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The Six Conversations of Performance Excellence
© 2010 Targeted Learning TPT 0510
© 2010 Targeted Learning TPT0510
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Our Premise
Nothing truly great (i.e. significant, enduring Nothing truly great (i.e. significant, enduring
and positive) happens in any organization until and positive) happens in any organization until
two or more people start a conversation.two or more people start a conversation.
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© 2010 Targeted Learning TPT0510
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The ConocoPhillips Performance Management Process
Phase 1:Aligning Goals
Phase 2:Tracking Progress
Phase 3: Measuring Results
Feedback & Coaching Feedback & CoachingFeedback & Coaching Feedback & Coaching
Where within the ConocoPhillips Performance Management Process does a supervisor or manager have the greatest impact on a direct report’s performance?
Dec.-Jan. Feb.-Oct. Nov.-Jan.
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© 2010 Targeted Learning TPT0510
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Workshop Objectives
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To give you the skills, tools and templates for:1.Developing, retaining and motivating talent.
2.Helping others learn faster, work smarter and achieve more.
© 2010 Targeted Learning TPT0510
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The Harvest of a Bully
© 2010 Targeted Learning TPT0510
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The Six Conversations of Performance Excellence
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ResultsReviews(Routine, Quarterly, Mid-Year And Year-End)
Development Conver-sations
Talking About Business Goals
• Learn Faster
• Work Smarter
• Achieve More
© 2010 Targeted Learning TPT0510
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The Six Conversations of Performance Excellence
Module 1: Coaching Conversations: Supporting Individual Initiative and Goal Attainment
Module 2: Seeking and Receiving Feedback: Accelerating Your Journey from Good to Great
Module 3: Giving Feedback: Providing Feedback that Changes Behavior and Supports Goal Attainment
Module 4: Talking About Business Goals: Tips and Tools for Achieving Exceptional Results
Module 5: Development Conversations: Maximizing Individual Vitality
Module 6: Results Reviews: Minimizing the Stress—Maximizing the Value
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A Word About Trust
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Trust is at the heart of any effective working relationship. If people don’t trust you, your efforts to help will be seen as a _____ or an ________, and they will respond _________. If people trust you, you can fall short on the techniques and they will respond positively to your leadership. On the other hand, if you have all the techniques but are not trusted, people will view you as __________ and you will fail.
threatdefensivel
y
manipulative
imposition
© 2010 Targeted Learning TPT0510
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Module One
Coaching Conversations:Supporting Individual
Initiative and Goal Attainment
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Module One Objectives
By the end of this module you will know:• How to engage in day-to-day workplace
conversations that reduce dependence and build the ability of people to think and act for themselves.
• How to adapt your coaching style to the needs of your people and the situation at work.
• How to engage in dialogue that supports greater openness, creativity and individual initiative.
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Behaviors Associatedwith Each Style
Expert Facilitative
• Advocating• Talking/Selling• Giving Advice
• Asking Closed Questions
• Sharing Information and Feedback
• Doing the Thinking
• Evaluating Others’ Ideas
• Inquiring• Listening & Learning• Exploring Others’ Opinions and Ideas
• Asking Open-Ended Questions
• Suggesting a Self-critique
• Getting the Other Person to Think
• Building on Others’ Ideas
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Prework Insights (p.7 in prework)
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Structured (4.50)
Flexible (2.50)
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Risk Averse (4.26)
Non-Prescriptive (2.56)
Prescriptive (4.44)
Risk-tolerant (2.74)
EXPERT
FACILITATIVE
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What is the default style of your manager?
1. Expert2. Facilitative
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What is your default style when someone brings you a problem?
1. Expert2. Facilitative
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The Most Important Coaching Questions
1. What are you ______________?
2. What seems to __________?
3. What have _______?
4. What ______ have you _________? (pros & cons)
5. What do _____________?
trying to achieve
be the issue
you tried
options considered
you recommend
3
6. What can _________?I do to help
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Case #1: Coaching the Reluctant Employee
1. Prepare (5 min.)2. Hold Discussion (7
min.)3. Debrief (10 min.)
