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Participating in Performance Dialogue
Information Session for M-level Staff Members
Appraising performance
Planning for performance
Managing & coaching for performance
www.mcgill.ca/hr/dialogue
Participating in Performance Dialogue
www.mcgill.ca/hr/dialogue
Appraising performance
Planning for performance
Managing & coaching for performance
2nd edition, June 2004Department of Human Resources
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Welcome to…
Participating in Performance Dialogue
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Welcome to the Information Session…
Provide you with information and the necessary tools to take an ACTIVE role in the Performance Dialogue process.
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Objectives for Today
In the session, staff members will: understand the goals of Performance Dialogue at
McGill; become familiar with the different steps of the
Performance Dialogue process and tools; learn to formulate measurable objectives in line
with department objectives; learn and apply a structured process for
documenting progress.
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Introductions
My name
My faculty/unit
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Workshop Agenda
8:30 – 8:458:45 – 9:159:15 – 10:00
10:00 – 10:1510:15 – 11:00
11:00 – 11:45
11:45 – 12:05
12:05 – 12:15
Session openingActivity: Getting at the IssuesPerformance Dialogue, Process and Self-assessmentCoffee BreakPhase 1 – Planning for Performance: Getting a Head StartPhase 2 – Managing and Coaching for Performance: Staying on TrackPhase 3 – Appraising Performance: No-surprises AppraisalConclusion
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Ground Rules for Learning
Participate fully
Share ideas and experience
Respect others’ opinions
Have fun
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Activity: Getting at the Issues
Time: 30 minutesPurpose:
Identify and share perceptions of what it takes to make performance appraisal process to work.
Steps to follow:In small groups (3 or 4 per group)
• Using coloured markers, illustrate with keywords, symbols, pictograms
– What can go wrong in a performance appraisal process? – What contributes to a successful performance appraisal
process?
After the small group discussion• Visit other flipcharts and add anymore ideas that come to
mind
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Activity: Getting at the Issues (Cont’d)
Activity Debriefing:
• What are the similarities/differences?
• What are the factors that contribute to making performance appraisal processes a success?
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What I Want to Get Out of This Session
… one thing I would like to learn about Performance Dialogue
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Building the Right Foundations for Performance Dialogue
Clear link between faculty/department and individual objectives
Ongoing process supported by feedback and coaching Foundation for training and development succession/
career planning Merit is only one among multiple uses Management tool aligned with business strategy and
owned by supervisors
Performance Dialogue
Performance Dialogue Overview
Appraising performance
Planning for performance
Managing & coaching for performance
University Mission
Objectives of Principal and Vice Principal
Faculty/Department Objectives
Individual/Team/Organizational Performance
Appraisal of individual contribution
Identification of training and development needs
University objectivesIndividual objectivesDevelopment plans
Communication of major changes
Adjustments and mutual feedback on results
CoachingInformal follow-upsReview discussions
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Performance Dialogue Overview (Cont’d)
POSITIVEWORK
CLIMATE
Clear Expectations Clarify roles Set objectives
Feedback Motivational Corrective
Results Competency Recognition and rewards Staff development
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Roles and ResponsibilitiesPlanning for Performance
What are your responsibilities? What are your supervisor’s responsibilities?
Planning for performance
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Roles and ResponsibilitiesManaging and Coaching for Performance
What are your responsibilities? What are your supervisor’s responsibilities?
Managing & coaching for performance
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Roles and ResponsibilitiesAppraising Performance
What are your responsibilities? What are your supervisor’s responsibilities?
Appraising performance
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Continuous Performance Appraisal
… What’s in it for you?… For supervisors?… For the University?
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Effective Performance Dialogue Behaviours
Self-assessment
Time: 15 minutesPurpose:
Establish strengths and areas for development related to Performance Dialogue skills
Steps to follow:Individual exercise (10 minutes)
• Complete and score the Self-assessment Tool• Identify one or two aspects you would like to develop
With a partner (5 minutes)• Share your areas for self-development with your partner
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Effective Performance Dialogue Behaviours Self-assessment (Cont’d)
For each question, insert the appropriate number reflecting your response on the 1 to 7 scale (1 = never – 4 = sometimes – 7 = always)
Add the responses across each line
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Performance Dialogue – Phase 1
“Getting a head start”
Planning for performance
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Why Is It Important to Have Objectives?
