Support employee developmentand possible career progression

Provide useful, frequent, candidfeedback

Assess employee performance

fairly

COMPANY Make performance management/employeedevelopment a business priority

Ensure fairness, consistency and processintegrity across all businesses

Provide tools and processes to develop skills

and behaviors to enhance performance

We All Have a Role (10 mins. for this and next 4 slides)


Everybody, managers and employees, are responsible for taking action to set goals and activelymake feedback happen. Even in a dynamic environment like ours, written goals provide usefulguidance, but keep in mind that sometimes goals can change, grow or shrink during the courseof a year.

In some parts of the company people are excellent at doing both. We re looking to enhance thatcapability throughout our company. It is one way we can all sharpen our focus on results, get andstay aligned and continuously improve our performance.

Transition: Roles and responsibilities tend to emphasize what we do. We also care about howwe do it. Lets take a look


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Facilitator Notes


RESULTS

What we did

We Care About

We Care About


Ask: What do we mean by results? Do not chart these remarks. Simply move this along as a quickdiscussion. Clarify that results are the outcomes of an employees efforts to achieve goals set before or atthe start of the fiscal year. Results are the whats.


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We Care About

RESULTS

What we did

+ BEHAVIORSHow we did it

We Care About


Ask: What do we mean by behaviors? Do not chart these remarks. Simply move this along as a quickdiscussion. Clarify that behaviors are the hows in an employee s efforts to achieve those results.

Ask: Why do we believe behaviors are as important as results?

People who demonstrate these behaviors tend to get better results.


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We Care About

= PERFORMANCE

RESULTS

What we did

+ BEHAVIORSHow we did it

We Care About


We believe:

Performance is based on both results and behaviors

All employees should expect to receive feedback on performance, including what theyve done well andwhat they need to improve

Employees are evaluated based upon their results and behaviors, not simply their efforts

Transition: We are embarking on a new approach--one that presents a turning point...


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A Turning Point

Across our company we have many different ways of

managing employee performance

If we use the same process we can all focus on what it

takes to win

To this:From this:

A Turning Point

Historically we have been part of a holding company--a conglomeration of hundreds of separate, distinctorganizations. We are now one company, uniting our teams into a single operating company. One that has ahealthy culture characterized by alignment, growth opportunities, and an environment that will attract andretain employees for a long time.

Review slide.

Transition: We enthusiastically recognize the opportunity this presents--to create a performancemanagement process under a common framework where values guide our behavior. Let s take a look


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Facilitator Notes


Understanding the

performance management process matters.


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A Common Framework To

Provide clear relevant direction to individuals

Build teams of committed, aligned employees

Instill our values

Integrity, Excellence, Teamwork, Accountability

Assess performance and talent

Accelerate talent development

A Common Framework (10 mins. for this and next 5 slides)

Review slide and highlight.

We need a common framework to provide individual direction aligned with company goals.

Our process

Encourages committed aligned teams

Highlights and drives our values (Integrity, Excellence, Teamwork and Accountability)

Focuses on performance and development

Transition: Our process has been designed to take advantage of high impact drivers...


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Facilitator Notes


What Improves Performance?

Researchindicates that

any one ofthese can

have a 25%positive

impact onperformance Opportunity to work for a strong executive team

Feedback that helps employees do their job better

Opportunity to work on things you do best

Manager knowledgeable about employee performance

Employee understanding of performance standards

Fairness and accuracy of informal feedback

High Impact Performance Drivers

Source: Corporate Leadership Council 2002 Performance Management Survey

What Improves Performance?


This information comes from research conducted by the Corporate Leadership Council in 2002. Over 19,000employees and managers from 34 companies, in seven major industry groups and 29 countries weresurveyed.

Results of this survey indicate that each of these drivers can improve performance up to 25%.

Our performance management process is designed to leverage the power of these drivers.

Transition: Its a straight forward three step process...


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Facilitator Notes


Performance Management

Our process includes keydrivers of performance

improvement.

Our Performance Management Process


1. Goals

2. Feedback

3. Assessment

Move quickly to the next slide.


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Goal-Setting

SET GOALS

Before or at the start

of the fiscal year

Performance

Development

Our Performance Management Process-Goal-Setting


Goals are set before or at the start of the new fiscal year.

Move quickly to next slide.


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Providing Feedback

PROVIDE

FEEDBACK

Throughout the year

Frequent Useful

Candid

Our Performance Management Process-Providing Feedback


Feedback should be frequent, useful and candid. You ll have to do less writing and have fewer problems ifyou do that. Try to provide informal feedback daily and formal feedback quarterly.



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Facilitator Notes


Conducting the Assessment

CONDUCT ASSESSMENT

Upon completion of fiscal year

Collaborative

Fair

Our Performance Management Process-Conducting the Assessment


Conducting the assessment begins once the fiscal year is complete. The assessment process includes inputfrom both the manager and employee.

In some areas of our company getting input from employees is a new procedure. It will be important for allmanagers to conduct fair and collaborative assessments with input from employees in the goal-setting andassessment steps.



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Facilitator Notes


Creating aligned goals matters.

Specific

MeasurableAttainable

RelevantTime-specific


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Facilitator Notes


Goal-Setting

SET GOALS

Goal-Setting (10 mins. for this and the next 5 slides)


Goal-setting and feedback are a very powerful combination as each works better when supported by theother. Goal-setting is the first step; it is the map that identifies the destination with checkpoints along theway. Keep in mind everyone will have both performance and development goals.

Transition: Goals should align from the top of the organization down through the segments, business units,departments and finally to individuals. We are taking the first steps toward making that happen.


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Facilitator Notes


Creating Goal Alignment

Company Goals

Segment Goals

Business Unit Goals

Department Goals

Individual Goals

Creating Goal Alignment


Using the diagram as a guide, we suggest you begin by scheduling a meeting with your employees todiscuss business unit and department goals. This will enable individual goals to align with, and support,overall company goals. The diagram shows how goals flow down through the organization, beginning withcompany initiatives and ending with individual goals.

If you cannot state how the employees performance goal supports the accomplishment of higher levelgoals, then the employees goal should be carefully re-examined.

Its important to remember that if you do not have all the information you need when you initially set your

goals for the newfiscal year, you should still begin the process and make adjustments along the way.