Exercise Steps Roles/NotesCoach—p. 6 & 7Learner—p. 8 & 9Observers—p. 10 & 11
Debrief Sequence1. Time for everyone to gather thoughts2. Coach self-critique (p. 7)3. Learner feedback to coach (p. 9)4. Observers’ feedback to coach (p. 11)
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Development plans should be __% knowledge focused and __% skill focused.
Practice makes _________. Only practice plus _______ make ______.
permanentfeedback perfe
ct
2080
Developmental Realities
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Planning for Learning Transfer
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•Review your Back-Home Applications
•Review your notes and wallet cards, and then update your Learning Journal
•Use Post-It Notes to flag important pages
© 2010 Targeted Learning TPT0510
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Module Two
Seeking and Receiving Feedback
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Exercise: Unhelpful Feedback
Draw a “picture” representing unhelpful feedback:
• What it “looks” like.
• What it “feels” like.
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Feedback Defined
Feedback is _________ about behavior and performance that helps you align your actions with your goals.
information
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Common Complaints About Feedback
• The lack of regular or ongoing feedback
• Feedback that is not timely
• Feedback that is vague
• Feedback that is indirect or sugarcoated
• Feedback that is inaccurate
• Feedback that is unfair
How many of these challenges have you faced in the workplace?
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Module Two Objectives
By the end of this module, you will know how to:
1. Get the timely feedback and information you need in order to achieve your development, performance and career objectives.
2. Find value in all feedback—even vague, inaccurate or unfair feedback.
3. Handle criticism with less anxiety and frustration.
4. Foster a feedback culture – a culture where candid feedback is welcomed as a tool for learning faster, working smarter and achieving more.
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Feedback and Success
• Impact on Perceived Value• Impact on Pay• Impact on Customer Satisfaction• Impact on Learning and Long-Term
Success
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The Consequences of Our Negative Mental Images
The greatest learning _______ in organizations today is the inability to receive and give candid feedback.
disability
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How did you feel at the moment you received the criticism?
1. Negative (sad, bad, surprised, shocked, embarrassed, upset, disappointed, annoyed, foolish, angry, small, defensive, hurt, offended, guilty, misunderstood, resentful, etc.)
2. Positive (grateful, trusted, confirmed, happy, realistic, open, etc.)
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Four Step Model for Receiving the “Gift” of Feedback
1. Acknowledge the Gift.
2. Open the Gift.
3. Confirm the Nature and Value of the Gift.
4. Use the Gift.
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How good are your subordinates at receiving candid feedback?
1. Mostly poor2. Half good,
half poor3. Mostly good
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How good is your manager at receiving candid feedback from
subordinates?
1. Excellent2. Good3. Fair4. Poor5. Very Poor
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How good are you at receiving candid
feedback?
1. Excellent2. Good3. Fair4. Poor5. Very Poor
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Yes, But…And Other Questions
• If the feedback is inaccurate or subjective,can it still be considered a gift?
• What if the feedback giver has no credibility?
• What if I think their advice will do me more harm than good?
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A New Paradigm for Feedback
The usefulness offeedback depends less on the ability of others to give it well, than it does on our
abilityto receive it well.
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“It’s a great sign of respect to me if someone feels I’m strong enough and capable enough and objective enough so that he can tell me when I’ve done or said something stupid. It’s only those people who regard me as delicate, sensitive, weak, or fragile who will not dare to disagree with me.”
Abraham Maslow
Seeing the Compliment in Criticism
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Tips for Asking for Feedback
1. Ask people who:
a. are appropriately informed, and
b. will be candid with you.
2. Be specific about both (a) what you need help with and (b) why it is important to you.
3. Make it worthwhile by explaining the business need or the “WIIFT.”
4. Make it safe for the giver to be candid by:
a. Asking for help, advice or suggestions rather than feedback.
b. Priming the pump with a self-critique.
c. Stressing your commitment to being open.
d. Asking for “feedforward” rather than “feedback.”
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Feedforward
Feedforward: The modification or control of a process using its anticipated results or effects(The New Oxford American Dictionary)
In other words, feedforward is information that helps you make improvements to somethingbefore it really matters or can hurt you.
