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Milestones | Workshop II

This is the next phase in your preparation for implementing and applying Chick-!l-A’s new Milestones process with your team. The Milestones Application Workshop Part I was designed to prepare you for Milestone 1: The Expectations Review. The Workshop Part II will help you prepare for Milestones 2 and 3: The Midpoint and Year-End Reviews.

Welcome to the Next Chapter

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Milestones Workshop II

We’ve created these workshops to promote better and healthier discussions between managers and their direct reports. We’re also doing this to drive consistent experiences across the organization. And !nally, we’re doing this to ensure scalability for the future. CFA is in the middle of putting together a number of systems that will help us scale for the future … Milestones is one of these.

More speci!cally, this Part II Workshop is designed to:

• Ensure you are comfortable evaluating performance/results, values/ behaviors, and determining the overall performance rating in Milestones

• Provide you with tools to help address gaps in performance evaluations and perspectives

• Clarify your role in the calibration process

• Prepare you to engage in challenging conversations that may arise around performance progress/results, ratings, and development needs

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Where We Are in the Milestones Process

2012 is our launch year and our timeline is different than it will be in future years. For 2012, we’ll be going straight to Milestone 3: The Year-End Review and skipping the Midpoint Review. Our 2013 cycle will restart in January with Milestone 1: The Expectations Review.

JAN DECFEB MAR APR MAY JUN JUL AUG SEP OCT NOV

Milestone Three:Milestone One:

Milestone Three:Milestone Two:Milestone One:

Expectations Review

• Goal Setting

• Development Planning

Year-End Review

• Performance Evaluation

• Development Plan Review

Midpoint Review

• Evaluating Progress


Year-End Review

• Performance Evaluation


Expectations Review

• Goal Setting

• Development Planning

• Milestones Briefings

• eLearning Training

• System Launch

• People Manager Workshops

2012

(Lau

nch

Year

)20

13 (O

ngoi

ng)

3

3rd Milestone

You and Your Manager:Evaluate performance

and calibrate withyour manager

You:Finalize ratings in

Milestones and schedule the third Milestone meeting:

The Year-End Review

You:Review evaluation andyear-long performance

information

Your Role in Milestones 2 and 3

The steps leading up to Milestones 2 and 3 are very similar, with two key differences:

• In Milestone 2, your focus is on your direct report’s progress over the past 6 months, whereas in Milestone 3, the focus is on performance and development throughout the entire year.

• In Milestone 3, you will have the extra step of calibrating with your next level manager on the ratings you are giving your direct reports. Calibration on ratings occurs prior to having the Year-End Review conversation with your direct report.

2nd MilestoneYou and Your Direct Reports:

Coach and give feedback(ongoing) about performance,

development and progress

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Direct Reports:Self-evaluate progress and update development plans

Chapter 1Determining Ratings

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Rating Performance: Rating Scale Definitions

Chick-fil-A’s rating scale spreads the rating over a descriptive, 5-level scale, which gives room to differentiate among performance levels. This scale will be used for rating performance/results for each goal and for determining the overall performance rating.

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Before you get to the year-end rating process, we encourage you to sit down with your direct reports and have a conversation about what the different ratings are and what they “look like” so everyone is on the same page in how they understand the ratings.

Rating Performance: Rating Scale Definitions

Exceptional ExceedsExpectations

Meets AllExpectations

BelowExpectations

Unsatisfactory

Serves as role model for others. Performance is well beyond organization norms with regard to results and how results are achieved. Sets the pace for excellence in all areas.

Performance not only meets all expectations, but also regularly exceeds expectations.

Performance indicates that expected results are achieved. Consistently demonstrates the required skills and knowledge for the position.

Performance often meets only the minimum expectations for the position. Results are often inconsistent. Significant guidance is required.

Performance is not meeting the requirements of the position. Requires a disproportionate level of supervision to produce results.

Exceptional performers proactively identify issues and opportunities and provide innovative solutions with very little guidance or supervision. They consistently elevate the performance of others on the team.

The key word here is “regularly.” Performers who Exceed Expectations do so with little guidance or supervision, make positive contributions to the team, and have a positive effect on team performance. They identify and capitalize on opportunities to provide value to the team or organization beyond the current scope of the position.

This rating recognizes solid performance that meets goals and expectations. It is not considered an “average” rating, especially considering the challenging performance standards Chick-fil-A uses to measure results.

This rating would also be used for situations where performance may be improved through development, experience, or application.

This rating is reserved for individuals who have not met performance standards throughout the year. Performance issues need to be addressed. Partner with your Talent Consultant to determine next steps.

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Chick-fil-A’s Core Values & Behaviors

There are core values and behaviors that our staff need to possess and apply to be successful in any position at Chick-fil-A, today and in the future. While your goals clarify “what” you are expected to do, the core values and behaviors define “how” we expect you will do them.

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Excellence

Integrity

Generosity

Loyalty

Chick-fil-A’s Core Values & Behaviors

Chick-fil-A has identified four core values and nine core behaviors expected of all staff. The definition of each core value or behavior describes what it looks like to demonstrate that value or behavior effectively. For the Midpoint and Year-End Reviews, demonstration of these core values and behaviors are considered in determining the overall performance rating.