Transition: Now lets look at how this fits in with the overall goal-setting sequence...


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Facilitator Notes


The Goal-Setting Sequence

Manager reviews, makes

changes and/or additions

and finalizes

If appropriate,

Managers Manager

reviews

Manager & Employee review

goals discuss, collaborate and

finalize

Manager provides

employee copy and

places copy in

Employees file

Manager schedules and

prepares for meeting

with Employee

Employee drafts

goals for next fiscal

year

Manager discusses

organization and

department goals and

provides copy

Managers

Manager

Manager

Employee

The Goal-Setting Sequence


The goal setting-sequence begins before, or at the start of, the new fiscal year. The purpose of this step is toestablish goals for the next fiscal year that are specific, measurable, attainable, relevant, time-specific andaligned with the companys goals for that year.

The sequence begins with either a group or one-on-one meeting between you and your employees. At thismeeting, you should discuss your department goals and provide a written copy for everyone. Using thesegoals as a guide, have your employees draft their individual goals for your review and approval. While itsimportant to reach agreement on goals and write them down, its also important to remain flexible throughoutthe year because goals may change as business needs shift.

As a best practice, teams and/or departments are encouraged to meet after employees complete their firstdrafts. In this meeting, employees can share their goals with each other to ensure there are no duplications,

overlaps, conflicts or gaps that might cause inefficiencies. These meetings can also be used to set team(joint) goals.

If you are interested in learning more about team goals and goal alignment contact your Human Resourcesrepresentative or Organization Development/Training department.

Transition: Goal-setting is documented on a specific goal-setting form...


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Facilitator Notes


The Goal-Setting Form

Goal-Setting Form

Review slideand highlight:

This form will be used throughout the company to record, update and track goals.

When filling out the Performance Factorcolumn (for performance goals), identify the factor, such asrevenue, EBIT (earnings before interest and taxes) operational excellence, cash, growth, safety etc. Whenfilling out the Target Competency(for development goals) identify the competency or behavior, such asbusiness acumen, drive for results, builds effective teams, etc.

In the Expected Resultscolumn, write specific, measurable, attainable, relevant, time-specific goals toensure you will be able to assess the quantity and quality of the result. You may also include intermediatecheckpoints in this column.

The End of the Year Results/Accomplishmentscolumn is used to document results upon completion ofthe fiscal year and at checkpoints along the way.

Transition:The goal-setting documentation should include the following...


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Facilitator Notes


Individual Goal-Setting

As a Guideline

2-4 Performance Goals Aligned with Companys goals

Best practice: Ensure team alignment

1-2 Development Goals

Focus on developing both strengths and development needs

Some goals can change during the cycle

Write goals using the SMART format

Specific, Measurable, Attainable, Relevant,Time-specific

Individual Goal-Setting


Goals help employees understand where their job fits into the organization

Goals increase performance, motivation and behavior development

Highlight the difference between a performance goal and a development goal

Performance goalsare driven by, and aligned with, company, segment, business unit and departmentgoals. Individual goals are most powerful when they are linked to the larger organization. Typically theyfocus on factors such as EBIT (earnings before interest and taxes), revenue, operational excellence, cash,growth, safety etc. An employee will typically have two to four performance goals.

Development goalsare individually-driven and focus on the skills, knowledge and behavioral changes

needed to accomplish performance goals or prepare for future assignments. Typically every employee willhave one or two development goals which may focus on leveraging strengths or improving developmentneeds.

SMART is an acronym for Specific, Measurable Attainable, Relevant and Time-specific. Well explain this inmore detail in just a minute.

Transition: Lets take a closer look at the difference between performance goals and development goals


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Facilitator Notes


Performance Versus Development

Performance Goals

Focus on factors such as EBIT, Revenue,Operational Excellence, Cash, Growth, Safety

Example...reduce scrap 10% by the end of thesecond quarter

Development Goals

Focus on the skills, knowledge and behaviors

Exampleincrease business acumen through improved

understanding of a profit and loss statement, income

statement and balance sheet. Demonstrate ability toread and explain data by the end of the second quarter

Performance Versus Development


Development goals use the same SMART format as performance goals. Let s take a look at anotherexample.

A development goal in SMART format:

Improve communication skills by learning how to run project meetings that are time efficient, have theappropriate people in attendance, follow and accomplish the published agenda and follow-up on actionitems. A five point survey tool given at each meeting will track progress starting in January andconcluding in December.

Transition: As mentioned earlier, good individual performance goals should be aligned with the larger

organizational goals, but they should also be well written. Lets take a closer look at how to do that.


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Facilitator Notes


Writing Goals Overview

Specific

clearly stated, targeted on a single result Measurable

quantifiable, concrete

Attainable

challenging, but feasible

Relevant

to the employee and the organization

Time-specific

with end and intermediate milestones

Writing Goals Overview (40 mins. for this and the next 5 slides)


In English, SMART is an acronym for Specific, Measurable, Attainable, Relevant and Time-specific;characteristics which define well written goals. You may have also seen slightly different words attributed tosome of the letters. The important point is that goals have these defined characteristics:

Specific:Goals should be distinct, clearly-stated and focused on a single result. Vague generalitiesare not goals.

Measurable: State how youre going to know the goal is completedconsider quantity and quality.

Attainable: Goals should be challenging, but feasible. Consider the following: Can the goal beaccomplished with the resources the employee controls? Think of their strengths and development

needs.Relevant: Goals should be relevant to the employees position and the organization. Consider thefollowing: Does the goal support the companys goals?

Time-specific: When will the goal be completed? Deadlines focus an employee s time and attentionwhile encouraging the completion of commitments.

Transition: Now, lets look at some goals and see how well written they are...


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Facilitator Notes


Writing Goals

Goal 1

Reduce length of time job requisitions are open

Writing Goals

Show: Goal 1

Ask: How could this be improved? Is it:

Specific (yes-targets a single key result)

Measurable (no-not quantifiable or concrete)

Attainable (unknown, may or may not be, only a specific person would know)

Relevant (yes, for a recruiter)

Time-specific (no-no intermediate or end dates)

Give participants a couple of minutes to rewrite the goal. Then take volunteers and finally reveal the betterresponse.