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Homework Follow-up: Planning to Seek Feedback
Complete this exercise based on the person you identified on page 14 of the prework:
1. Who do you want the feedback from? (Done)
2. What feedback do you want? (Done)3. How will you ask? (Done—possibly
revise)4. What will you do if the other person
resists by saying they don’t have time, or by choosing to only give you praise, or by giving you vague feedback?
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Planning for Learning Transfer
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•Review your notes and wallet cards, and then update your Learning Journal
•Use Post-It Notes to flag important pages
•Follow-through. Ask for feedback
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Module Three
Giving Feedback
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Reinforcing Feedback Defined
Reinforcing Feedback is information
that confirms that our actions are
aligned with our goals, and tells us
what we are doing well and should
continue doing.
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Redirecting Feedback Defined
Redirecting Feedback is information
that alerts us to actions that are
not aligned with our goals, and
tells us what we need to do to
reach our goals.
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Module Three Objectives
By the end of this module, you will know how to:
1. Give feedback that motivates others, provides clear direction, builds understanding and improves performance.
2. Give candid feedback that others will recognize as a gift.
3. Minimize defensiveness in others when giving candid feedback.
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Five Reasons to be Generous
1. Keeps people focused.
2. Provides fulfillment.
3. Builds performance, self-esteem and confidence.
4. Motivates people to persevere.
5. Builds relationships of mutual respect/support.
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The Four Steps to Reinforcing Feedback—SAIT
1. Sincerity first: This requires you to be specific.
2. Action: Describe the observed behavior or action.
“Kelly, I like the way you changed the quality
charts.”
3. Impact: Mention the positive impact on the business,
the vision, the team, the customer, you etc.
“The new charts are easier to read, and help us make
a more compelling case in our sales presentation.
You really seem to have a knack for anticipating the
customer’s needs.”
4. Thanks: Express appreciation. “Thanks!”
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Additional Tips for Effective Reinforcement
1. Be generous (third most critical)*. (COP=59%)
2. Be timely (most critical)*. (COP=89%)
3. Speak privately first. (COP=38%)
4. Avoid sandwiching (fourth most critical)*. (COP=54%)
5. Praise efforts and progress (second most critical)*. (COP=78%)
6. Give it in writing. (COP=49%)
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* Based on responses from a total of 2,426 managers
© 2010 Targeted Learning TPT0510
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Which Would You Choose if We Split #2 into Two Separate Conversations
1. Reinforcing only
2. Reinforcing and redirecting together
3. Separate conversations
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Which do You Prefer?
1. I prefer the context to be clear
2. I prefer people to get to the point quickly
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Which do You Prefer?
1. I prefer honest, but balanced feedback—both the “good” and the “bad”
2. I prefer honest feedback—just the hard facts without the “fluff” or sugarcoating
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Principles for Giving the Gift of Redirecting Feedback
• The first principle is to focus on the
receiver’s needs and interests rather than your
own. • The second principle is to be direct and candid.
Don’t beat around the bush, drop hints, use the
“sandwiching” technique, or use “entrapment”
questions.• The third principle is to make it safe for the
receiver to listen openly. The challenge is to
do this without violating the second principle.55
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Tips for Making it Safe for the Receiver
a. Give the feedback in private.
b. Check the receiver’s readiness, or that the timing is convenient.
c. Frame the feedback in one or more of the following ways:
1. In terms of the receiver’s interests or values.
2. As a request for help.
3. As a request or suggestion for the future.
4. By acknowledging the receiver’s pressures or constraints.
5. By building on what they’re already doing right.
6. By asking the receiver to go first.
7. By pointing out the natural rather than imposed consequences.
8. Own the feedback whenever you can.
d. Be specific about what you observed. Do not imply motive or exaggerate.
e. Maintain a positive tone and body language.
f. Be collaborative.
g. Focus on only one or two issues. 56
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Exercise: Setting the Stage
• Review the four sample responses.
• Identify the best.• Identify the worst.• Analyze the best.