Core BehaviorsCore Values

Planning

Problem Solving

Communication Skills

Peer Relationships

Listening

Quick & Versatile Learning

Customer Focus

Drive for Results

Humility

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Core Values

Excellence

Integrity

Generosity

Loyalty

Gives personal best every day; demonstrates positive attitude and confidence; sets high standards and meets self-expectations; pursues everything with energy, drive, and a need to finish; is committed to and works actively to grow and develop capabilities and capacity; seeks feedback on performance and acts upon feedback received; practices accountability.

Is committed to doing the right thing, no matter what; is honest and transparent in words, actions and motives; acts in accordance with an appropriate set of values and beliefs; practices what he/she preaches; builds a foundation of trust with others; admits mistakes and rights wrongs; seeks the truth and positively faces the reality discovered.

Gives time, resources, and talents to others without expecting something in return; practices stewardship – a belief that all you possess is a gift to be shared; serves others unselfishly; acts out of a motivation to benefit or improve the lives of others; creates opportunities for others; genuinely cares about people and shows it; demonstrates real empathy, understanding and encouragement; listens with ears, eyes and heart.

Is committed to building and preserving long-term relationships based on steadfast mutual respect; expects people will give their best but monitors their progress; initiates relationships anticipating a productive and amenable partnership; makes commitments carefully and keeps them; gives credit to others; honorably represents others who aren't there to speak for themselves; focuses on deepening relationships over time.

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Core Behaviors

PlanningAccurately scopes out length and difficulty of tasks and projects; sets objectives and goals; breaks down work into the process steps; develops schedules and task/people assignments; anticipates and adjusts for problems and roadblocks; measures performance against goals; evaluates results.

ProblemSolving

Uses rigorous logic and sound judgment to solve difficult problems with effective solutions; probes all fruitful sources for answers; can see hidden problems; is excellent at honest analysis; looks beyond the obvious and doesn't stop at the first answers.

Communication Skills

Is able to write and speak clearly and succinctly in a variety of communication settings and styles; is effective both inside and outside the organization; can get messages across that have the desired effect; equally confident with controversial and day-to-day topics; when presentation required, can handle group process and command attention as needed.

PeerRelationships

Can quickly find common ground and solve problems for the good of all; can represent his/her own interests and yet be fair to other groups; can solve problems with peers with a minimum of noise; is seen as a team player and is cooperative; easily gains trust and support of peers; encourages collaboration; can be candid with peers.

Listening Practices attentive and active listening; has the patience to hear people out; can accurately restate the opinions of others even when he/she disagrees.

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Core Behaviors (cont.)

Quick & Versatile Learning

Learns quickly when facing new problems; a relentless and versatile learner; open to change; analyzes both successes and failures for clues to improvement; experiments and will try anything to find solutions; enjoys the challenge of unfamiliar tasks; quickly grasps the essence and the underlying structure of anything.

CustomerFocus

Is dedicated to meeting the expectations and requirements of internal and external customers; gets first-hand customer information and uses it for improvements in products and services; acts with customers in mind; establishes and maintains effective relationships with customers; gains their trust and respect.

Drive for Results

Can be counted on to exceed goals successfully; is constantly and consistently one of the top performers; very bottom-line oriented; steadfastly pushes self and others for results.

HumilityCan get things done quietly without unnecessary noise; quickly admits flaws and mistakes; is careful to make others comfortable; is authentic; helps others save face in difficult situations; maximizes the contribution of all; encourages the expression of viewpoints from all concerned; is modest and self-effacing; respects the views of others.

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Rating Performance: Core Values & Behaviors

Core Values and Behaviors are not evaluated in Milestones with the 5-level rating scale. Instead, you will indicate whether each is a “Strength” or “Development Opportunity”:

DevelopmentOpportunityStrength

Performance reflects the description of the value or behavior.

The individual consistently demonstrates or applies this core value or behavior.

Performance does not reflect, or only sometimes reflects, the description of the value or behavior.

Demonstration of this core value or behavior is inconsistent or needs further development.

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Determining the Overall Rating

Total performance is about more than just achieving goals (the “what” you do) … it also has a lot to do with “how” you do it.

EngagementPerformance

Goals

Cor

e Va

lues

Pro

gres

s

Work Habits

AchievementsC

ontributions

Results

Core Beh

aviors

WhatYou Do

How YouDo It

The Overall Rating

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Once you’ve assigned ratings to each goal and evaluated the core values and behaviors demonstrated, you will specify an Overall Rating. The overall rating should reflect your best assessment of performance against expectations.

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There is not a prescriptive formula for coming up with the Overall Rating and it is not just a weighted average of the ratings assigned to goals. The overall rating should reflect “what you do” (goal progress, results and achievements) and “how you do it” (values and behaviors demonstrated).

In addition to values and behaviors, “how you do it” also includes factors such as engagement, work habits, team interaction, and contribution to the purpose and mission of Chick-fil-A. Here are some things to consider when evaluating these factors:

All of these types of behaviors – combined with tangible results and achievements – should contribute to the Overall Rating. You will need to use your best judgment.


Does your direct report have good work habits? Does he/she set a good example for others?

What kind of relationships is your direct report building or not building?

Is your direct report working as a team? Helping others with their work? Being effective and productive?

What has your direct report’s engagement been like? Is your direct report thinking about things not on his/her goal list, demonstrating creativity and taking initiative?