To give each staff member a sense that his/her contribution makes a difference
To promote ongoing communication between supervisor and staff member
To clarify expectations
To provide a clear direction
To reinforce pride and self-esteem
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Cascading Objectives
Faculty/Department Objectives
Faculty/Department Objectives
University MissionUniversity Mission
Principal’s and Vice Principals’
Objectives
Principal’s and Vice Principals’
Objectives
Your ObjectivesYour Objectives
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Cascading Objectives (specific example)
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OBJECTIVES for the next reference period:(3 - 6 objectives is appropriate)
Objectives related to the on-going service of the department:
Objectives related to projects (if applicable):
Planning For Performance
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TRAINING & DEVELOPMENT ACTION PLAN to enhance performance (including self-development such as relevant reading, courses and temporary assignments).
Specify the skills/knowledge to be developed:
Proposed action plan (immediate and medium term):
Planning For Performance
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PLANNING FOR PERFORMANCE SUPERVISORSTAFF
MEMBER
Review the University’s mission and global objectives, and the unit/department’s priorities & objectives.
X X
Meet to set the objectives. X X
Complete the relevant section of the Performance Dialogue form.
X X
Roles and Responsibilities
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Specific Vague & too many objectives
Measurable Lack of performance criteria
Achievable Too easy or too difficult
Relevant & Realistic Not linked to department priorities or resources not available
Time-bound No deadlines
Discussed Imposed by manager
Action-plan No follow-up
On the Road to Success...
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How SMART Is This Objective?
Financial support: Administer the financial operations of the unit within
budget constraints.Smart version: For November 1st, develop and start providing
monthly status report of the unit’s financial operations, based on the agreement with the Director. Monitor the gap between the budget and the year-to-date revenues and expenditures, while providing suggestions to improve the unit’s financial management.
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Position: Winger Score 30 goals during the 20XX season
Attend 100% of team practices for the 2000-2001 season
Develop and thoroughly apply my personal training plan
Lead 90% of the five-player attacks during official games
ActivitiesObjectiveResponsibility
For a Hockey Player
The Trap of Setting a List of Activities
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Position’s Key Roles and
Responsibilities
Position’s Key Roles and
Responsibilities
Planning Individual Objectives
Individual Objectives
(3 to 6)
Individual Objectives
(3 to 6)
Performance Indicators
Performance Indicators
Action Plans
Action Plans
What am I responsible for?
In my role, how can I contribute to the department’s success
How do I measure my results?
What do I need to do to reach my objectives?
Supervisor’s Objectives and Action Plans
Supervisor’s Objectives and Action Plans
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Tips for Formulating Result-oriented Objectives
1. Refer to one of your key roles and responsibilities2. Based on the University’s strategic plan and department’s
objectives/priorities, ask yourself the following questions: How can I best contribute to the University’s success? What critical result am I expected to produce this year in
this area of responsibility? Does this result represent a challenge for me?
3. Avoid verbs such as ensure, follow, support, collaborate
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4. Formulate your objective by beginning your statement with:
“an action verb in the infinitive” which describes what you must do to obtain the result (ex.: to produce, to develop…);
“that” in expressing the result / deliverable to be reached (ex.: that all analyses be completed);
“a verb in the perfect infinitive” which makes it possible to express something as if it had already been done (ex.: to have sold by x, to have reduced errors…)
5. Use only one verb6. Specify the deadline or provide the notion of a time-frame
(ex.: over the next 12 months)
Tips for Formulating Result-oriented Objectives (Cont’d)
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Defining Individual Objectives Exercise: Poorly Formulated Objectives
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Defining Individual Objectives Exercise: Poorly Formulated Objectives
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What is a performance indicator?
An index for: measuring the degree of achievement of the
objective
observing the result obtained
We measure what we can
improve
Defining Performance Indicators
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A good performance indicator…
is for measuring what is important and refers to tangible and accessible information
Examples: student enrolment
(international) productivity and efficiency
(quantity, volume) quality (reliability, accuracy) respect of standards,
procedures and rules clients’ satisfaction rate
quality of process, service cost reduction profit respect of budget respect of deadlines students’ satisfaction rate
Defining Performance Indicators
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Area Personnel Officer/Representative
Defining Performance IndicatorsExample
Individual ObjectiveMain Responsibility Performance Indicators
Management of HR Processes
Having implemented Performance Dialogue process at McGill according to established deadlines and action plan
Respect of deadlines
Quality of the implementation Clarity and frequency of
communications at all levels
Respect of needs expressed (ex.: training schedule)
Training evaluation satisfaction levels
Number of Performance Dialogue forms completed and submitted
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TIPS to establish an action plan:Ask yourself these questions…
Establishing Action Plans
What activities should I start with?
What activities will help me to reach my performance indicators?
What are the obstacles that may be in my way? What activities or strategies will help me to face them better?
Who will influence the realisation of my objective the most? What can these persons do to help?