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Tips for Making it Safe for the Receiver
a. Give the feedback in private.
b. Check the receiver’s readiness, or that the timing is convenient.
c. Frame the feedback in one or more of the following ways:
1. In terms of the receiver’s interests or values.
2. As a request for help.
3. As a request or suggestion for the future.
4. By acknowledging the receiver’s pressures or constraints.
5. By building on what they’re already doing right.
6. By asking the receiver to go first.
7. By pointing out the natural rather than imposed consequences.
8. Own the feedback whenever you can.
d. Be specific about what you observed. Do not imply motive or exaggerate.
e. Maintain a positive tone and body language.
f. Be collaborative.
g. Focus on only one or two issues. 56
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The Four Steps to Giving Redirecting
Feedback
Step One: Safety First
Step Two: Action
Step Three: Impact
Step Four: Talk it Through to “Thank
You”
Remember to “SAIT:”
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Exercise: Critique and Role Play
1. Critique example.
2. Prepare for role play.
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Planning for Learning Transfer
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•Review Back-Home Applications
•Review your notes and wallet cards, and then update your Learning Journal
•Use Post-It Notes to flag important pages
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Module Four
Talking About Business Goals
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Management Realities
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Module Four Objectives
• Set (or revise) business goals that will ensure greater individual contribution, superior business results and increased job satisfaction—for yourself and others.
• Prepare for and engage in conversations that will help you, and your direct reports, secure the direction and support needed to achieve exceptional results.
To equip you with the tools and skills you need to:
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What is your assessment of Robin’s effectiveness as a
coach?
1. Excellent2. 3. Okay4. 5. Poor
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How does Robin compare to your past managers/supervisors?
1. Better than2. 3. Same as4. 5. Worse than
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What is your assessment of Ingrid’s skills as a SMART goal setter?
1. Excellent2. 3. Okay4. 5. Poor
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Debrief Questions
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1.Have you changed your assessment of Robin’s effectiveness? Why?
2.Have you changed your assessment of Ingrid’s skills as a SMART goal setter?
3.Had this second part of the conversation not occurred, could there have been an unpleasant surprise waiting for Ingrid at year end?
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* Results from 2,426 COP managers in 2006 through 2009.
The Anatomy of Significant Accomplishments*
A. Specificity
1. 28.5%2. 29.1% 3. 42.4%
D. Degree of Control1. 4.5% 2. 48.9% 3. 46.6%
B. Quantifiable1. 1.1% 2. a) 4.7% b) 28.9% 3. 65.4%
C. Challenge1. 0.6% 2. 11.3% 3. 88.1%
E. Degree of Support1. 3.6% 2. a) 5.9% b) 9.7% 3. 80.7%
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The Anatomy of Significant Accomplishments*
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* Results from 2,426 COP managers in 2006 through 2009.
F. Importance to Me1. 0.2% 2. 4.7%3. 95.1%
G. Milestones1. 4.1% 2. 29.4%3. 66.5%
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The Significance of SMART
Specific (a)Measurable (b)Aggressive (c)Realistic (d), (e),
(f)Time-Bound (g)
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Setting SMART Goals
Remember to be:Specific
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— Business outcomes rather than
activities or processes
— Clear to 3rd party
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Setting SMART Goals
Remember to be:Measurable
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—Metrics that matter (business outcomes)
—Verifiable by a 3rd party
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Setting SMART Goals
Remember to be:Aggressive
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—Breakthrough versus incremental
—Requires new skills
—Requires new methods/processes
—Requires support from others (over whom you have no formal authority)
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Setting SMART Goals
Remember to be:Realistic
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—Within accountability and control (at least partly)
—Consistent with talents and interests
—Aligned and supported (by manager and others)
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Setting SMART Goals
Remember to be:Time-Bound
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—Deadline for completion
—Milestones
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SMART Goals
Poor Examples Better Examples1. Encourage Knowledge
Sharing and attend a workshop on developing protégés in February.
1. By year-end, reduce the time it takes to get newly hired programmers fully functional from 15 months to 9 months. Mentors assigned to all new hires by February 28. Training of mentors by end of March. New-hire learning goals set by April.
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SMART Goals
Poor Examples Better Examples2. Decrease the error
rate by 4th quarter.
2. Decrease the error rate by 15% by October 31 (5% by May 31, 10% by July 31).
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SMART Goals
Poor Examples Better Examples3. Improve the planning and cash flow analysis for new projects by July 1st by putting together dynamic plans with cash flow projections in 3 days or less (currently takes 4-5 days and has no cash flow). Supervisor will verify that plans have the predetermined functionality. Criteria to be agreed upon by March 1st.
