JQT2 Template.docx.docx - Weeblyholistictalentmanagement.weebly.com/uploads/3/7/4/2/... · Web viewVideos from subject matter experts in the fields of employee motivation and behavioral

TAT2 Task 3: Instructor's Manual

Michelle Russell

Student ID: 000176180

Course Mentor: Dr. Teresa Dove

A Written Project Presented to the Faculty of the Teachers College of

Western Governors University

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Performance Management and Root Cause Analysis

Instructor's Manual

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Table of Contents

Instructional Unit Overview...........................................................................................................4

Audience..................................................................................................................................4

Length of Instruction................................................................................................................4

Delivery Approach...................................................................................................................5

Materials Needed......................................................................................................................7

Summary of Lessons......................................................................................................................9

Detailed Lesson Plans

Lesson 1..................................................................................................................................13

Lesson 2..................................................................................................................................14

Lesson 3..................................................................................................................................17

Lesson 4..................................................................................................................................19

Lesson 5..................................................................................................................................21

Lesson 6..................................................................................................................................22

Lesson 7..................................................................................................................................24

Part II: Exportable Instructional Product......................................................................................27

Appendix A - Task Analysis with Supporting Performance Objectives...............................28

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Unit OverviewInstructional Goal

Given instruction on concepts and theories that create the foundation of effective

performance management processes; leaders will apply motivation theory, root cause analysis,

behavioral assessment interpretation, and brain based coaching techniques; to create performance

management strategies that focus on managing talent holistically.

Audience

Participants work as individual contributors in various leadership functions within a large

healthcare organization. The learner group is comprised of 30 adult learners, 17 male and 13

female. Fourteen are Caucasian (6 male, 8 female); five are Indian (3 male, 2 female); six are

Hispanic (2 male, 4 female); and five are Asian (2 male, 3 female). Their ages range between ages

26 and 59. Learners identified to participate in this unit of instruction have a basic understanding of

employment law, front-line supervisor duties, and job-focused assessments. Entry level skills

required for this instruction are a minimum of one year of leadership experience; participation in at

least 2 cycles of performance management with the company; and completion of Fundamentals of

Management, an internal course which leaders take through the company’s LMS.

Length of Instructional Unit

The instructional unit is 10 hours in length, has 7 lesson plans and will be taught over a 2

day period. The instruction begins with a comprehensive pre-assessment, includes learner

instruction, learning activities, and mini-assessments within each unit of instruction; and concludes

with a comprehensive assessment. Task detail can be found in Appendix A.

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Delivery Approach

The instructional strategy created by the designer is one that consists of a traditional

classroom setting with a group of learners; with information presented in an objective by objective

basis with intervening activities. The instructional strategy is heavily supported through the use of

constructivist theory and cognitivism. The learning has been developed with the intention of

allowing for an authentic learning experience by allowing participants to work collaboratively; draw

from personal experience; and provides for multiple viewpoints/perspectives (Dick, Carey, &

Carey, 2009).

Cognitivist theory asserts that learners reorganize information and instructors should focus

on activities that create new mental models to improve learner processing and recall (Dick, Carey,

& Carey, 2009). There are opportunities for learners to comparing new information to existing

information; organize information for easy recall; and develop effective strategies for learning. In

the first two lessons, in order to create the foundation of knowledge from which the learner will

draw upon for subsequent lessons, a significant amount of new information is being introduced.

The instruction includes Cognitivist structure to allow learners to chunk information for easy recall.

Discussion of the Design Process Used

Theories of Design help to produce effective instruction by identifying goals of instruction

and linking them to learning outcomes. They assess ideal conditions for learning and evaluate

instructional methods for efficacy. Additionally they are important for determining scope of

instruction, including constraints (e.g. cognitive load). The design process used by this designer

was Wiggins Theory of Backwards Design. This design theory begins with the end in mind (results

needed) and guides the instructor through two additional stages, “determining evidence that results

have been achieved” and then, “plan the instruction”. The strengths of Wiggins Theory is that it

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identifies goals before instruction is designed; determines evidence for measuring the result; defines

the scope of instruction; and links instructional activities to the end result (Dick, Carey, & Carey,

2009).

Instructional Strategies

The instructional strategy used is Dick, Carey, and Carey's (2009) 5 Instructional

Component Model; which is a consolidation of Gagne's Nine Events of Instruction. The designer

began by identifying pre-instructional activities to be used before beginning the actual instruction.

Pre-instructional activities seek to satisfy the motivating needs of learners by stimulating prior

recall, and informing them of what they will learn. The overarching goal with this strategy is to

gain learner attention. In some of the lessons, this consists of showing a brief video (4-8 minutes),

which creates an emotional or intellectual reaction in the learner.