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Chapter 2Assessing Gaps

in Evaluations

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Your direct reports have evaluated their own results and performance, and you have assigned your initial ratings. You see there are gaps between your direct report’s self-evaluation and your evaluation. What should you do?

Assessing Gaps in Evaluations

People Manager

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What are some ways in which to address gaps in your evaluations

vs. your direct report’s

self-evaluation?

Direct Report

Potential suggestions include:

Assessing Gaps in Evaluations

Meet with your direct report before the Midpoint or Year End review to discuss the difference in perspective and determine if there is more information you need to gather.

If there are a lot of gaps, or significant gaps, this may be an indicator that expectations were not clear from the start. You still have a responsibility to rate your team against your expectations, but you need to keep in mind that your expectations must have been clearly communicated.

Make an effort to observe the person working. If there is time before the review conversation, supervise more closely to get a better understanding of differences in perspective on performance. This is something we suggest on an ongoing basis.

NOTE: For future reviews, some of these suggestions would be best implemented 45-60 days prior to your direct report doing their self-rating.

Give your direct report a copy of the rating scale definitions and discuss them together.

a

b

c

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e

Assessing Gaps in Evaluations (cont.)

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Ask key questions to draw out information. There may be information you missed throughout the year that would impact ratings.

f Do not commit to or agree to any specific rating changes during discussion. Express appreciation for the input and assure your direct report that you will consider it.

g Differences between your direct reports’ self-ratings and how you would rate their performance provide an opportunity for meaningful dialogue. Concentrate your time exploring these differences.

Go through performance or behavior ratings you don’t necessarily agree with for specific examples that support the self-assessment.

d

Sometimes gaps in evaluations are the result of common rating errors.

Common Rating Errors

Rating mostly in the middle to avoid negative discussions or conflict

Rating people in comparison to others, instead of rating based on performance standards

Giving ratings (high or low) based on only a few areas of performance

Overlooking the poor performance of your “favorite” employees

Letting one performance factor affect your opinion of other factors

Basing ratings primarily on the most recent or memorable achievements

Giving high ratings to your team to make yourself look good or to bolster confidence in your leadership abilities

Giving higher ratings to people who are most like you

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Here are some things you can do to help avoid these common rating errors and ensure the ratings you assign are fair and accurate:

Common Rating Errors (cont.)

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Remain objective and unbiased.a

b

c

d

Focus on facts, not assumptions.

Focus on what’s been done and how it’s been done over the entire performance period.

Compare actual performance to standards.

Make notes about performance/behaviors throughout the year.

Get multiple perspectives from other people (internal or external) with whom your direct report works.

e

f

You can use the ESRM diagnostic tool to help identify where gaps exist between your evaluation and your direct report’s evaluation.

Using ESRM to Assess Gaps

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Without these, people can’t perform

E S RExpectations Skills Resources

Clear Direction to do the work

“I know what I should do and why.”

Knowledge & Skill to do the work

“I can do what I should do.”

Support & Resources to do the work

“I have what I need to do what I should do.”

MMotivation

Willingness to do the work

“I want to do what I should do.”

Without this, people won’t perform

Are the gaps due to differences in what you expected of your direct report vs. what he thought was expected?

Are the gaps due to differences in how knowledgeable or skillful you think your direct report is, vs. how he sees himself?

Did your direct report have clear direction? Did he know what he should do and why?

Does your direct report have the knowledge and skills to do the work?

Is he able to do what is required? Do you both measure that by the same standard?

Did your direct report have the support and resources to do the work?

Were there obstacles or barriers regarding support and resources that you were unaware of, that may have impacted ratings?

Was your direct report willing to do the work, and engaged in the work?

Were there obstacles or barriers to his engagement that you were unaware of, that may have impacted his motivation?

Your goal is to gain more than just compliance … your goal is to gain commitment. If all you work on is the E and S, all you will get is compliance. If you want commitment, you need to work on the R and M as well.

Using ESRM to Assess Gaps

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Chapter 3Calibrating on Ratings

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Calibration occurs before the Year-End Review conversation. It is a built-in checkpoint in our Milestones process to ensure consistency and fairness in applying performance standards.

Calibration

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Calibration is about “getting on the same page” and getting aligned. It’s an opportunity for People Managers and their managers to:

Share points of view on direct report’s performance.a

b

c

d

Gain alignment (or “get on the same page”) regarding performance standards and ratings.

Come to agreement on ratings decisions that differentiate performance levels amongst employees.

Share creative ideas for development.

Ensure fair evaluations of performance.e

Before you have your year-end discussion with each of your direct reports, you will need to meet with your manager to calibrate, or “get on the same page,” regarding the ratings you are assigning.

(This should not be a casual discussion. If possible, you should prepare to present all of your direct reports to your manager at one time with examples to support ratings.)

Your Role in the Calibration Process

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Here’s a look at your role, as a People Manager, in the process.

Your Role in the Calibration Process

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Before the Calibration Meeting

During the Calibration Meeting

• Maintain confidentiality• Be candid, objective and fact-based

• Be an advocate for your direct reports• Own the final outcome of the discussion

• Carefully assign ratings in Milestones• Note areas where you want input on your direct report’s development• Check for rating errors

• Bring specific examples of performance to support your ratings

Calibration Challenges

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A challenging aspect of your role as a People Manager is to be an advocate for your direct reports while still being open to feedback on your direct report and the opinions of others. The calibration meeting is an opportunity for you to have an audience with your manager to give a broader perspective of who is on your team, what each person is capable of, what they have achieved, and where they may need improvement. However, the calibration meeting is also an opportunity for you to listen and receive other perspectives.