3. Improve cash flow analysis for new projects.
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Individual Application: Writing SMART Goals
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Instructions: Select one goal from page 21 of your prework. The goal you select should be the one that
has the greatest opportunity for improvement in terms of the SMART criteria.
PART A: One person from the group will volunteer her/his goal (or a direct report’s goal) for the group to
work on. The goal should be one that is reasonably challenging to make SMART.
PART B: Now make the goal SMARTer by doing the following:
1. Share your goal with the other members of your team, and get their advice on how to make your
goal SMARTer. (Capture the “Before” goal statement on a flipchart.)
2. Re-write the goal to better reflect the SMART criteria: Specific, Measurable, Aggressive, Realistic,
and Time-bound. (Capture the “After” goal statement on
a flipchart.)
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Agenda for An Effective Business Goals Conversation
Step 1 — Build Shared Understanding
Clarify your respective roles, expectations and desired outcomes for the conversation.
Step 2 — Create Alignment Work together to ensure that business goals are SMART, aligned and supported.
Step 3 — Summarize and Determine Next Steps
Confirm the mutual commitments and identify next steps.
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Planning for Learning Transfer
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•Review Back-Home Applications
•Review your notes and wallet cards, and then update your Learning Journal
•Use Post-It Notes to flag important pages
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Module Five
DevelopmentConversations
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Module Five Objectives
By the end of this module you will know:
• How to help your people learn more in less time.
• How to ensure that development goals will have the greatest possible impact.
• How to prepare for and conduct an effective development conversation.
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The Ceramics Class
Which group got the highest grades?1. Group 1—Metric
was 50 lbs2. Group 2—Metric
was “a perfect pot”
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The Ceramics Class
Which group produced the highest-quality pots?1. Group 1—Metric
was 50 lbs2. Group 2—Metric
was “a perfect pot”
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The Ceramics Class
1. This story is a parable about the benefits of being willing to learn by _____, and about not being too afraid of making ________. Mistakes are the tolls we pay on the highway to mastery.
2. When people are working on things they care about, their their need for personal achievement and satisfaction—and not ________ rewards — will usually be the primary driver of improvement.
doingmistakes
extrinsic
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The Ceramics Class (Cont’d)
3. The role of the manager is to create opportunities for people to practice in a safe environment and to ensure that people learn from their experience.
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The 70:20:10 Rule
Research* demonstrates:
• 70 percent of the learnings that drive long-term success come from on-the-job experience
• 20 percent of the learnings come in the form of feedback, coaching and advice from managers, colleagues, mentors and others
• 10 percent comes from formal education and training
* 100 Things You Need to Know: Best People Practices for Managers & HR, Robert W. Eichinger, Michael M. Lombardo, David Ulrich. Lominger Limited,
Inc. Minneapolis, USA. 2004
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The Anatomy of Ability
Knowledge Skill Confidence
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Options for Building Skills and Acquiring Knowledge
Options for Acquiring Knowledge
•Reading books/articles
•Observing an expert
•Listening to tapes or experts
•Watching videos
•Attending workshops or conferences
•Talking with a mentor, advisor or coach
OPTIONS FOR BUILDING SKILLS AND CONFIDENCE
APPLY new knowledge and PRACTICE new skills through:
• Job experiences • Special projects
• Volunteer work
PLUS FEEDBACK
• Self evaluation
• Personal reflection
• After-action reviews
• Getting feedback from supervisors, mentors and others
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Four Principles for Accelerating Your Learning
1. Learn by Doing Rather than Learning and Then Doing (70:20:10 Rule)
2. Build on Strengths (While Managing Weaknesses)
3. Make Development Plans SMART
4. Don’t Do It Alone
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The Hazards of Fixing Weaknesses
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Strategies for Building on Strengths
1. Focus on managing rather than fixing weaknesses. Which of these strategies have you previously used (for yourself or to help a direct report)?a. Renegotiating/adjusting expectations (turn
a “blind eye”).b. Partnering with the right people.c. Changing the process/system.d. Adopting enabling technology.e. Moving to a job that represents a better
fit.f. Specifying the outcomes but not the process.g. Managing the mindsets/perceptions of
others.