The next step was to determine which content should be presented to the learner. The

designer chose to present content using structure that allows for deductive and inductive learning,

intermixed with learning guidance. Instructional delivery will leverage photos, clipart, and memes

as visual reinforcement of key points. Videos from subject matter experts in the fields of employee

coaching and effective communication will provide learners perspective and expertise in the

concepts being presented. Facilitated discussion will be used to allow learners to bring forward

real life examples from their own performance management experiences. An intentional effort will

be made to ensure learners are engaged in meaningful dialogue related to the examples and key

points. Learners will use a selected scenario and case study to apply concepts of this lesson.

At the conclusion of instruction, learners will be provided either a guided worksheet or a

posttest; wherein they will be required to demonstrate their mastery (with 80% accuracy) of the

concepts learned. Some assessments will require that learners work collaboratively with a

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classmate. Some assessments will require learners to evaluate case studies in order to practically

apply knowledge gained.

The last component of the instructional strategy is designing to include for follow-through

activities. This component is important to improve recall and transfer of learning in the

performance environment. Learners will apply knowledge from this lesson in subsequent lessons.

Learners will apply concepts from this lesson in order to manage performance issues in the

workplace effectively.

The learner group is comprised of leaders from all levels and departments within the

organization. Their learning styles are varied; including those who are visual; those who learn

better in quiet and organized environments; and those who are inpatient with lectures and other non-

participatory activities. The designer has broken up text in presentations with visuals in order to

link information with another sensory stimulus. In order to accommodate those who work better in

quiet and organized environments, the designer has created activities which allow individuals to

work on their own for portions of the assignment. Learners will also join with other participants

into small structured groups (with assigned roles). The designer has also incorporated at least one

brief activity into each module which allows for learners to get up and move around and interact

with new members of the group.

Materials

Awkward Performance Review video by Vital Smarts Video New Legal Battlegrounds for Performance Evaluations article by Dan Van Bogaert Legal Expert Gives Performance Appraisal Advice article by Rebecca Hastings Patterson vs. Indiana activity handout, 7th Circuit Court of Appeals Fougi Template with brief intro on Managing Incompetence by Gabriel Ginebra The Right Way to Give Feedback video by Daniel Goleman Coaching Employees from Management Fundamentals video with Britt Andreatta Coaching for Performance: Growing Human Potential and Purpose handout by John

Whitmore

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Crucial Conversations: Tools for Talking When the Stakes Are High Job Aid handout by Joseph Grenny

Battle of the Theorists: Motivational Theorists video by LJacobsEDU Employee Behavioral Assessments...What Are They? video by The Omnia Group Manager's Guide To Motivating Employees article by Anne Bruce Make Better Hires with Behavioral Assessments article by Bill Roberts Testing for Talent: An HR Case Study article by Michelle Hite and Amelia Nathanson

Managing with the Brain in Mind by David Rock What is Neuroleadership video by David Rock CIPD Podcast: Neuroscience and its Impact on People Development by David Rock SCARF Model: Influencing Others video with Dr. David Rock Your brain at work video by David Rock PowerPoint presentation of David Rock's SCARF model David Rock on his Book, Quiet Leadership (video) Quiet Leadership excerpt by David Rock Custom designed Unit Materials (see lesson plans)

Physical Resources

Training Room

Projector

Laptop and guest network access for corporate network

Whiteboard and accessories (markers, erasers, etc.)

Socrative Student Response app

Android or iOS mobile device

Lesson Overview

Using the instructional goal a terminal objective was created leveraging concepts and

theories that create the foundation of effective performance management processes, such as

motivation theory, root cause analysis, behavioral assessment interpretation, and brain based

coaching techniques; leaders will demonstrate mastery of the aforementioned theories and concepts

by meeting or exceeding the required score on the summative assessments in each of the units of

instruction in the Performance Management and Root Cause Analysis instructional unit.

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Performance objectives (which are reflected in each lesson plan) were created for each task and sub

task.

Lesson Plan Summaries

The first lesson is intended to create a foundation and focuses on employee performance

issues and the implications for organizations and leaders. The most critical components of this

lesson are what is known about performance issues; what are the implications for the organization

and what are the resulting responsibilities for leaders. Given a selected article, job aid, and

classroom instruction, learners will identify (list) 5 ways that effective performance management of

employees mitigates risk for an organization with 80% accuracy (as compared to list of possible

responses).

The second lesson is intended to introduce learners to root cause analysis by using the Fougi

Template. The most critical components of this lesson are the evaluation of whether the

performance deficiency is worth correcting; the determination of whether the issue is related t skill,

will, or knowledge; if training is needed; if coaching is needed; and whether a role realignment

should be considered. Learners will utilize clickers (Socrative Student Response app) to participate

in pre-instructional activity. Given 2 selected scenarios, learners work in pairs using the Fougi

Template, to analyze and determine (list) root cause of performance issues with 100% accuracy (as

compared to list of possible responses).