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Facilitator Notes


Writing Goals

Goal 1


Better Goal 1

Reduce average length of time job requisitions are open from 47 to30 days in the Healthcare segment by end of the fiscal year

Writing Goals

Show: Goal 1


Specific (yes-targets a single key result)

Measurable (no-not quantifiable or concrete)

Attainable (unknown, may or may not be, only a specific person would know)

Relevant (yes, for a recruiter)


Give participants a couple of minutes to rewrite the goal. Then take volunteers and finally reveal the betterresponse.


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Facilitator Notes


Writing Goals

Goal 1


Goal 2

Improve the cycle time problem

Better Goal 1


Writing Goals

Show Goal 2


Specific (yes-clearly states a single key result)

Measurable(no-not quantifiable)

Attainable (unknown)

Relevant (yes, for a production supervisor)


Transition: Now lets have you try writing some goals.


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Facilitator Notes


Writing Goals

Goal 1


Goal 2

Improve the cycle time problem

Better Goal 2

Reduce top 50 cycle times at the Harrisburg facility by 40% bythe end of September

Better Goal 1


Writing Goals

Show Goal 2


Specific (yes-clearly states a single key result)

Measurable(no-not quantifiable)

Attainable (unknown)

Relevant (yes, for a production supervisor)


Transition: Now lets have you try writing some goals.


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Facilitator Notes


Goal Writing Exercise

Individually:

Read the draft goalDetermine which goal criteria is present

Write a better goal

In groups share your results

Prepare to discuss your options, challenges

Goal Writing Exercise

Exercise (About 30 minutes)

Refer Participants to their Training Supplement (Goal Writing Exercise).

Individually have participants review the draft goals, determine which SMART element is present and thenrewrite the goal to improve it. Direct half the group to work from number 1 through 5. Direct the other half towork from number 5 through 1. (10 mins.)

In smallgroups have participantsdiscuss their work. (10 mins.)

Debrief the large group by asking for feedback on the options they discussed and challenges theyencountered. (10 mins.)

As you can see, writing good goals is a bit of a challenge, though easier with practice. But goals arefrequently moving targets that need to be revised and updated. The easiest way to keep goals on track andaligned with broader goals is to communicate honestly and often. Feedback provides a fast, easymechanism for assessing quantity and quality of progress and making small adjustments before large onesbecome necessary.

For more information or assistance with goal-setting you should contact your Human Resourcesrepresentative.

Transition: While goals provide guidance, feedback is a critical component of ensuring goal attainment.Lets take a closer look


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Facilitator Notes


Providing useful, frequent, candid

feedback matters.


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Facilitator Notes


Coins Exercise

We need three volunteers

Coins Exercise (10 mins.)

Set-up: 15 coins (5 each of three denominations). One blindfold.

Process: Ask three volunteers to leave the room, get blind-folded and return one at a time. While they are out of theroom, make a 2x2 foot square with masking tape on the floor. Advise participants in the room to remain silent during theexercise.

Guide one blind-folded volunteer to the room, hand him/her 5 pennies, position him about 4 feet from the masking tapesquare, tell him to turn around one or more times and toss the coins on the floor. The volunteer may not ask questions,nor may the group provide any feedback. After that is done remove the blindfold and have the person rejoin the group.Leave the coins on the floor.

Guide the second blind-folded volunteer into the room. Hand her 5 nickels, position her about 4 feet from the maskingtape square, tell her how to face the square and then tell her to toss the coins into the square which is about 4 feet in frontof her. Do not provide any further instructions or feedback. After this is done remove the blindfold and have her rejoin the

group. Leave the coins on thefl

oor.Guide the last blind-folded volunteer into the room. Hand him 5 dimes, position him about 4 feet from the masking tapesquare. Tell him how to face the square. Explain that his task is to get as many coins as possible into a 2x2 foot squaretaped on the floor. Then tell him to toss one coin into the square which is about 4 feet ahead. Based on where the coinlands, provide additional guidance. Repeat this process for all 5 dimes. After that is done remove the blindfold and havethe person rejoin the group. Leave the coins on the floor.

Debrief: Explore how feedback impacted the volunteers ability to be and feel successful. Note how the participants weremore successful when they 1) understood the goal and 2) received frequent feedback.

Transition: Just like in this activity, employees suffer when feedback is missing. We encourage you to provide feedbackthroughout the year.


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Facilitator Notes


Providing Feedback

PROVIDEFEEDBACK

Proving Feedback (50 mins. for this and next 5 slides)

Review slide.

Transition: Now lets look at how to provide effective feedback.


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Facilitator Notes


Four Step Feedback Model

1. Describe what happened

2. Describe the impact

3. Check for understandingand get the persons views

4. Describe what youwant to happen

Four Step Feedback Model

Review slide, discuss and highlight:

This four step model for providing feedback works well for both positive and constructivefeedback.

All four steps work best in the order described above, but providing great feedback takespractice. Even if you only do the first step and/or change the order of the other steps you will stillexperience better results.

Transition:The best feedback situations create a dialogue between the giver and receiver. Thatmeans youll be listening during parts of the conversation. What makes listening effective?


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Facilitator Notes


Really Listening

Attending Skills

Eye Contact Non-distracting Environment

Following Skills

Minimal Encouragers

Questions

Reflecting Skills

Empathizing with Feelings

Paraphrasing

Source: People Skills by Robert Bolton

Really Listening

Facilitator Note: The following information is from the work of Robert Bolton in his book People Skills.


Theres a difference between hearing and listening. Hearing is a physiological process involving the ability to hearsounds and noises. Listening is a psychological process involving understanding and interpreting those sounds andnoises. Listening is a complex topic, however the following skills will help you have a productive feedback conversation.

Attendingis giving your physical attention to another person. Eye contactand being in a non-distracting environmentare two powerful demonstrations of this skill.

Followingallows the listener to stay out of the speakers way so that the listener can discover how the speaker viewsthe situation. Use minimal encouragers, such as really?, tell me more and oh? to let theother person know that youare paying attention.. Infrequent questionskeep the conversation going in a directed fashion without creating the feelingof an inquisition. The key is to ask questions that are non-judgmental and truly allow a dialogue to flow.