“My supervisor doesn’t agree with the ratings I assigned … Whose opinion takes precedence? How can I change his mind?”

For example: “My direct report’s performance is outstanding but my supervisor just doesn’t ‘click’ with her.”

Challenge One

Suggestions for handling this situation:

•

Your focus should be on building a case for your ratings that influences your supervisor, even to a point where he/she may not totally agree, but will be willing to accept/approve your rating. The best way to accomplish this is by being ready with data:

•

Be prepared to share specific examples of your direct report’s performance (both on what results were achieved and how the results were achieved).Provide examples of feedback from others that corroborate your opinions (preferably internal/external customers or others who have intimate knowledge of your direct report’s performance).

Ask your supervisor to consider spending some one-on-one time with your direct report going forward.

Ultimately, you need to be open to your manager’s opinions and feedback, and understand that your manager can override your rating of your direct reports.

•


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Remember that calibration needs to balance Inquiry (seeking to understand other’s perspectives) and Advocacy (relating your opinions and perspectives).

“One of my peers is assigning a rating to one of her direct reports that is higher than what I’m assigning to mine, although I believe my direct report is performing at a similar level. How to resolve?”

How are we really going to calibrate in Chick-fil-A so it feels fair from one manager or department to another?

Challenge Two


•

• Be open to feedback from your peers as well as your manager regarding their perspective on your direct report’s performance.

• Be willing to ask the obvious question: “Are our ratings accurate?”

• Go back to the definitions for the ratings and ask your peer to help you understand why they have assigned a particular overall rating to one of their direct reports.

• Be open to listening to your peers advocate for their direct reports in the same way you expect your manager to listen to you advocate for yours.

• Over time, this give and take will resolve most rating discrepancies.


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“My supervisor is basing his evaluation of my direct reports on a recent interaction, which is one of the only interactions they’ve had with each other all year!”

Point out this is a recency error, a common rating error and often calibration challenges arise from common rating errors

Here’s another example of this: “My supervisor thinks one of my direct reports does not deserve to be promoted, and this feeling is based on a performance-related observation that is long outdated.”

Challenge Three

Recognize that your supervisor is making a “recency” error – a common rating error in which ratings are based primarily on the most recent and memorable performance achievements. Calibration challenges often arise from common ratings errors. Suggestions on how to handle:


•

Let your supervisor know that you share his/her concern, and that it certainly should be considered.

Provide data to reflect the balance of your direct report’s performance throughout the year, and strongly advocate that his/her overall rating should be reflective of the entire rating period.

Suggest that the recent interaction could be the beginning of a trend, and that you will be addressing it through coaching.

Really try to stand your ground on this as much as possible.

The !nal step in the midpoint or year-end review process is to discuss the evaluation results and development plans with your direct report. This section is full of guidelines and suggestions for preparing for and conducting these important conversations.

Chapter 4Having Challenging

Conversations

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Preparing for thePerformance Review Conversation

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Seek feedback from others who work with your direct report to ensure you have a complete picture of his/her performance. • Use this feedback, plus the input from the next level leader with whom you calibrated, to validate the ratings you will be discussing. • However, ensure your conversation reflects your own words and convictions. This is not the place to hide behind someone else’s comments.

Identify your direct report’s performance strengths and have examples that demonstrate these strengths.

Review direct report’s self-evaluation to identify and plan for differences in opinion during the conversation.

You can significantly impact the success of your performance review conversation by preparing for it in advance. The better prepared you are, the more confidently you will be able to handle any challenging conversations that may arise.

You should assume that your direct reports are preparing in advance for their conversation with you, and will be coming with examples of their performance that supports their ratings. If you are equally, if not better, prepared, you can ensure a healthy, meaningful dialogue. Here are some suggestions:

Preparing for thePerformance Review Conversation

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Identify possible action steps that you and your direct report can take to help close any development gaps.

Identify a few development areas to address in the review and have concrete examples that demonstrate the impact of these performance weaknesses.

Suggestions (cont.):

Create an outline of talking points where the bulk of the review is on strengths, and any weaknesses are put into context.

Prepare your thoughts on what should be next steps (e.g., update development plan, initiate performance improvement plan).

Rehearse the conversation for a meaningful discussion, particularly for delivering development feedback. • In addition, rehearsing helps ensure that you are confident and professional throughout, and do not appear to be anxious.

Checklist for a Successful Review Conversation

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Schedule Sufficient Time in a Private Setting

The following pages are the key guidelines you should follow for a successful performance discussion:

Schedule enough time to discuss the review and answer your direct report’s questions. All performance feedback should be conducted in a private, one-on-one setting without any interruptions (e.g., not in the café). Your entire focus should be on your direct report and his/her performance.