In lesson 3, the focus is how to leverage feedback and coaching to impact employee

performance, including the difference between the two. It is not uncommon for leaders to avoid

conflict which can greatly impact coaching conversations. Therefore, this lesson emphasizes the

importance of critical conversations and how to manage emotions through detachment and how to

control circular conversations. Given a selected scenario and using rules which differentiate

feedback and coaching; learners will discriminate between (select) applying feedback or coaching

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to address performance issues with 100% accuracy (as compared to correct response for each

scenario). Additionally, given a selected handout and job aid which detail principles of managing

critical conversations, learners will describe (list) 3 common barriers to effective coaching

conversations with 67% accuracy (as compared to list of possible responses).

Lesson 4 introduces learners to motivation theory its link to employee performance,

including intrinsic versus extrinsic factors; Herzberg's hygiene-motivation theory; McGregor's

Theory X and Theory Y of motivation; and new findings in motivation theory. Given a selected

article and guided learning worksheet, learners will describe (text response) how they will use

motivation theory in the performance management process, by responding to questions on

worksheet with 80% accuracy (as compared to correct response for each question). Additionally,

this lesson will present information on behaviors and intrinsic factors, including personal,

underlying, driving needs; alignment of personal needs with role; and making role alignment

determinations without behavioral assessments. Given a selected articles and instruction on

behavioral assessments, learners will work in pairs, to select 2 motivating needs necessary for job fit

for each role listed, with 75% accuracy (as compared to list of correct response for each type).

Lesson 5 introduces learners to the concept of brain based coaching, including coaching

with the brain in mind; the brain as a social organ; and brain mapping and behavior change. Given

a podcast which further explains the content, learners will demonstrate their understanding of the

principles of brain based coaching, with 80% accuracy (as compared to list of possible responses)

by listing (text response) the 5 key points for the author's framework.

Lesson 6 builds on lesson 5's brain based coaching concepts by introducing the SCARF

model. This model helps leaders assess common interactions with employees and determine if

something can be changed to decrease "threat" risks, including lack of certainty and autonomy, as

well as perceived relatedness and fairness. Threat risks decrease employee performance. Given

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selected text, reference materials, and guided learning worksheet, learners will describe (select an

answer) how the principles of the SCARF model are applicable to the performance management

process, by answering questions with 80% accuracy (as compared to correct response for each

question).

Lesson 7 provides leaders with a model for brain based coaching and builds on lessons 5 and

6. The ARIA model by David Rock is a coaching technique that helps leaders to have brief

coaching conversations wherein they guide an employee to insights about their performance. The

intent being that employees are more likely to change their behavior if they arrive at an insight

about a performance issue or challenge. Given a selected article which details the principles of

ARIA coaching, and a guided learning worksheet, learners will work in pairs to identify (text

response) with 80% accuracy (as compared to correct answer for each question), the 5 key

components of this framework. Additionally, given a selected case study, learners will apply the

principles of brain based coaching, including the SCARF model, the ARIA model; and root cause

analysis, using the Fougi Template to select appropriate responses to multiple choice questions with

80% accuracy (as compared to correct response for each question).

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Talent Management and Root Cause Analysis

Lesson Plan Details

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Detailed Lesson Plans

Title: LESSON 1: Employee Performance Issues and the Implications for Organizations and Leaders.

Lesson Overview: This lesson will introduce the rationale for why organizations and leaders need to be concerned with managing performance issues; to include legal and financial risks; as well as damage to organizational culture. Additionally, resultant responsibilities for leaders will be reviewed.

Materials:

Awkward Performance Review video by Vital Smarts Video New Legal Battlegrounds for Performance Evaluations article by Dan Van Bogaert Legal Expert Gives Performance Appraisal Advice article by Rebecca Hastings Patterson vs. Indiana activity handout, 7th Circuit Court of Appeals

Physical Resources

Training Room Projector Laptop and guest network access for corporate network Whiteboard and accessories (markers, erasers, etc.)

Lesson Standards: N/A, corporate learning environment

Lesson Objectives:

1) Given a selected article, job aid, and classroom instruction, learners will identify (list) 5 ways that effective performance management of employees mitigates risk for an organization with 80% accuracy (as compared to list of possible responses).

Time: 1 hour

Pre-instructional activities: Learners will view a short video which illustrates common pitfalls of communicating performance issues to employees. After watching the video, learners will be asked to describe their biggest obstacles to effective performance management.

Creating Meaningful Dialogue:

Ask learners their top 1-2 barriers to effectively managing employee performance. Record their responses on the whiteboard.

Ask learners to evaluate the list of responses to determine if they are primarily within their control or outside of their control.

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https://www.youtube.com/watch?v=1DGi4US-7xg

Content presentation: Learners will be provided an article and a job aid (listed in materials section for this lesson plan) and instructor will review key points of each. Examples of court cases wherein the plaintiff was awarded, will be used to connect key points to practical application of content.