Reflectingrequires the listener to restate the feelings and/or content of the speaker in a way that demonstrates

understanding and acceptance. Listeners frequently miss many of the emotional dimensions of a conversation. There isa tendency to concentrate on content, yet the key elements are often based on buried feelings. By simply empathizingwith feelings-- not necessarily agreeing with them -- you can make remarkable progress in a conversation. Finally,paraphrasing, means providing a concise response to the speaker that states the essence of the other s content in thelisteners own words.

You might find it useful to make a reminder list of these skills and keep it in sight when you find yourself giving formal oreven informal feedback.

Transition: Before giving you a chance to practice, lets go over some final hints about feedback.


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Facilitator Notes


Hints for Providing Great Feedback

Provide positive and constructive feedback

Focus on behavior not personality

Make it timely

Give a little at a time

Be creative, but sensitive

Document notable feedback

Hints for Providing Great Feedback


Feedback will provide greater benefits if you are willing to make small efforts. Consider the following:

Provide both positive and constructive feedback. Keep in mind, that providing positive feedback ensures your employeeskeep doing what they do best. However, constructive feedback, if given well, is more likely to lead to improvement orchange. Use both for maximum results. Think about how you would like to hear the message.

Focus on behaviornotpersonality. People rarely change their personality but they can, and do, change their behaviors.

Personality-Focused Comment: Youre sloppy and just dont care.

Behavior-Focused Comment: There are four errors in this report.

Make it timely. Give feedback as soon as possible after the behavior in question. Timely feedback can be acted upon,often immediately. This also prevents unwanted or dangerous behavior from becoming a habit.

Give a little at a time. Provide feedback in small amounts. Offer feedback like Ground Control provides guidance to aspace craft. Ground Control offers many mid-course corrections to ensure a perfect landing, rather than simply pointingthe rocket toward its destination and hoping for the best.

Be creative, but sensitive. Not everyone likes to receive feedback the same manner. Constructive feedback shouldalways be done in private, but positive feedback can take place in either a public or private setting. While some peopleprefer that all feedback be handled privately, others respond well to public group acknowledgement or awards.. Tomaximize the impact of your feedback, consider the preferences of the person involved.

Document notable feedback. Document both positive and constructive feedback. Collect e-mails, customer letters andsummaries of events. While you should keep this information, its even better to encourage employees to track thisinformation and use it when drafting their self-assessments.

For more information or support in providing feedback, contact your local Human Resources representative.

Transition: So far we have focused on providing feedback, but sometimes asking for it is just as important. Lets take alook at how asking for feedback is perceived.


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Facilitator Notes


Asking For Feedback

How do you feel aboutaskingfor feedback?

How do you feel

about being asked

to give feedback?

Asking for Feedback

If you want feedback, and you should, ask any and everyone for it.

Ask: How do you feel about askingfor feedback?

Solicit a few answers and move to the next question.

Ask: How do you feel about being askedto give feedback?

Its not unusual for people to feel uncomfortable about asking for feedback. Yet, when most individuals areasked, they find it a fairly pleasant experience. At the very least, they welcome the chance to provide theircomments to a willing receiver. In addition, research has shown that those who seek feedback areconsidered better performers than those who dont. Contrary to popular belief, asking for feedback creates apositive impression!

When you ask for feedback be clear and specific about what youre asking for and you

re most likely to get it.

As a manager you need to encourage your staff to ask for feedback. Let them know you are open and eagerto provide information.

Transition: Asking for and providing feedback is everyones job. Since most of the feedback you will providewill be informal, lets practice before moving into the more formal setting of the performance assessment.


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Facilitator Notes


Providing Feedback Exercise

Read each feedback scenario

Using the model make notes on the feedback youwould give this person

Role play in threes; give, receive and observefeedbackthen switch

Providing Feedback Exercise (About 30 mins.)

Refer participants to their Training Supplement (Giving Feedback Scenarios Exercise).

Review slide to give directions and demonstrate Jill example below. (10 mins.)

Review Jill example. Highlight how and where to write out notes.

Ask for a volunteer to play Jill and demonstrate the role play (see sample script below).

(Facilitator) Jill, lets talk about how you deferred to me three times in this meeting. Im concerned yourexpertise isnt being recognized. Id like you to take the lead in discussions on this topic. What do youthink?

(Jill) Im kind of shy until I get to know people and I m still feeling my way around, but I agree I need tostart speaking up or people will wonder why you hired me! I ll schedule and lead next weeks meeting.

(Facilitator) OK, it looks like we have a plan. After one more meeting I ll stay out of them entirely andyoull run them on your own. That will allow you to be seen as the project manager. You ll be great.

Debrief the demonstration by asking for feedback on your use of the four step model, and listening skills.Also ask the receiver how it felt and to provide additional feedback. Emphasize that they will debrief theirown role plays in a similar manner.

Allow 5 minutes for participants to select and prep for their role play as a giver. Then form trios and allow 10minutes for all three role plays and debriefs.

Allow 5 minutes to debrief the large group by asking for comments and/or insights on the role play exercise,specifically use of the four step model, listening skills, and how both people felt.

Transition:Goal setting and feedback both come into play when you re writing and conducting anassessment. Lets explore that next.


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Facilitator Notes


Writing and conducting a fair, collaborative

assessment matters.


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Facilitator Notes


Writing the Assessment

CONDUCT

ASSESSMENT

Writing the Assessment Overview (5 mins. for this and next 2 slides)


This part of the performance management process has three steps:

1. Completing/updating the profile form

2. Writing the assessment

3. Conducting a collaborative discussion

Transition: First, lets look at completing the first two steps, the profile and assessment, and the tools youlluse to do that.


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Facilitator Notes


The Tools

Goal-Setting

Employee & Manager

Complete

Purpose:

Goal agreement

Goal alignment

Results tracking

Profile

Employee Completes

Purpose:

Career highlights

Internal resume

Learn about youremployee

Identify candidates for

open positions

Assessment

Employee & ManagerComplete

Purpose:

Summarize resultsand behaviors

Employeedevelopment

Career planning

The Tools


Note to Facilitator: The profile and assessment forms are similar to the ones previously used in the OLR.Our new performance management process uses both plus the addition of the goal-setting form.

In the United States, this process is intended for all exempt-level employees. Outside of the United Statesthis process is intended for all professional, white collar, and indirect labor employees. Some segments maychoose to use this process for all of their employees.