• Allow ample time for the discussion. One to one-and-a-half hours is usually ideal. • Avoid sitting behind a desk, which can symbolize authority, and avoid body language that creates tension. • Maintain eye contact and a positive attitude. Take a moment to put your direct report at ease before delving into the review.

a


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Clarify the Discussion “Agenda”

Before you begin discussing performance and ratings, describe how the meeting will progress. This will help you set expectations for the discussion as well as keep it focused and on-track. Your discussion agenda should include:

• A review of mutual expectations and previously set goals and a discussion of progress toward goals and results achieved. • A discussion about ratings and any comments or concerns (yours or your direct report’s).

b


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Begin with Strengths and then Discuss Development Areas

Focus on what your direct report is doing right, emphasizing strengths and high achievements, but also discuss development needs and areas that do not meet expectations.

• Ensure your discussion balances positive and constructive feedback. By pointing out a person’s strengths and areas for improvement in a constructive manner, there is a greater chance that he/she will improve.

c


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Focus on Behaviors That Need Improvement, not Personality Traits

When delivering development feedback, focus on your direct report’s behaviors that need improvement, not on his/her personality. Avoid judgmental comments and personal remarks.

• The message you convey should be, “You’re OK; it’s your performance that needs to be better.”

d


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Provide Specific Examples to Support Your Feedback

Be open, candid and specific when you discuss performance. Be ready with specific, detailed examples of positive achievements or ineffective performance/behaviors. Avoid vague statements such as “you’re a great leader” or “that wasn’t the best judgment.” They don’t help a team member know what behaviors to repeat or to improve.

• Balance truth and grace in your communications. You can affirm the person without watering down the message. • Don’t gloss over problems or generalize your comments. Your direct reports don’t want things to be “sugar-coated” when it comes to job performance, and you won’t help them improve if you soft-pedal facts or fail to point out mistakes. • Focus on consistent behaviors and frequent incidents, rather than one-off examples of good or bad behavior. Refer to documentation gathered over the year.

e


40

Encourage Your Direct Report’s Participation

Ask for your direct report’s perspective of performance, strengths, and improvement needs. Listen carefully to what he/she has to say when describing problems, obstacles, and concerns. Encourage an open and honest exchange of ideas.

• Knowing your direct report’s perspective puts you in a better position to provide any needed assistance.

f

Provide Suggestions for Performance Improvement

Accompany development feedback with suggestions for doing the job better. Lead the discussion toward solving problems together. Offer to provide assistance in helping your direct report improve performance. This is the key to being an effective performance coach.

• To get “buy in” from your direct report, ask for his/her input first, before providing your input. • Get to the root of the performance problems. Be open to the possibility that you may be the cause. This will help you and your direct report create a viable development plan.

g


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Reach Agreement on Development Plans and Ownership

Allocate time during the review conversation to discuss your direct report’s development plan and prioritize development needs.

• Encourage personal growth. Reinforce effective behaviors by emphasizing strengths and accomplishments. Build on these. • Clarify your expectations and manage your direct report’s expectations. Career growth goals don’t always mean a promotional opportunity.

h


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End on a Positive Note and Discuss Next Steps

End the discussion on a positive note with a summary of the performance review. The year-end conversation is also a good time to start thinking about development planning and setting goals for the next year. Briefly recap the discussion and confirm the ratings assigned. Also recap any action items identified.

• Mutually re-evaluate any objectives not completed. Reach agreement on those objectives that will carry forward, and incorporate them into the planning activities for the next performance period. • Thank your direct report and express your confidence in him/her.

i


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Clarify what it means to rate “Exceptional” or “Exceeds Expectations”:

Exceptional: Serves as role model for others. Performance is well beyond organization norms with regard to results and how results are achieved. Sets the pace for excellence in all areas.

• Exceptional performers proactively identify issues and opportunities and provide innovative solutions with very little guidance or supervision. • They consistently elevate the performance of others on the team.

Exceeds Expectations: Performance not only meets all expectations, but also regularly exceeds expectations.

• The key word here is “regularly.” • Performers who Exceed Expectations do so with little guidance or supervision, make positive contributions to the team, and have a positive effect on team performance. • They identify and capitalize on opportunities to provide value to the team or organization beyond the current scope of the position.

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Conversation Guidelines: Performance That Exceeds Expectations or is Exceptional

Share the impact or result of the model performance or behaviors. This may include effects on work outcomes, customer satisfaction, work teams, and the business.

Be clear about what specific behaviors or action you want to reinforce. If you can see or hear it, it’s a specific behavior or action. Everything else is an opinion or generality.

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Conversation Guidelines: Performance That Exceeds Expectations or is Exceptional (cont.)

Avoid vague statements such as “you’re a good leader” or “you have a lot of common sense.” They don’t help your direct report know what behavior to repeat.

Help your direct reports verbalize and reinforce their own strengths by asking questions such as: • Considering all of your achievements, what are you most proud of? • What contributed to those successes? What has allowed you to do your best work? • To make yourself even more effective in the future, what do you want to continue to do, do more of, do better or do differently? What resources will you need to accomplish this?

Show appreciation for performance and reinforce your confidence in your direct reports for the coming year.

Clarify what it means to rate “Meets All Expectations”:

Meets All Expectations: Performance indicates that expected results are achieved. Consistently demonstrates the required skills and knowledge for the position.

• This rating recognizes performance that meets goals and expectations and is the baseline. • It indicates the person is progressing as expected and achieving results as expected. • It is not considered an “average” rating, especially considering the challenging performance standards Chick-fil-A uses to measure results.