Key Points to Discuss:

Protected Class: Discuss the EEOC and protected classes, including:o age, disability, national origin, race/color, pregnancy, sex/gender, religion

Prima Facie: why is it important regarding who bears the burden of proof, the employer or the claimant.

Four-Fifth Rule: Discuss disparate impact and effective risk management strategies regarding performance management, including:

o Accurate, non-emotional documentation, which captures the facts and not opinionso Applying management discretion consistently---yes, it may seem like an oxymoron,

but consistency is the key. If you apply it for one, you must apply for all like/similar situations, unless there is a sound justification for not doing so.

Retaliation: Focus discussion on how a prima facie case can be established for retaliation.

Learner Participation: Content presentation will be interspersed with facilitated discussion on key points. This will allow learners to reflect upon their own experience with employee performance issues and assimilate new content in order to create more effective solutions. An intentional effort will be made to ensure learners are engaged in meaningful dialogue related to the examples and key points. Instructor will intervene as prudent to correct or redirect learner's focus.

Assessment: At conclusion of instruction, learners will be asked to use the article and job aid for reference in order to identify (list) ) 5 ways that effective performance management of employees mitigates risk for an organization with 80% accuracy (as compared to list of possible responses).

Questbase for Assessment Completion: Direct learners to log in to their Questbase accounts and complete assessment, per included instructions.

Follow-through activities: Learners will apply knowledge from this lesson in subsequent lessons. Understanding the implications of performance management issues for the organization will help learners to understand when and why mitigating steps must be taken. Learners must recognize resultant responsibilities in order to begin applying key concepts of upcoming lessons including leveraging feedback and coaching and the execution of critical conversations.

Title: LESSON 2: Performing root cause analysis with the Fougi Template.

Lesson Overview: This lesson will introduce learners to the Fougi Template, and its use for improving diagnostic accuracy performance issue root causes. The concepts reviewed in this lesson will provide learners with a tool which allows them to probe deeper than the traditional "skill versus

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will" diagnosis. Learners will discover how root cause analysis allows for greater efficacy in determining appropriate corrective action.

Materials:

Fougi Template with brief intro on Managing Incompetence by Gabriel Ginebra

Physical Resources

Training Room Socrative Student Response app Android or iOS device Projector Laptop and guest network access for corporate network Whiteboard and accessories (markers, erasers, etc.)


Lesson Objectives:

2) Given 2 selected scenarios, learners work in pairs using the Fougi Template, to analyze and determine (list) root cause of performance issues with 100% accuracy (as compared to list of possible responses).

Time: 1.5 hours

Pre-instructional activities: Learners will be presented one by one, 5 examples of common performance issues and they will determine if the root cause is skill, will, other, or I don't have enough information. When each example is presented, students will utilize the Socrative Student Response app to select from a multiple choice listing of available responses.

Using the Socrative Student Response App:

Log on to Socrative and click on "Start a Quiz". Select the quiz, Root Cause of Employee Performance Issues. Click on Teacher Paced tab at the far right of the page. Ensure all "Additional Settings" are clicked to the "on" position before beginning. Click on Start.

Instruct students to open the Socrative app and enter room number 93acf611. Students already have app installed per instructions provided to them via email as part of their registration for this instructional unit.

The instructor retains control over the dissemination of questions. Allow approximately 1-3 minutes for learners to read each question and respond before reviewing the responses. Click on "How'd we do?" to see group results.

Click on "Next" to load next question. Repeat process for all questions.

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http://www.socrative.com/

When done, click on "Finish" and then on "View Chart" to show learners how well they did as a group.

Content presentation: Instructional delivery will leverage a projector as visual reinforcement of key points as well as show the progression through the Fougi Template.


Ask learners to think about one example of an effective leader they have encountered as well as one example of an ineffective leader they have had. Ask learners to name the top 2-3 adjectives to describe the effective leader. Review the list for commonalities and mark the top 2-3 responses. Conversely, do the same for ineffective leaders.

Ask learners how is it possible for an ineffective leader to become more effective when it comes to people management.


Skill: Discuss how skill deficiencies impact employee performance. Ask learners what things we do as leaders to help cure skill deficiencies.

Will: Discuss how "will" or motivation issues impact employee performance. Ask learners what things we do as leaders to help cure "will" or motivation deficiencies.

Behaviors: Discuss how behaviors can be misleading when attempting to address performance deficiencies.

Fougi Template: Introduce the Fougi template to learners and review instructions for its use.

Learner Participation: Facilitated discussion will be used to allow learners to bring forward real life examples from their own performance management experiences. An intentional effort will be made to ensure learners are engaged in meaningful dialogue related to the examples and key points. Learners will utilize clickers (Socrative Student Response app) to participate in pre-instructional activity. Learners will work in pairs to work on selected activities as described in the performance objective for this lesson. Instructor will intervene as prudent to correct or redirect learner's focus.