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Strategies for Building on Strengths
2. Identify a weakness exhibited by one of your current direct reports, and identify at least three of the strategies below that may be helpful to him/her in managing that weakness.a. Renegotiating/adjusting expectations (turn a
“blind eye”).b. Partnering with the right people.c. Changing the process/system.d. Adopting enabling technology.e. Moving to a job that represents a better
fit.f. Specifying the outcomes but not the process.g. Managing the mindsets/perceptions of others.
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Make Development Goals and Plans SMART
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Specific — in terms of behavioral and/or business
outcomes that are important to
the business.
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Make Development Goals and Plans SMART
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Measurable — in terms of either:
• directly observable behaviors
(verifiable by
a 3rd party), or
• specific task, project or business
outcomes from which new
abilities can be inferred.
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Make Development Goals and Plans SMART
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Aggressive — in terms of stretch:
• focused on skills more than
knowledge (80%
skills),
• focused on outcomes rather than
processes,
• involves the elimination of an
ingrained habit, and
• the goal cannot be achieved
alone.
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Make Development Goals and Plans SMART
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Realistic —in terms of support, talent and resources:
• aligned with business needs (short or
long-term)
• you have the time/resources to acquire
the knowledge,
• you have the talents necessary to
develop the skill,
• you have opportunities to practice,
• you have someone willing and able to
give you ongoing feedback, and
• you make time to reflect—to mine your
experiences for lessons learned.
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Make Development Goals and Plans SMART
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Time-Bound — in terms of both:
• demonstrating mastery of the new
skill by a certain date,
• key steps and milestones that allow
one to monitor and
celebrate one’s own
progress.
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Creating SMARTer Development Goals/Plans
Poor ExampleDevelop technical expertise in both the SAP Supply and Distribution and the Materials Management modules.
SMART ExampleDevelop technical expertise in both the SAP Supply and Distribution and the Materials Management modules to become the department power user and trainer by the end of the first quarter. Average trainer ratings (using standard workshop evaluation forms) to be 3.7 or higher by the end of the 3rd quarter.
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Writing SMARTer Development Goals
Poor ExampleAttend a marketing class oriented to creating a customer focus and achieve a “B” grade or higher.
SMART ExamplesDevelop and demonstrate greater customer focus by attending a marketing/ customer service class and then creating and implementing (by year-end) a plan that will reduce overall customer complaints and returns by 20 percent.
What could an individual gain by linking a development goal to a business metric?
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Individual Application: Writing SMART Goals
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Review the development goals from page 22 of your prework.
PART A: Selecting a Goal for the Group to Work OnOne person from the group will volunteer her/his goal (or a direct report’s goal) for the group to work on. The goal you select should be a goal that can be made a lot SMARTer.PART B: Making Your Development Goal SMARTer1. Share the development goal with the other members of
your team, and get their advice on how to make the goal SMARTer.
2. Re-write the goal to better reflect the SMART criteria (Specific, Measurable, Aggressive, Realistic, and Time-bound).
3. Capture your “Before” and “After” statements on the flipchart.
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Thriving on Change
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Principle #4: Don’t Do It Alone
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Principle #4: Don’t Do It Alone
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Principle #4: Don’t Do It Alone
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Planning for Learning Transfer
•Review Back-Home Applications
•Review your notes and wallet cards, and then update your Learning Journal
•Use Post-It Notes to flag important pages
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Module Six
Results Reviews
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Things Haven’t Changed Much
“The Imperial Rater evaluates people not according to their merits, but according to his likes and dislikes.”Comment by a member of the Chinese Imperial Court—China’s Wei Dynasty 3rd/4th Century A.D.
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The Case for Humility
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The ConocoPhillips Performance Management Process
Phase 1:Aligning Goals
Phase 2:Tracking Progress
Phase 3: Measuring Results
Feedback & Coaching Feedback & CoachingFeedback & Coaching Feedback & Coaching
Dec.-Jan. Feb.-Oct. Nov.-Jan.