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Conversation Guidelines: Performance That Meets All Expectations

Counteract the common perception that “Meets All Expectations” is an “average” rating. Use wording such as:

• “A Meets All Expectations rating is based on performance that is meeting goals and expectations. It means you are fulfilling the obligations of your role.” • “Meets All Expectations is NOT considered an “average” rating, especially when considering the challenging performance standards we use to measure results." • “This is a rating that recognizes good performance. To achieve a higher rating, you need to go above and beyond the call of duty to achieve your goals and demonstrate our core behaviors and values.”

Balance the discussion between emphasizing strengths and identifying development areas to be addressed.

• Don’t avoid the negatives completely - after all, if they're not discussed, how can they be addressed? But you'll risk really messing up a relationship by taking the one or two things your direct report may have had problems with and treating them with the same importance as the 50 things that were done really well.

Be clear about what specific behaviors or action you want to reinforce or redirect.

• If you can see or hear it, it’s a specific behavior or action. Everything else is an opinion or generality. Focusing on specifics makes feedback less difficult to receive.

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Conversation Guidelines: Performance That Meets All Expectations (cont.)

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Conversation Guidelines: Performance That is Below Expectations or Unsatisfactory

When you need to discuss poor performance:

• State the specific behavior that is unacceptable. • Explain why the behavior is unacceptable, and how it affects productivity and performance. • Tell your direct report what you expect him/her to do or not to do in order to change behavior. • Let your direct report know what will happen if the behavior changes (the positive reward) or if the behavior continues (the negative consequences).

Clarify what it means to rate “Below Expectations” or “Unsatisfactory”:

Below Expectations: Performance often meets only the minimum expectations for the position. Results are often inconsistent. Significant guidance is required.

• This rating would also be used for situations where performance may be improved through development, experience, or application.

Unsatisfactory: Performance is not meeting the requirements of the position. Requires a disproportionate level of supervision to produce results.

• This rating is reserved for individuals who have not met performance standards throughout the year. Performance issues need to be addressed. Partner with your Talent Consultant to determine next steps.

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Conversation Guidelines: Performance That is Below Expectations or Unsatisfactory (cont.)

Tips for delivering negative feedback

• Focus on specific behaviors that are helping or taking away from performance. • Clarify expectations; describe why the behavior negatively affects their role. • Solicit and provide concrete suggestions for doing things differently in the future. • Check for the individual’s understanding of feedback and next steps. • Candidly discuss consequences if development areas/problems are not addressed. • Keep yourself from “over-talking”; encourage dialogue and feedback.

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Do

• Use a term such as “development needs” when providing constructive or negative feedback.

• Use positive, empathetic sentences. For example: “You keep projects on track and within budget but your communication style is a bit formal and others are having a hard time creating a relationship with you.”

• Be descriptive. For example: “I thought the way you managed this was innovative and fun. I particularly liked the way you....”

• Emphasize words of encouragement. For example: “Your decision-making skills are really improving. Let’s find some more opportunities to help you develop this skill.”

Don’t

• Be vague, even if delivering positive feedback. Statements such as “you’re a good leader” or “you have a lot of common sense” don’t help a person know what behavior to repeat.

• Use the words “weaknesses” and “poor performance.”

• Use extreme words, such as “always” and “never.”

• Make value judgments, such as “best” or “bad.”

• Compare peers. For example: “You are better than John at process management.”

• Apologize after delivering negative feedback.

Managers must focus on delivering valuable feedback in a way that their direct reports understand and accept willingly. To minimize negative reactions, it is essential that managers are mindful of the language they use while delivering feedback.

Performance Feedback Language: Dos and Don’ts

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Handling Ratings Disagreements

Provide clear rationale for your ratings in the event you have direct reports who do not agree with how you have rated their performance.

Support your ratings with documented observations and specific examples.

Describe expected performance at each rating level, and then describe ways of reaching higher levels. In other words, you should describe the performance that would result in a rating at each rating level, and then describe what your direct report must do to reach higher levels of performance.

Give direct reports the opportunity to provide their rationale or support their viewpoint.

Be open to listening to your direct report’s viewpoint. The key here is to really listen and show that you have an open mind.

Constructively discuss differences of opinion or perception. If, after both you and your direct report have presented your opinions, your direct report still disagrees with your evaluation, it may be appropriate to table the discussion and try to do more research or data collection to support either position.

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Common Reactions to Constructive Performance Feedback Listed below are common negative responses that can arise during performance review delivery. Managers should be aware of the following reactions and handle them carefully:

• Resistance—A direct report questions the facts in the review, does not acknowledge the issue or downplays the impact of his/her actions.

• Doesn’t Commit to Change—A direct report does not fully commit to doing things differently.

• Lack of Confidence/Self Pity—A direct report expresses discouragement and uncertainty in his or her abilities to succeed.

• Avoidance—A direct report may acknowledge the negative feedback but may imply that he/she is not the problem.

• Shock—A direct report becomes upset or reacts in an emotional way.

The Importance of Understanding & IdentifyingReactions to Performance Feedback

Concern about how a person will respond to performance feedback is one of the key reasons managers avoid, delay, and often completely abandon performance conversations. Delivering performance feedback can elicit a range of different reactions. Understanding these reactions, especially negative reactions, and ways to handle them, can help you be more candid and timely in providing valuable feedback.