Assessment: At conclusion of instruction, learners will be provided a 2 selected scenarios depicting common employee performance issues. Learners work in pairs using the Fougi Template to analyze and determine (list) root cause of performance issues with 100% accuracy (as compared to list of possible responses).


Follow-through activities: Learners will apply knowledge from this lesson in subsequent lessons. Understanding root cause analysis will help learners use the Fougi Template, in determining appropriate corrective action as they manage performance issues in the workplace.

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Title: LESSON 3: Leveraging feedback and coaching to impact performance.

Lesson Overview: This lesson will educate learners on the importance of feedback and coaching in the performance management process. Learners will be instructed on the principles and practice of coaching and the difference between feedback and coaching. Learners will apply knowledge by completing selected activity which depicts performance management challenges. The second part of the lesson will inform learners of the concepts of crucial conversations and provide tools for keeping conversations on track during performance management efforts.

Materials:

The Right Way to Give Feedback video by Daniel Goleman Coaching Employees from Management Fundamentals video with Britt Andreatta Coaching for Performance: Growing Human Potential and Purpose handout by John

Whitmore Crucial Conversations: Tools for Talking When the Stakes Are High Job Aid handout by

Joseph Grenny

Physical Resources



Lesson Objectives:

3) Given a selected scenario and using rules which differentiate feedback and coaching; learners will discriminate between (select) applying feedback or coaching to address performance issues with 100% accuracy (as compared to correct response for each scenario).

4) Given a selected handout and job aid which detail principles of managing critical conversations, learners will describe (list) 3 common barriers to effective coaching conversations with 67% accuracy (as compared to list of possible responses).

Time: 1.5 hours

Pre-instructional activities: Instructor will open the course by asking learners to define feedback, coaching, mentoring, and counseling and to compare and contrast the terms. Upon completion of this exercise, learners will watch a brief video on how to provide feedback. For the second part of this lesson, instructor will open with a brief video on crucial conversations. Upon completion of the video, learners will be asked to describe the toughest conversation they needed to have and what struggles they encountered.

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https://www.youtube.com/watch?v=dcy69GnnRZs

https://www.youtube.com/watch?v=JxPTwmiWfw8


Draw a table on the whiteboard with four columns, label column 1 as Action; label column 2 as Definition; column 3 as Similarities; and column 4 as Differences. Write in the action items below under the column 1 heading of Action. Ask learners to define the listed items below while you record their responses on the whiteboard. Then ask them to compare and contrast them, recording their responses in the similarities and differences columns.

o Feedbacko Coachingo Counselingo Mentoring

Ask learners why it is important to differentiate between the action items listed above.

Content presentation: Instructional delivery will leverage a projector for visual reinforcement of key points. Videos from subject matter experts in the fields of employee coaching and effective communication will provide learners perspective and expertise in the concepts being presented.


Principles of Effective Conversations:o Focus on what is really desired. o Look points in the conversation where it is becoming "crucial". o Make it safe through establishing mutual purpose.o State your path. Separate fact from story.o Move to action.

Learner Participation: Facilitated discussion will be used to allow learners to bring forward real life examples from their own performance management experiences. An intentional effort will be made to ensure learners are engaged in meaningful dialogue related to the examples and key points. Learners will use a selected scenario and case study to apply concepts of this lesson.

Assessment: At conclusion of first section of instruction, learners will be provided a selected scenario depicting a performance management challenge and learners will discriminate (select) between whether feedback or coaching is appropriate, with 100% accuracy (as compared to correct response for each scenario). At conclusion of second section of instruction, learners will be provided a selected handout and job aid which detail principles of managing critical conversations. Learners will identify (list) 3 barriers to effectively discussing the performance issues with the employee, with 67% accuracy (as compared to list of possible responses).


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Follow-through activities: Learners will apply knowledge from this lesson in subsequent lessons. Learners will apply concepts from this lesson in order to manage performance issues in the workplace effectively.

Title: LESSON 4: Motivation theory and performance management.

Lesson Overview: This lesson will educate learners on the concept of motivation theory and its impact on a leader's attempts to manage employee performance. The lesson will distinguish between the most applicable theorems in the workplace, including Herzberg's, McGregor's, and Maslow's. The second part of the lesson will educate learners on behavioral assessments and how they are used to further diagnose the root cause of performance issues. Learners will apply knowledge by completing an in class activity which requires them to describe how they would use motivation theory in the performance management process.