Note: This process should not be used for employees covered under a collective bargaining agreement,unless negotiated. If you have questions or are not sure who should participate in this process, contact your

Human Resources representative.

Transition: Well discuss the profile and assessment in more detail shortly. First, lets look at the sequenceof events that occur when conducting the assessment process.


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Facilitator Notes


The Assessment Sequence

Manager reviews goals (EYR),

assessment & profile;

makes changes

and/or additions and finalizes

If appropriate,

Managers Manager reviews

Manager & Employee review

goals (EYR), assessment &

profile; discuss, collaborate and

finalize

Final assessment is

signed by Manager and

Employee. Manager

places copy of goals

(EYR), assessment &

profile in Employees file

Manager schedules and

prepares for meeting

with Employee

Managers

Manager

Manager

Employee

Employee updates profileEmployee conducts self-

assessment for past fiscal year

Employee completes End-of-Year Results(EYR) section of

goal-setting form for year in review

The Assessment Sequence

Review slide and highlight:The employee completes the profile; this includes career highlights and becomes an internal resume.

Using information from the End of the Year/Results Accomplishments section of the goal-setting form,employees start the process by drafting their own self-assessment and then give it to you. In turn, youcomplete the End of the Year/Results Accomplishments section of the goal-setting form and write the finalassessment. You may use the employees drafts as a starting point, if you wish. In some cases, yourmanager may want to review the assessment before you and your employee meet to discuss the results.

Typically the assessment and goal-setting sequences happen separately. Goal-setting is generally donebefore or at the start of the new fiscal year. This is important so that the employee knows what is expectedat the start of the new assessment cycle. The assessment process begins once the current fiscal year iscomplete. This is done to ensure results for the entire twelve month period are considered.

At a minimum, once signed, the goal-setting form (for the fiscal year in review) profile, and final assessment

should be placed in the employees personnel file. Each segment or business unit may have additional localadministrative requirements once the assessment is signed. Check with your Human Resourcesrepresentative for this information.

Transition: Now, lets take a look at the profile and assessment forms and hints for completing each...


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Facilitator Notes


The Profile

The Profile (5 mins.)


The profile form serves as an internal resume. It creates a common and comprehensive information form for internalpromotions and job transfers that can be used within and across functions, segments and business units. This form isupdated annually by the employee.

Employees are responsible for the accuracy of all information on the form. As in any hiring situation, verifying referencesand other information should be completed prior to extending an offer to an internal candidate.

Quickly review the major sections and respond to any questions.

Company Work Experience: List your work experience with our company. Detail assignments starting with the mostrecent (not including current since this information is captured at the top of the form).

Other Work Experience: List your work experience outside of our company starting with the most recent.

Education: List each degree youve earned after secondary (high) school level---starting with the most advanceddegree.

Training/Development: List your top three most significant training experiences in the last five years.

Awards/Patents/Recognition: List the top three.

Licenses and Certifications: List current ones related to your position.

Languages: Languages you speak, read or write.

Career Interests: Indicate your desired next career move and long range career interests. Indicate any preferences forrelocation.

Transition: For most people updating their profile is a fairly minor task, the bigger job is completing the assessment.Before we discuss the assessment form, lets talk about who can provide valuable information regarding employeeperformance...


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Facilitator Notes


Who Can Provide Performance Information?

Who Can Provide Performance Information? (5 mins. for this and next 3 slides)


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Facilitator Notes



Peers

First LevelManager

Second Level orOther Manager

Self

Subordinates

Internal & External

Customers



Prior to drafting an employees assessment, you should first seek feedback from other appropriate sources.Seeking feedback from others provides multiple perspectives. You can ask for feedback from peers,customers (internal and external), members of task forces etc.... Feedback can be solicited over the phone,in person or in writing.

Note to Facilitator: There is an important distinction to be made between seeking feedback from others andconducting a 360 survey. The 360 survey can be an exceptional development tool, but should not be

used to assess performance at the end of the fiscal year or conducted for someone who has performanceissues. The 360 survey should be used during the fiscal year as an additional development tool to helpemployees hone in on their strengths and development needs. The 360 survey can be a powerful process

and an excellent tool for improving performance. Contact your Human Resources representative for moreinformation on how to conduct a 360 survey. Human Resources should always be involved in this process.

Transition: Now that we know who should be involved, lets take a closer look at the assessment form


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Facilitator Notes


The Assessment

The Assessment

Refer participants to their Training Supplement (Assessment form).

Transition: Were going to examine each section of this form in detail and give you a chance to use it...


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Facilitator Notes


Performance Summary The Whats

Highlights of performance for the entire year in bullet point format

Both successes and missed opportunities

Consider performance against goals

Ask

What results did I expect from the employee based on his/her goals?

Did the employee deliver consistently on the expected results? More? Less?

How close was the employee to meeting each goal?

How challenging was each goal?

What external factors impacted the results?

How much assistance did the employee need?

Goal-Setting

Performance Summary-The Whats (25 mins. for this and next slide)


Like the profile, the assessment form is limited to one page.

What goes in the box? Highlights of performance for the year in bullet point format, including successes andmissed opportunities.

When writing the bullet point highlights, consider describing answers to the questions on the slide.

The performance summary is much easier to complete if you and employee have been exchangingfeedback throughout the year and collecting documentation.

Transition: Next, Id like you to take a try at writing a few bullet points regarding your own performance overthe last 12 month period


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Facilitator Notes


Performance Summary: Write Your Own

Draft several bullet point highlights of your own

performance for the past year

Consider your successes and missed opportunities

Think about the entire year

Performance Summary: Write Your Own

All day you have been in the role of a manager in this class. Now I m going to ask you to change into theother role you also perform, that of employee. We want to give you the opportunity to do real work in thisclass and to experience what your employees will go through as they work to complete their self-assessments. So with that in mind, as we proceed with reviewing each section of the assessment form you llhave the chance to start work on your own. We realize you won t be able to complete your entireassessment in class, but you will be able to get started and I ll be available to answer questions that arise.

Review slide.

Distribute Managers Guide and refer participants to page ______ in their Managers Guide

(Performance Summary Examples).

Refer participants to their Training Supplement (Assessment form).

Quickly review examples of Performance Summaries in the Manager s Guide.