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Tips to Minimize Negative Reactions To reduce negative reactions, managers should use precise language with sufficient examples to support their feedback. In addition, managers should actively gauge the emotions of their direct reports and respond accordingly.

Phrase the Feedback Accurately Use simple words, concise sentences, and supporting examples to deliver formal and informal feedback. Poorly crafted and delivered messages can trigger feelings of self-doubt, shock, or resistance.

Allow Direct Reports to Speak Openly and Do Not Interrupt Let your direct reports share their feelings about the feedback. Show respect by allowing your direct reports to express their true reactions and emotions.

Observe Signs of Emotional Reactions Observe your direct reports’ choice of words, tone, and facial expressions to assess their emotions and respond accordingly.

Remain Calm and Composed, and Handle the Situation with Care If your direct report acts shocked or defensive, maintain your composure. Be considerate yet firm and reinforce your point with substantial examples and next steps.

The Importance of Understanding & IdentifyingReactions to Performance Feedback

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Common Reaction: Resistance

Common Reactions to Constructive Feedbackand Appropriate Manager Responses

Sample Reaction Statement

“I am not sure I know what you’re talking about. I think I provide good customer service.”

“I do not agree with your feedback regarding my project management skills.”

“I don't know anything about the example you talked about.”

Sample Manager Response

“Let’s review the examples I gave of areas where I see an opportunity for improvement.”

“Let’s give you some time to reflect on the feedback I’ve provided and reconnect tomorrow morning.”

“This is an opportunity for you to improve your performance. If we don’t address this opportunity,it will continue to impact your performance reviews.”

Do:

Provide sufficient examples to support your feedback.

Gauge your direct report’s reasons for resistance.

Ask your direct report to reflect on the feedback and end the discussion if he/she is being overly resistant.

Candidly discuss the consequences if the development area is not addressed.

Don’t:

Get aggravated by your direct report’s resistance to your feedback.

Soften your feedback to alleviate the reaction.

Blame the person’s personality based on his/her reaction.

Common Reaction: Doesn’t Commit to Change



“I’ll try.”


“I’d like you to think about what we discussed and whether it’s something you can do.”

“It’s important to let me know if this isn’t something you can make a full commitment to.”

Do:

Ask your direct report to reflect on the development areas and confirm whether he/she is able to commit to them.

Discuss the consequences if improvement does not occur.

Don’t:

Overlook the direct report’s indifference and non-commitment toward the feedback.

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Common Reaction: Lack of Confidence/Self-Pity



“I don’t know where to start from.”

“I don’t feel like I can meet your expectations.”


“I believe you are capable of achieving this goal.”

“You will have support from me as you work on this. For example…”

“Let’s talk about what you can do to improve in this area.”

Don’t:

Focus on the direct report’s past inability to achieve outcomes.

Moderate your feedback to alleviate the reaction.

Reflect the person’s negative attitude.

Do:

Give your direct report time alone to regain composure, if necessary.

Highlight that this is an opportunity to improve.

Assure your direct report that improvement is possible with effort—use past examples of his/her successful development.

Reassure him/her that you will offer support.

Provide examples of small steps that can be taken toward improvement.

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Common Reaction: Avoidance



“This project did not play to my strengths.”


“I know there have been a lot of changes to your work recently, and I need you to support the changes we’ve made.”

Don’t:

Agree with your direct report.

Change your perspective based on your direct report’s reasons if they are not valid.

Do:

Listen to your direct report’s reasons and situation.

Restate the examples.

Clarify that expectations need to be met and development areas improved, despite your direct report’s reasons.

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Common Reaction: Shock



“I’ve been working so hard to meet all of my project deadlines. I can't believe I am getting this feedback.”


“I can see that you are upset with these results. I would like to hear your opinion.”

“Let me explain what I think happened so you can understand my opinion. Then we can work this out together.”

Don’t:

Blame the person’s personality based on his/her reaction.

Become defensive.

Moderate your feedback to alleviate the reaction.

Do:

Acknowledge the fact that your direct report is not satisfied with the feedback.

Seek your direct report’s opinion and comments.

Restate examples, explain your perspective.

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The review conversation is also an ideal time to prioritize development needs that have been identified, and revisit your direct report’s development plan that is documented in Milestones. This conversation in Milestone 3 about laying the ground work … is not THE conversation on development. Rather, this is the beginning of conversations that will lead to deeper conversations occurring in the Expectations Review in Milestone 1.

Prioritizing Development Needs

Is the development plan still targeting the highest priority development needs? Remember, depending upon where your direct reports are in their role or career, one or more of the focus areas may influence their development priorities more than others.

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You can use questions such as these to help your direct reports think through where they should be focusing. It will be different for each person and it will change as each person grows and develops within their roles. You can also use the ESRM tool to help your direct reports prioritize and address development needs.

Prioritizing Development Needs

Achieve Grow Prepare

Achieve performance expectations

Grow in the current role

Prepare for the future

These are development plans and activities that help your direct reports meet their performance goals and expectations.

“What skills, knowledge or behaviors need developing in order to improve performance in specific areas and meet current performance goals?”

These are development plans and activities that help your direct reports grow and mature in their current role. Growing within the current role is vital for creating breadth and depth, agility and maximum results. It is a bridge between looking at what is needed now versus what is needed further down the road.