Materials:

Battle of the Theorists: Motivational Theorists video by LJacobsEDU Employee Behavioral Assessments...What Are They? video by The Omnia Group Manager's Guide To Motivating Employees article by Anne Bruce Make Better Hires with Behavioral Assessments article by Bill Roberts Testing for Talent: An HR Case Study article by Michelle Hite and Amelia Nathanson

Physical Resources



Lesson Objectives:

5) Given a selected article and guided learning worksheet, learners will describe (text response) how they will use motivation theory in the performance management process, by responding to questions on worksheet with 80% accuracy (as compared to correct response for each question).

6) Given a selected articles and instruction on behavioral assessments, learners will work in pairs, to select 2 motivating needs necessary for job fit for each role listed, with 75% accuracy (as compared to list of correct response for each type).

Time: 1.5 hours

Pre-instructional activities: Learners will view a short video which provides a brief, thought-provoking video regarding employee motivation. After watching the video, learners will be asked

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https://www.youtube.com/watch?v=2LjwMs0h6-I

https://www.youtube.com/watch?v=i9r3KPwUO20

to describe what motivates them in the workplace. For the second part of this lesson, instructor will open with a brief video regarding behavioral assessments and how they are used to diagnose performance issues. Upon completion of the video, learners will be asked what behavioral assessments they are familiar with and what their opinion is for using them in the workplace.


Ask learners what the top 2-3 things are that motivate them in their roles. Record their responses on the whiteboard.

Ask them how their motivations drive their behavior. Record their responses on the whiteboard.

Content presentation: Instructional delivery will leverage a projector for visual reinforcement of key points. Videos from subject matter experts in the fields of employee motivation and behavioral assessment, will provide learners perspective and expertise in the concepts being presented.


Intrinsic Motivation: Discuss underlying, driving needs that must be met to ensure happiness over time. Ask learners where they have seen a disconnect between motivating needs with an employee and how it affected their performance.

Extrinsic Motivation: Ask learners how important external factors are in engaging employee performance. Ask which is more important--intrinsic or extrinsic motivators.

How Leaders Can Effect Change for Improved Employee Performance: Discuss how realistic it is for a leader to impact an employee's performance if a leader cannot change an employee's underlying motivating needs. Ask learners where opportunities DO exist for effecting change in employee performance.

Learner Participation: Facilitated discussion will be used to allow learners to bring forward real life examples from their own performance management experiences. An intentional effort will be made to ensure learners are engaged in meaningful dialogue related to the examples and key points. Learners will use a selected scenario and sample behavioral assessments to apply concepts of this lesson.

Assessment: At conclusion of first section of instruction, learners will be provided a selected case study depicting a performance management challenge and learners will describe (text response) how they will use motivation theory in the performance management process, with 80% accuracy (as compared to correct response for each question). At the conclusion of the second section of instruction, learners will be provided with 2 sample behavioral assessments and 3 role profile descriptions--learners will work in pairs, to identify 4 underlying, driving needs for each assessment type, with 75% accuracy (as compared to list of correct response for each type).


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Title: LESSON 5: Brain based coaching

Lesson Overview: This lesson will introduce learners to the concept of the brain as a social organ and the implications for leader's attempts to manage employee performance. The lesson will educate learners on Neuroplasticity and creating new mapping in the brain . Learners will apply knowledge by completing an in class activity which requires them to evaluate a selected case study to demonstrate their understanding of the concepts.

Materials:

Managing with the Brain in Mind by David Rock What is Neuroleadership video by David Rock CIPD Podcast: Neuroscience and its Impact on People Development by David Rock

Physical Resources

Training Room Android or iOS device with audio enabled Projector Laptop and guest network access for corporate network Whiteboard and accessories (markers, erasers, etc.)


Lesson Objectives:

7) Given a podcast which further explains the content, learners will demonstrate their understanding of the principles of brain based coaching, with 80% accuracy (as compared to list of possible responses) by listing (text response) the 5 key points for the author's framework.

Time: 1.5 hours

Pre-instructional activities: Learners will view a short video which introduces the concept of Neuroleadership. After watching the video, learners will be asked to describe a recent event which supports the concept.


Ask learners to describe a recent interaction with an employee which supports the idea of a threat/reward response in the brain.

Ask learners to think about a time when they felt strongly compelled to act due to "flight/fight/submit/avoid" signals. Ask them to name 1-2 instances that they felt this urge

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http://www.cipd.co.uk/hr-resources/podcasts/neuroscience.aspx

https://www.youtube.com/watch?v=DRDXhHRlC4I

in the workplace. Record responses on the whiteboard. Review the list for items that support the concept of threat/reward response.

Content presentation: Instructional delivery will leverage photos, clipart, and memes as visual reinforcement of key points. Videos from subject matter experts in the fields of employee motivation and behavioral assessment, will provide learners perspective and expertise in the concepts being presented.


Intention: Discuss how a lack of understanding regarding "intention" can cause a threat response in the brain.

Trust: Discuss how trust factors into the threat/reward response of the brain. Feedback/Coaching: Discuss how feedback and coaching efforts can be hindered or

facilitated by the threat/reward response.