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Module Six Objectives
1. Effectively prepare for results reviews that will minimize the stress and maximize the value—for you and your direct reports,
2. Facilitate results reviews that will help your under-performers to perform and your top performers to do even better, and
3. Ensure that year-end reviews are accurate, balanced, complete and free of major surprises.
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To give you the concepts and tools you need to:
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Four Levels of Review
1. After-Action Reviews
2. Quarterly Reviews
3. Mid-Year Reviews
4. Year-End Reviews
Based on your own experience, why do we need more than just a year-end review?
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Personal After-Action Reviews
1. What was supposed to happen? 2. What actually happened?3. Was there a difference?
— If not, what led to the success?— If there was a difference, why was there a difference?
4. What role did I play in creating this outcome?
5. What have I learned for the future? What does this teach me about my strengths?
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The Six-Question Interim Review Conversation (Supervisor Version)
1. Where are you in terms of the performance objectives and individual development plans you established at the beginning of the year?
2. How well do your current objectives (performance objectives and development plans) align with our organization’s objectives, our team’s objectives and your career objectives?
3. What has gone well so far this year and is continuing to go well?
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The Six-Question InterimReview Conversation
(Supervisor Version) Continued
4. If you were your own coach, what suggestions would you give yourself for the future?
5. What can I do to support you in your work?
6. What other suggestions do you have for me? (What can I do to be a more effective manager/leader?)
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Exercise: Dealing With Motivation
Within your group, brainstorm solutions to the following challenges and capture your ideas on a flipchart:
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1. Why have most companies adopted versions of a forced-ranking system for performance ratings?
2. What can managers do/say to help employees understand the rating system at ConocoPhillips, and what it takes to get a rating of exceptional?
3. After you have given someone a rating that didn’t meet their expectations, what can you do to motivate them going forward?
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Keys to a More Value Added and Less Stressful Results Review
1. ____________
2. ____________
3. ____________
4. ____________
Preparation: Define clear standards
Preparation: Continually assess progressPreparation: Maintain a P&D log
Preparation: Complete a self-evaluation
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Agenda for a the Year-End Results Conversation (p. 116)
Step 1:Build Shared UnderstandingSet a positive tone and create a safe environment for the conversation (e.g., a neutral and private setting, open and non-threatening body language, talk of anticipated benefits and personal positive feelings—”I’ve been looking forward to this meeting because . . . you are a valued employee and this is an opportunity we have to talk about your . . .”).
Step 2:Create AlignmentIn an appraisal conversation, alignment is the process of achieving agreement concerning accomplishments. Have the employee self-evaluate first, and then add your own perspective.
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Agenda for a the Year-End Results Conversation
Step 3: Closure and Next Steps
• What are the implications of the foregoing conversation for next year?
• When talking of strengths, offer your thoughts first, and then ask for their thoughts.
• When it comes to opportunities for improvement, ask for input first, then add your own thoughts if necessary.
• What are the individual’s future interests, and what skills or experiences will help the individual to move in that direction?What can the supervisor do to help?
• Who has committed to do what?
• What are the next steps?
• Express appreciation.
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Exercise: The Results Review
Steps:1. Preparation — 7-8 min.2. Discussion — 5-7 min.3. Debrief — 10 min.
Preparation:• Manager — p. 126-127• Direct Report — p. 128-129
• Observers — p. 126-129
Debrief Sequence:• Manager self-critique (p.127)• Feedback from direct report to manager (p.129)
• Feedback from observers to manager (p.129)
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Final Question: When you have to give someone a rating that you know will leave them very
disappointed, what is the best way to sequence the discussion?
1. Give them the rationale and explanation first, and then give them the rating
2. Give them the rating first, and then give them the rationale and explanation
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Defining “Results”
“Results” are not limited to achieving this year’s business goals. Results also include building the capacity of the team/organization to achieve future results (i.e., sustainability).
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If my manager is going to give me a low rating, I would prefer her/him
to…
1. Give me the rationale and explanation first, and then give me the rating
2. Give me the rating first, and then give me the rationale and explanation
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Questions to Help You Choose
1. If I deliver the “poor” rating first, is this person likely
to respond with:
a. Significant defensiveness, or
b. Greater attentiveness?
2. Do I have a strong relationship of openness and trust with
this person?
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Planning for Learning Transfer
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•Review Back-Home Applications
•Review your notes and wallet cards, and then update your Learning Journal
•Use Post-It Notes to flag important pages