Using the blank assessment form allow about 10 minutes to draft bullet point Performance Summaryhighlights.

Emphasize that participants will not be required to share this information with anyone.

Ask: What questions or issues came up as you tried to do this?

Transition:Now that we have looked at how to evaluate results (the whats), lets discuss behaviors (thehows)...


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Facilitator Notes


Values/BehaviorsThe Hows

Integrity

Champions Integrityand Trust

Managerial Courage

Excellence

Customer Focus Learning/Change Agility

Teamwork

Builds Effective Teams Manages Vision

and Purpose

Manages Diversity

Accountability

Drive for Results

Business Acumen

1922, 1996, 20012003 by Robert W. Eichinger and Michael M. Lombardo. All Rights Reserved.

This work was derived from the LEADERSHIP ARCHITECT Competency Sort Cards developedand copyrighted by Robert W. Eichinger and Michael M. Lombardo for Lominger Limited, Inc.

Without the prior written permission of Lominger Limited, I nc., no part of this work may be used,reproduced or transmitted in any form or by any means, by or to any party outside of our company

and its wholly-owned subsidiaries.

Values and Behaviors-The Hows (30 mins. for this and next slide)

Review slide and highlight:.

We are driven by four values: Integrity, Excellence, Teamwork and Accountability which are supported bynine behaviors.

Behaviors define performance expectations by reinforcing the importance of howwe get results. They helpus differentiate performancepeople who use these behaviors tend to produce better results.

Behaviors create a common language and measurement system.

What goes in the box? Very short examples of how the employee demonstrated (or not) each behavior.

Refer participants to page ______ in their Managers Guide (Appendix +/-Key Behavior Definitions).

Transition: Since all your employees will be evaluated on the behaviors they exhibit. Lets take a look at

how that can vary from one position to another...


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Facilitator Notes


Behavior Definitions by Position

A change leader; createseffective plans to promote

change; seizes opportunities;drives operational excellence

and other best practices fororganizational improvement.

Knows how to manage inchanging circumstances; can

be counted on to execute newdecisions and strategies;

strongly advocates anindependent point of view, but

understands the need forchange before being told;

adopts and introduces bestpractices, such as operationalexcellence.

A relentless learner; learns quicklywhen facing new problems;

entertains ideas, can project howideas would play out; seeks out

feedback; understands, articulatesand uses the learnings; embraces

best practices, such as operationalexcellence tools.

Learning/ChangeAgility

Rewards and promotes

managerial couragethroughout the organization;builds processes to foster

and protect openness andcandor.

Provides current, direct,

complete, and "actionable"positive and correctivefeedback to others; lets

people know where theystand; is not afraid to take

negative action whennecessary.

Faces up to problems on any person

or situation quickly and directly;doesn't hold back anything thatneeds to be said.

Managerial Courage

ExecutiveManagerIndividual ContributorBehavior

1922, 1996, 20012003 by Robert W. Eichinger and Michael M. Lombardo. All Rights Reserved.

This work was derived from the LEADERSHIP ARCHITECT Competency Sort Cards developedand copyrighted by Robert W. Eichinger and Michael M. Lombardo for Lominger Limited, Inc.

Without the prior written permission of Lominger Limited, I nc., no part of this work may be used,reproduced or transmitted in any form or by any means, by or to any party outside of our company

and its wholly-owned subsidiaries.

Behavior Definitions by Position

Refer participants to page ______ in their Managers Guide (Appendix- Behavior Definitions by Position)and page______ (Key Behavior Examples).

Review slide.

Review Managerial Courage and Learning/Change Agility across the three types of positions. Highlight theiremphasis on asking for and providing candid feedback.

Now lets try applying this.

Refer participants to their assessment form and ask them to begin drafting examples of how they have

demonstrated each behavior. Direct them to use the resources in the Manager s Guide to assist in their self-assessment. Remind them that they do not have to share their responses. Allow about 10 minutes.

Ask: What questions or issues do you have?

Transition: Strengths and Development Needs are the next section. Lets take a look...


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Facilitator Notes


Strengths and Development Needs

Can be drawn from

Values/Behaviors

List of 67 Competencies (behaviors)

Your own words (observations)

As guideline, at least

Two strengths We all do something well

Two development needs Everyone needs to work on something

Consider both current and future roles/positions

Ask yourself what development needs does theemployee have in order to be successful in the currentor next position

Strengths and Development Needs (15 mins.)


Clearly communicating strengths and development needs increases the likelihood that employees will do more of whatthey do well and will make efforts to improve in areas where they need to develop greater skill.

What goes in the box? One or two word descriptions typically drawn from the Lominger competency set. The Nine KeyBehaviors are also frequently referenced in this section. During the assessment discussion be prepared to support yourentries with examples drawn from your observations and feedback from others. Remember development needs canrefer to both the current role and/or preparation for the employee s best next move.

Refer participants to page in their Managers Guide (Appendix - Lominger Competencies and Definitions).

The Lominger 67 competencies are especially useful because you get lots of development planning help with the FYICoaching Guide.

Show For Your Improvement (FYI) Coaching Guideand note the following*:

FYIis the coaching guide that supports the Lominger Leadership Architect. Lominger identified 67 of the most commonbehaviors associated with successful leaders. This set comes from a content analysis of many sources including, major

studies through the Center for Creative Leadership and long term studies at AT & T, Sears and several other leaders inbehavior research. The FYI Guidehelps individuals build useful, research-based development plans, which of courseare driven by development goals. The book is full of development ideas based on each competency including possiblecauses, remedies and suggested reading.

*Adapted from The Career ArchitectMichael M. Lombardo and Robert W. Eichinger. All rights reserved. Not tobe used without permission.

You can order this book and receive a company discount by visiting the Performance Matters website where you will findthe Lominger web-link for employees only.

Refer participants to their assessment form and have them fill in the Strengths and Development Needs sectionbased on the above information.


Transition: The next section asks you to consider Key Questions...


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Facilitator Notes


Key Questions

Key questions focus on the most critical development andperformance challenges

Typically there are one or two questions

Questions come from three main areas

ExampleArea

Can she shift from an operational short-

term mindset to identify and plan forstrategic issues?

Anticipated Challenges

Can he expand his technical knowledge

to become qualified for a cross-functional position?