Learner Participation: Facilitated discussion will be used to allow learners to bring forward real life examples from their own performance management experiences. An intentional effort will be made to ensure learners are engaged in meaningful dialogue related to the examples and key points. Learners will use a selected case study to apply concepts of this lesson.

Assessment: At the conclusion of the instruction for this module, learners will demonstrate their understanding of the principles of brain based coaching, with 80% accuracy (as compared to rubric) by identifying (text response) the author's main point and citing (list) the pros and cons for this framework.



Title: LESSON 6: SCARF Model

Lesson Overview: This lesson will introduce learners to the concept The SCARF model by David Rock and the implications for leader's attempts to manage employee performance. The lesson will educate learners on the fundamentals of the SCARF model, including status, certainty, autonomy, relatedness, and fairness. Learners will apply knowledge by completing an in class activity which requires them to complete a guided worksheet to demonstrate their understanding of the concepts.

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Materials:

SCARF Model: Influencing Others video with Dr. David Rock Your brain at work video by David Rock PowerPoint presentation of David Rock's SCARF model

Physical Resources



Lesson Objectives:

8) Given selected text, reference materials, and guided learning worksheet, learners will describe (select an answer) how the principles of the SCARF model are applicable to the performance management process, by answering questions with 80% accuracy (as compared to correct response for each question).

Time: 1.5 hours

Pre-instructional activities: Learners will view a short video which introduces the concept of The SCARF model. After watching the video, learners will be asked to provide real life examples which support or negate the concept.


Ask learners how working under a threat response can impact cognitive performance. Ask learners to provide examples they have seen in the workplace with employees and how

they attempted to address the issues. Ask learners how knowing about the SCARF model would lead them to plan different

intervention strategies.

Content presentation: Instructional delivery will leverage PowerPoint as visual reinforcement of key points of the SCARF model. Videos from subject matter experts in the fields of employee motivation and behavioral assessment, will provide learners perspective and expertise in the concepts being presented.


Status: Discuss how leaders, by virtue of their "status", can invoke a threat response. Ask learners in what ways leaders can diminish this threat response in employees.

Certainty: Discuss how a lack of certainty can invoke a threat response. Ask learners in what ways leaders can diminish this threat response in employees.

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https://www.youtube.com/watch?v=RSJaVOhbmGo

https://www.youtube.com/watch?v=rh5Egsa-bg4

Autonomy: Discuss how a lack of autonomy can invoke a threat response. Ask learners in what ways leaders can diminish this threat response in employees.

Relatedness: Discuss a lack of relatedness can invoke a threat response. Ask learners in what ways leaders can diminish this threat response in employees.

Fairness: Discuss how a lack of fairness (including perceived unfairness) can invoke a threat response. Ask learners in what ways leaders can diminish this threat response in employees.

Learner Participation: Facilitated discussion will be used to allow learners to bring forward real life examples from their own performance management experiences. Prompts from the SCARF model will be included in the PowerPoint presentation. An intentional effort will be made to ensure learners are engaged in meaningful dialogue related to the examples and key points. Learners will use a selected case study to apply concepts of this lesson.

Assessment: At the conclusion of instruction, learners will be provided a selected case study depicting a performance management challenge and learners will describe how (select an answer) the principles of The SCARF model would be applied in order to address performance issues present in the case study, with 80% accuracy (as compared to correct response for each question).



Title: LESSON 7: ARIA Model

Lesson Overview: This lesson will introduce learners to the concept The ARIA model by David Rock and the implications for leader's attempts to manage employee performance. The lesson will educate learners on the fundamentals of the ARIA model, including awareness, reflection, insight, and action. Learners will apply knowledge by completing an in class activity which requires them to evaluate a selected case study to demonstrate their understanding of the concepts.

Materials:

David Rock on his Book, Quiet Leadership (video) Quiet Leadership excerpt by David Rock

Physical Resources

Training Room Projector Laptop and guest network access for corporate network

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https://www.youtube.com/watch?v=72bUNxJYAQc

Whiteboard and accessories (markers, erasers, etc.)


Lesson Objectives:

9) Given a selected article which details the principles of ARIA coaching, and a guided learning worksheet, learners will work in pairs to identify (text response) with 80% accuracy (as compared to correct answer for each question), the 5 key components of this framework.

10) Given a selected case study, learners will apply the principles of brain based coaching, including the SCARF model, the ARIA model and root cause analysis, using the Fougi Template to select appropriate responses to multiple choice questions with 80% accuracy (as compared to correct response for each question).

Time: 1.5 hours

Pre-instructional activities: Learners will view a short video which introduces the concept of The ARIA model. After watching the video, learners will be asked to describe a recent event which supports or negates the concept.


Ask learners to think about a time when they were struggling significantly with solving a problem. Ask them if they solicited advice and if yes, how often was advice given.