“What skills, knowledge or behaviors need strengthening in order to mature and be most successful in the current position?”

These are development plans and activities that help your direct reports prepare for future career moves.

“What skills, knowledge or behaviors need building in order to prepare for future possibilities? What career aspirations does your direct report have? What types of positions are of interest? What learning opportunities will build the skills necessary to reach those positions?”

Resources

• Provide, acquire, or fix tool/technology required (tools/technology)

• Help staff prioritize responsibilities; enable time for people to perform (time)

• Adjust schedule or staffing; clarify roles/responsibilities (people)

Motivation

• Provide frequent, “in-the-moment” feedback; catch people doing things right

• Identify simple, meaningful measures of behavior; connect measures back to results

• Use scorecards to provide visual feedback about results

Just as you used the ESRM tool to assess whether your team has obstacles that may prevent them from reaching their goals, you can also use it to identify, prioritize and address development needs.

Using ESRM to Address Development Needs

Expectations

• Improve/increase communications (email, meetings, face-to-face sessions)

• Provide regular updates to team, guidance, instructions

• Clarify expectations

E R MSkills

• Provide training, workshops, coaching

• Suggest development activities, readings, guided practice, shadowing, etc.

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Next Steps

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Once you receive notification that self-evaluationsare complete, you can begin your evaluations in the Milestones system.

Schedule a Year-End Review with each of yourdirect reports.

Let your direct reports know it’s time to beginself-evaluating their performance in Milestones.

Setting Goals and Expectations: How to Set Expectations with Young Talent by Chris Resto Harvard Management Update, February 2008

Summary: Although recent grads want to contribute to the organization, they also want to make sure they are developing their skills and building their career paths right from the start. A little care and education go a long way in setting young employees' expectations. Ask for their input, point out learning opportunities and goals, and spell out how their work toward meeting those expectations will enhance their development. Your new hires will feel much more valued and will be motivated to create more value for your organization and for your clients.

http://limelight.myhmm.org/hmm/developing_employees/base/resources/resources/SetExpectationsWithYoungTalent.pdf

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Suggested Articles and Abstracts for People Managers

Performance Reviews: Making Performance Reviews Less Stressful—for Everyone by Beverly Ballaro Harvard Management Update, January 2008

Summary: Few people relish having their professional performances spotlighted and judged by others. And few managers enjoy delivering performance evaluations—which frequently hold the possibility of miscommunication and misinterpretation. The trick is to package a meaningful assessment in terms palatable enough to effect real change. This article provides guidelines to make the next performance review you conduct easier to deliver and easier to hear.

http://limelight.myhmm.org/hmm/performance_appraisal/base/resources/resources/PerformanceReviewsLessStressful.pdf

http://limelight.myhmm.org/hmm/team_leadership/base/resources/resources/MakeYourGoodTeamGreat.pdf




Feedback & Challenging Conversations: Feedback That Works by Cynthia M. Phoel Harvard Management Update, September 2006 Summary: Fundamentally, feedback is a good thing. But most managers say they dislike giving feedback. Moreover, they don't think the feedback they do give is as effective as it could be. This article distills the expertise of several management thought leaders into eight specific suggestions for creating effective, positive feedback conversations that result in better performance for managers and career growth for employees.

http://limelight.myhmm.org/hmm/feedback_essentials/base/resources/resources/FeedbackThatWorks.pdf

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Role of the People Manager (Leadership): Make Your Good Team Great by Judith A. Ross Harvard Management Update, December 2008 Summary: High-functioning teams are what make high-performing companies click. Whether the task is to create an innovative product or implement a new system, groups—not individuals—are shouldering the burden more than ever before. But what sets top teams apart? Research shows that high-performing teams achieve superior levels of participation, cooperation, and collaboration because their members trust one another and share a strong sense of identity. In short, these teams have high levels of group emotional intelligence, or EQ. Like individual EQ, group EQ has to do with an awareness of human emotions and the ability to handle them in healthy, productive ways. This article describes three practices to help you build your team's EQ: (1) Make time for team members to understand and appreciate each other's skills; (2) Establish positive, group-sanctioned ways to express negative feelings; and (3) Celebrate success—early and often.






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Role of the People Manager (Leadership) cont’d:

The One Thing You Need to Know ... About Great Managing, Great Leading, and Sustained Individual Success by Marcus Buckingham Free Press, 2005

Summary: Great leaders make people believe and follow their vision of a better future. That’s it. The rest is practice.

http://www.getabstract.com/ShowAbstract.do?dataId=4593&u=chickfila

Great Leaders Grow: Becoming a Leader for Life by Ken Blanchard and Mark Miller Berrett-Koehler, 2012

Summary: To be a successful leader, keep growing.






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Role of the People Manager (Leadership) cont’d:

The Secret of Teams: What Great Teams Know and Do by Mark Miller Berrett-Koehler, 2011 Summary: To promote teamwork, you have to know what constitutes a great team. Mark Miller tells the tale.


The Five Dysfunctions of a Team: A Leadership Fable by Patrick Lencioni Jossey-Bass, 2002

Summary: To create a functioning team, build trust, willingness to confront, commitment, accountability and focus. Here's how.






Thank You

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Thank you for participating in this Milestones workshop.

Your investment of time today will help all of us be

better stewards of our talent and will create a stronger

and better performing Chick-fil-A.

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