Career Scenarios

Can he learn to negotiate andcompromise with others versus always

trying to win?

Development Needs

Key Questions (10 mins.)


The questions in this section should be very specific and can usually be answered within six to twelvemonths after being discussed. The answers to these questions often focus on future contributions and therole the employee will play.

What goes in the box? One or two succinct questions with answers that typically come from developmentneeds, anticipated challenges and career scenarios.

Share: An example of a key question that is meaningful to you personally or an example and story you veheard referring to someone else.

Ask: What might be other examples of Key Questions appropriate for this section of the form?

Refer participants to page ______ in their Managers Guides (Key Questions Examples)

Refer participants to their assessment form and have them draft one or two Key Questions.


Transition: Now well consider Best Next Moves...


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Facilitator Notes


Best Next Moves

Reflects the managersassessment of theemployees potential for transfer or promotion

Managers Role:

Clarify and manage employees expectations

Identify appropriate position(s) for now and

the short term (12 years)

Based on employees current performance,strengths and development needs

Develop in place is possibleno timing code

Employees Role:

Identify and discuss current, short andlong term career goals and aspirations

Best Next Moves (10 mins.)


This section reflects your assessment of the employee

s potential for transfer, lateral move or promotion within the next two years. Indetermining best next moves, both you and your employee should consider the employees:

Current role and performance

Behaviors, especially Learning/Change Agility

Strengths and development needs. Can strengths be leveraged while also further developing the employee?

Is there a good fit in terms of interests and aspirations?

Additionally, you should consider:

What will provide appropriate growth opportunities in the next one to two years?

What is realistic? Be careful not to mislead or promise. Actual progression depends in part on what openings are available and

the number of other qualified candidates.

Can a growth opportunity be provided either laterally, vertically or cross-functionally?

Be specific about the roles you believe the employee can take on in the indicated time frame. This is a great opportunity to discuss your

assessment of the employees potential and what that means for his/her short- and long-term career growth.

Focus on the fact that Best Next Moves are not just about promotions, they are about development. These can be lateral moves thatprovide new challenges or cross-functional exposure.

What goes in the box? Brief descriptions of possible titles, band level, timing and standard function. Develop in place should be

selected if the employee is not ready for a move within two years (there is no timing code for this designation).

Refer participants to pages _______ in their Managers Guide (Appendix- Standard Functions) and page _____ (for timing and

Most Powerful Development Assignments).

Refer participants to their assessment form and have them complete the Best Next Moves section for themselves using the

resources in their Managers Guide.


Transition: So lets take a look at the next section, the Development Plan...


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Facilitator Notes


Development Plans

What factors develop competence?

In-job Experiences: %?

Feedback, Coaching, Mentoring: %?

Formal Training: %??

Development Plans (10 mins. for this and next 2 slides)

Review slide and discuss:

There are three major ways to develop people.

Ask: Think about your own development plans over the years, roughly what percentage of each of thesedevelopment options did you use? Take several volunteers.

Research by the Center for Creative Leadership indicates that TYPICAL development plans are about 70%training, 20% feedback/coaching/mentoring, and about 10% in- job experiences.

Ask: What would you guess are the percentages of the most EFFECTIVE development plans? Take

several volunteers, then reveal the next slide...


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Facilitator Notes


EFFECTIVE Development Plans

In-job Experiences: 70%

Feedback, Coaching, Mentoring: 20%

Formal Training: 10%

EFFECTIVE Development Plans

Review slide discuss and highlight:

While formal training should only be about 10% of the development plan, good formal training increasesperformance during in-job development opportunities.

Ask: What in-job experiences have you had that you found valuable?

Transition: The point here is that while formal training is valuable, it is insufficient. Most people get the mostbenefit out of a combination of all three, but with emphasis on applied, in- job development. And just as goal-setting helps you achieve performance results they also help you develop. Keep these tips in mind whenyoure creating a development plan...


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Facilitator Notes


Development Plans

Employee owns/drives execution

Focus on current and future responsibilities Incorporate assignments that leverage both

strengths and development needs

Emphasize in-job experiences

Manager provides time,resources, coaching

Additional TrainingCoach/MentorIn-Job assignmentsDevelopment

Detail plan hereDetail plan hereLeverage

Presentation Skills

Detail plan hereDetail plan hereBusiness Acumen

Development Plans

Review slide and discuss. Highlight:

After the Performance Summary, Key Behaviors, Key Questions, and Strengths and Development Needssections have been completed, you have established the foundation for creating a set of developmentactions that the employee will focus on throughout the year. These actions might include:

In-Job assignments: special projects such as task forces, peer-to-peer coaching, cross-training orGreen Belt projects

Coaching/Mentoring either by someone or for someone

Training including instructor-led classes, e-learning, or self-study by reading journals or books

Remember, 70% of learning and development comes through challenging in-job assignments. As amanager, you should think about the time and money needed to complete these actions. This sectionrepresents an agreement that the employee will execute the plan and that you will support that effort.

What goes in the box? A brief description of the target skills/knowledge and suggestions for how to achievethem.

Some people find it useful to create a matrix that lists the target skills/knowledge and possible in-jobassignments, coaching/mentoring and training options.

Refer participants to their assessment form and have them draft the Development Plan section.


Transition: Now that the assessment is complete, the next step is to choose the best SummaryCategories...


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Facilitator Notes


Summary Categories

Results

Review results against goals

Behaviors

Assess employees demonstration of the nine key

behaviors to get results

Summary category goes here

Summary category goes here

Summary Categories (15 mins. for this and next 3 slides)


As discussed, our company values both the results achieved and behaviors the employee demonstrated inachieving those results. You must select and enter a category for both of these areas.

Note that while each category requires an evaluation, there is no overall category.

Transition: Lets take a closer look at each


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Facilitator Notes


Be

hav

iors

Resu

lts

Results and Behaviors Summary Categories

All of the nine key behaviors

are exemplified in the

execution of goals. A rolemodel and leader who

influences others to

demonstrate the behaviors.

All or most of the nine

key behaviors are

demonstrated in theexecution of goals.

Some or many of the nine

key behaviors are not


All individual performance anddevelopment goals are met

and many are exceeded.

All or most individualperformance and

development goals aremet; some are exceeded.

Some or many individualperformance and

development goalsare not met.