Ask them how many times they took the advice. For the times they took the advice, what caused them to do so. If they did not take the advice, what was the reason for not doing so.

Ask learners how frequently they tell their employees to do something that will improve their performance and the employee does not take the advice.

Content presentation: Instructional delivery will PowerPoint as visual reinforcement of key points of the SCARF model. Videos from subject matter experts in the fields of employee motivation and behavioral assessment, will provide learners perspective and expertise in the concepts being presented.


Awareness: Discuss how leaders can build awareness of a performance issue with an employee without invoking a threat response.

Reflection: Discuss how leaders can coach employees to reflect on a performance issue effectively.

Insight: Discuss what cues leaders should look for when coaching in order to determine that an employee has reached insight.

Action: Discuss how leaders can coach employees to take action directly following insight.

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Learner Participation: Facilitated discussion will be used to allow learners to bring forward real life examples from their own performance management experiences. An intentional effort will be made to ensure learners are engaged in meaningful dialogue related to the examples and key points. Learners will use a selected case study to apply concepts of this lesson.

Assessment: At the conclusion of instruction, learners will be provided a selected case study depicting a performance management challenge and learners will learners will apply the principles of brain based coaching, including the SCARF model, the ARIA model; and root cause analysis, using the Fougi Template to select appropriate responses to multiple choice questions with 80% accuracy (as compared to correct response for each question



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Part 2: Exportable Instructional ProductPart 2 of this instructional unit, including technology products, downloadable files, and

video links, can be found at http://holistictalentmanagement.weebly.com/

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http://holistictalentmanagement.weebly.com/%20

Appendix A

Task Analysis with Supporting Performance Objectives

Task 1.0 Employee performance issues and the implications for organizations and leaders

1.1 What is known about performance issues?

1.1.1 Can be attributed to a number of root causes

1.1.2 Employees may have varying levels of awareness

1.1.3 Intrinsic and extrinsic motivation is a significant factor

1.1.4 Addressing issues may be perceived as conflict

1.2. Implications for organizations

1.2.1 Present legal risk

1.2.2 May damage culture and morale

1.2.3 Financial impact

1.3. Resultant responsibilities for leaders

1.3.1 Set expectations

1.3.2 Provide ongoing feedback

1.3.3 Hold employees accountable

1.3.4 Intervention strategies

1.3.5 Corrective action, including discharge

Performance Objective 1

Task 2.0: Performing root cause analysis with the Fougi Template

2.1 Is the deficiency worth correcting?

2.1.1 Duration, severity, and frequency of the issue

2.1.2 Role alignment considerations

2.2 Is feedback needed?

2.2.1Employee awareness

2.3 Is training needed?

2.3.1 Skill or knowledge issue

2.4 Is coaching intervention needed?

2.4.1 Motivation issue

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2.4.2 Resources

2.4.3 Action


Task 3.0 Leveraging feedback and coaching to impact performance

3.1 The difference between feedback and coaching

3.1.1 Goal of feedback

3.1.2 Frequency and quality of feedback

3.1.3 Goal of coaching

3.1.4 The interplay of feedback and coaching

3.3 Critical conversations

3.3.1 Why we avoid critical conversations

3.3.2 Examples of critical conversations

3.3.3Keeping conversation on track

3.3.4 Managing emotions through detachment

3.3.5 Controlling circular conversations



Task 4.0: Motivation theory and performance management

4.1 The basics of motivation theory

4.1.1Intrinsic versus extrinsic factors

4.1.2 Herzberg's hygiene-motivation theory

4.1.3 McGregor's Theory X and Theory Y of motivation

4.1.4 New findings in motivation theory


4.2 Behavioral assessments and intrinsic factors

4.2.1Understanding Behavioral assessments

4.2.2 Frequently used assessments in performance management

4.2.3 Personal, underlying, driving needs

4.2.4 Alignment of personal needs with role

4.2.5 Making role alignment determinations without an assessment

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Task 5.0: Brain based coaching

5.1 Coaching with the brain in mind

5.1.1 The brain as a social organ

5.1.2 Experience and hardwiring

5.1.3 Mapping and predicting

5.1.4 Emotions and behaviorism


5.2 SCARF model

5.3.1 Scanning for threats

5.3.2 Status and belonging

5.3.3 Emotions


5.3 ARIA model

5.3.1 Awareness

5.3.2 Reflection

5.3.3 Insight

5.3.4 Action



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References

Dick, W., Carey, L. & Carey, J. O. (2009). The Systematic design of instruction (7th ed.).

Upper Saddle River, N.J.: Merrill/Pearson

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Documents

JQT2 Template.docx.docx - Weeblyholistictalentmanagement.weebly.com/uploads/3/7/4/2/... · Web viewVideos from subject matter experts in the fields of employee motivation and behavioral