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Action PlanExample
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Phase 1: Planning for Performance Getting a Head Start
Preparing my SMART objectives Discussing and agreeing on objectives with my
supervisor Developing your action plans Completing the performance dialogue form
Keys for success
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Performance Dialogue – Phase 2
“Staying on track”
Managing & coaching for performance
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Managing and Coaching for Performance
What’s in it for you?
Managing & coaching for performance
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Roles and Responsibilities
MANAGING & COACHING FOR PERFORMANCE
SUPERVISORSTAFF
MEMBER
Give & receive timely feedback X X
Exchange ideas: identify the gaps and agree on specific actions to achieve results
X X
Review progress in terms of achievement of the objectives.
X X
Plan development X X
Keep track of successes, difficulties, improvements.
X X
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Managing and Coaching for Performance Means…
Documenting your progress Preparing for review discussions Asking for regular feedback and coaching
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Case Study Exercise Staying on Track
Time: 35 minutesPurpose:
Practice using a structured process to document performance
Steps to follow:In small groups (3 or 4 per group – 25 minutes)
• Read the case study scenario • Use the Staying on Track checklist to analyse the case study
information and determine your approach• Prepare to share your approach with other groups
Plenary discussion (10 minutes)• Present your ideas to the group
Documenting your Progress Staying on Track Checklist
Have you reviewed your individual objectives and performance indicators?
Have you collected data about your progress toward objectives?
Which sources of information will you use to document progress on objectives?
Have you asked for or received feedback on your performance?
Have you assessed if performance is on track or off track?
Can you provide specific examples to illustrate if your performance is on track, off track?
Have you identified specific roadblocks or obstacles to achieving your objectives?
Did specific external events affect your performance?
Have you determined your strengths and areas for improvement?
Have you considered how you can improve on results?
Have you asked appropriate key resources to provide you with feedback related to your individual objectives?
Has your supervisor planned a review discussion with you?
Have you anticipated possible reaction?
Actions
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Phase 2: Managing and Coaching for Performance – Staying on Track
Being well documented on your progress Recognizing progress Accepting limits on making improvement action
plans Asking for and integrating feedback
Keys for success
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Asking/Receiving Feedback Without Getting Defensive
Tell the person what you want to have feedback about Listen, avoid interrupting Re-phrase what you think the person has said Check your understanding Ask for more information Ask for suggestions for improvement Ask for feedback in a timely manner Take action accordingly
Feedback is like a gift – sometimes you don’t care for the wrapping!
Tips
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Phase 3: Appraising Performance
“No-surprises appraisal”
Appraising performance
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Why Are Performance Appraisals Dreaded So Much?
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Appraising Performance is About…
Taking stock Measuring overall contribution Continued dialogue and communication Having a “no-surprises” discussion Planning for growth and development Increasing commitment
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APPRAISING PERFORMANCE SUPERVISORSTAFF
MEMBER
Compile the factual observations collected during the reference period.
X X
Analyze the performance, identify training and development needs and prepare for the meeting.
X X
Discuss and agree on the appraisal and the content of the performance dialogue form.
X X
Roles and Responsibilities
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PERFORMANCE and special ACHIEVEMENTS (during the reference period ending):
Contribution to the on-going service or objectives of the department:
Contribution to projects (if applicable):
Reasons why objectives were not met (within and outside the person’s control):
Review of training and development activities:
Appraising Performance
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STRENGTHS & AREAS FOR IMPROVEMENT(which support or hinder performance)
Demonstrated skills:
Areas for improvement:
Development needs:
Readiness for additional or different responsibilities (specify potential examples):
Appraising Performance
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TRAINING & DEVELOPMENT ACTION PLAN to enhance performance (including self-development such as relevant reading, courses and temporary assignments).
Specify the skills/knowledge to be developed:
Proposed action plan (immediate and medium term):
Appraising Performance
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Building a Development Plan
Identify individual/ development needs
Identify with staff member the development needs
Develop with staff members a development plan
Provide developmental opportunities
Follow up on execution
Know skills/knowledge associated with his job role
Conduct self-evaluation & discuss with manager/ supervisor
Be receptive to manager’s feedback
Take advantage of development opportunities
Be committed to his/her own development
SUPERVISOR’S ROLE STAFF MEMBER’S ROLE
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Types of Learning Activities
Readings Courses & workshop Conferences On-the-job-assignment
(provides with valuable hand-on experience)
Web-based learning tools Mentoring
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Conclusion
Back to Work... Getting Started: Review department objectives Review your role profile and identify critical
responsibilities Draft objectives for discussion with your
supervisor and direct reports Prepare to meet with your supervisor
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Personal Action Plan
What do you need to add to your personal action plan?
How will you follow through on your personal commitment to develop your skills?
How will you remind yourself to discuss your progress with your partner?
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Conclusion
What have I got out of this session?
What will I do tomorrow about Performance Dialogue?
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