Summary Categories continued

Review slide. Facilitator Note:

Reveal summary category definitions and discuss.

Reveal titles of each description.

Emphasize the importance of the definition over the title.

Transition: Now that we have an understanding of the categories, lets look at common pitfalls managerssometimes encounter when assessing performance


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Facilitator Notes


Be

hav

iors

Resu

lts

Results and Behaviors Summary Categories

All of the nine key behaviors

are exemplified in the

execution of goals. A rolemodel and leader who

influences others to

demonstrate the behaviors.

All or most of the nine

key behaviors are


Some or many of the nine

key behaviors are not


All individual performance anddevelopment goals are met

and many are exceeded.

All or most individualperformance and

development goals aremet; some are exceeded.

Some or many individualperformance and

development goalsare not met.

Below Standard At Standard Above Standard

Below Expectations Meets Expectations Exceeds Expectations


Review slide. Facilitator Note:

Reveal summary category definitions and discuss.

Reveal titles of each description.

Emphasize the importance of the definition over the title.

Transition: Now that we have an understanding of the categories, lets look at common pitfalls managerssometimes encounter when assessing performance


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Facilitator Notes


Category Selection Pitfalls

Halo/Horns Effect

Central Tendency

Recency Error

Leniency/Severity Error

First Impressions

Just Like Me

Self-Serving Bias


Review slide and discuss:

Ask: What do we mean by

Quickly go though each pitfall and solicit answers from participants. Dont chart the answers, just let the conversationflow. Follow-up their responses to each with the definitions below:

Halo/Horns Effect:Tendency to evaluate allaspects of performance based on one favorable or unfavorable factor.

Central Tendency:Tendency to cluster most people near the middle(e.g. all At Standard").

Recency Error:Tendency to focus on recent events rather than the entire assessment period. This is also known as thewhat-have-you-done-for-me-lately syndrome.

Leniency/Severity Error:Tendency togive high marks to everyone (lenient) or overly low marks to everyone (severe).

First Impressions:Tendency to be overly-influenced by initial performance. This is especially common when a manageris heavily invested in a newly hired employee.

Just Like Me:Tendency to give assign better categories to people you perceive to be like you. (The opposite alsooccurs: assigning lower categories to people you perceive as different.)

Self-Serving Bias:This occurs when managers inflate assessments to make themselves look good.

Refer participants to page _______ in their Managers Guide (Summary Categories).

Refer participants to their assessment form and have them select Summary Categories for themselves on bothresults and behaviors. Remind them they will not have to share this information.


Transition: Falling into these pitfalls is usually unconscious, but they can occur. This next tool, the 9-Block, can help youdetermine if you are differentiating your employees...


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Facilitator Notes


Performance Differentiation

The 9-Block helps ensure differentiation


Above

Standard

AtStandard

BelowStandard

Behaviors

Results

Performance Differentiation (9-Block) (5 mins. for this and next 2 slides)


The 9-Block is a tool to help you differentiate the results and behavior categories of your employees.

You can plot both categories on this type of chart.

The Block creates an easy to understand visual of the performance of your group.

Transition: Lets look at a specific example


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Facilitator Notes


Completing the 9-Block

Grid should reflect differentiation


Above

Standard

AtStandard

BelowStandard

Behaviors

Results

John Doe

Jane Smith



This chart reflects John Does categories on both behaviors and results.

And next slide does the same for Jane Smith.


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Facilitator Notes



Grid should reflect differentiation


Above

Standard

AtStandard

BelowStandard

Behaviors

Results

John Doe

Jane Smith

Completing the 9-Block continued


Once you have positioned all of your employees in the appropriate blocks, think about the following:

Did I really differentiate high performers from low performers on both results and behaviors?

Do the placements make sense based on my overall organization and how my organization hasperformed?

At our company we do not use forced rankings. This means you are not required to distribute yourcategories in any prescribed manner. This 9-block grid is a working tool, only to be used for differentiation. Ifyou have only a few employees to plot you will likely see less differentiation than if you have manyemployees.

If you have questions or concerns about using the 9-Block you should contact your Human Resourcesrepresentative.

Transition: As mentioned earlier, the assessment portion of the performance management process hasthree steps: completing/updating the profile form, writing the assessment and;

conducting a collaborative discussion. In this next section well focus on the latter.


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Conducting the Assessment

CONDUCT

ASSESSMENT

Conducting the Assessment (10 mins. for this and next 2 slides)

Review slide.

Transition: Lets review some suggestions for ensuring a good discussion...


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Plan for the Collaborative Discussion

1. Logistics

Schedule the meeting; allow for a minimum of one hour

Meet Face-to-face No interruptions, turn off all phones

2. Things to Bring

Copies of both the employees self assessment and yourassessment of the employee

Documentation of performance (+/-)

Recommendations and resources for development: FYI Guide

3. Skills to Use

Be ready to use feedback to encourage discussion Be sensitive to potential areas of disagreement

Be open to hearing your employees point of view

Plan for the Collaborative Discussion


Copies of your assessment and the employees self-assessment make it easier to discuss details. Allow a fewminutes for the employee to review your assessment before you begin the discussion.

Be sure to have supporting documentation (both positive and constructive) with you at the meeting and askyour employee to bring his/hers as well.

Have development resources available to use for the basis of your development discussion. The For YourImprovement Coaching Guideby Lominger is a great tool. You may choose to have the employee use thisresource to develop their own plan prior to or after the meeting.

As you compare your assessment to the employees self-assessment, there may be areas where youdisagree. Much of this can be mitigated by practicing and using the process and skills that have already beenoutlined, but there still may be differences of opinion. Use feedback, listening skills and documentation to workyour way through any difficult areas.

One tool you can use to help you determine how much negotiation and compromise is appropriate is the Ruleof Three. If you can recall three specific examples of an employees behavior that support your position, youmay have a solid case for standing firm on your assessment. Similarly if your employee can supply threeexamples, be open to reconsidering your opinion.

In the end, you are the final decision maker, but you will gain tremendous commitment and buy-in if

you can reach consensus.

Ask: Are there any other actions youve found helpful to consider prior to this type of meeting?

Transition: Once youve had the discussion both you and the employee need to sign the assessment form...

Facilitators Guide English

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Transcript of Facilitators Guide English