places.aus.salvationarmy.org · Web viewOn the line performance is the first step in ensuring staff are meeting the standards and expectations of the job. Effective supervision

Catherine Booth CollegeSchool for Learning & DevelopmentLeadership and Management Program

Managing for PerformanceParticipant Guide

CBC School for Learning & Development Managing for Performance Participant Guide

ContentsMODULE OVERVIEW................................................................................................................................................ 3

INTRODUCTION..................................................................................................................................................................3MODULE AIM & OBJECTIVES...............................................................................................................................................3

INTRODUCTION........................................................................................................................................................ 4

WHAT IS GENERAL SUPERVISION?............................................................................................................................ 5

DEFINITIONS.....................................................................................................................................................................5RESPONSIBILITIES FOR GENERAL SUPERVISION.........................................................................................................................5

WHY SHOULD WE DO IT?.......................................................................................................................................... 8

CONSEQUENCES & BENEFITS................................................................................................................................................8LEGAL ISSUES....................................................................................................................................................................8BARRIERS TO GENERAL SUPERVISION.....................................................................................................................................9BELIEFS..........................................................................................................................................................................10

HOW DO WE DO IT?............................................................................................................................................... 11

PERFORMANCE MODEL.....................................................................................................................................................11

ON THE LINE PERFORMANCE.................................................................................................................................. 12

MONITORING PERFORMANCE.............................................................................................................................................13FEEDBACK...................................................................................................................................................................... 13

BELOW THE LINE PERFORMANCE............................................................................................................................ 18

IDENTIFYING PERFORMANCE GAPS.......................................................................................................................................18REASONS FOR PERFORMANCE GAPS....................................................................................................................................20THE P7 PROCESS FOR PERFORMANCE DISCUSSIONS...............................................................................................................23COMMUNICATION SKILLS...................................................................................................................................................24STRATEGIES FOR ADDRESSING PERFORMANCE GAPS...............................................................................................................27PERFORMANCE COUNSELLING AND FORMAL DISCIPLINE..........................................................................................................28

ABOVE THE LINE PERFORMANCE............................................................................................................................ 30

MANAGING HIGH POTENTIALS (APPENDIX??).......................................................................................................................31STRATEGIES FOR HIGH PERFORMERS...................................................................................................................................35SELF ASSESSMENT............................................................................................................................................................36

APPENDICES........................................................................................................................................................... 37

APPENDIX A................................................................................................................................................................... 38APPENDIX B....................................................................................................................................................................40

SUGGESTED READING............................................................................................................................................. 41

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Module OverviewIntroductionResearch from HRLC1 tells us that the majority of the top drivers of performance and retention are influenced by manager actions. In addition, managers across TSA have identified that managing people is an area that they really need support with.

This module is about helping you – as a manager – with the day to day challenges of managing your teams. It is about helping you: be more effective build your capability increase your self-awareness explore the influence you have over whether those who work at TSA perform are engaged, motivated

and perform at their best

Module Aim & ObjectivesThe aim of this module is to assist managers to understand and fulfil their responsibilities for general supervision of staff.

As a result of taking part in this program, participants will be able to:

Define what general supervision is…and isn’t

Explain why managers should undertake general supervision – and what gets in the way

Describe how to undertake general supervision, including

o setting performance and behaviour expectations

o monitoring performance and providing feedback

o managing performance gaps

o managing high performance

Plan a range of strategies for maximising individual performance for your team

Explain how to apply general supervision to employees, officers and volunteers

1 Human Resources Leadership Council

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Introduction

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What is General Supervision?Definitions

Responsibilities for General Supervision

Manager

Staff

Organisation

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From HR Policy & Procedures Manual – Statement of Policy

Employees and their line managers are required to:

Jointly set realistic work goals for the employee in line with the department and organisational objectives and overall mission and values. Documented goals, together with the key result areas and performance measures identified in the individuals position description, form the basis for ongoing discussion between the manager and individual.

Identify any skill or knowledge gaps for the individual to perform competently. Where practicable, appropriate training, on-the-job development, coaching or other education needed to address these gaps, would be provided as documented in a learning and development plan.

Discuss ongoing performance against the goals set, position requirements and the organisations values and employee code of conduct. Self-assessment and regular management feedback would be part of this informal review process.

Address any issues identified and document agreed actions where appropriate.

Adapt goals as needed in line with changing department and organisational requirements and document these.

Formally review overall progress and career development needs at least once per year. Amend learning & development plans to include agreed further development.

Responsibilities required by the policy

Executive Leadership • Foster a culture in which performance management is an integral part of leadership and management

within the organisation.• Ensure that all participants of the performance management process are effectively trained to

performance manage themselves and their staff. • Provide TSA personnel with the ability to directly benefit from the performance management process,

i.e. development needs, potential promotions etc.• Continually review the effectiveness of the system so that it can continue to benefit employees and the

organisation.

Managers/Supervisors • Ensure that all direct reports have a current and complete position description (role profile for

volunteers) that details the competencies needed by the employee to perform within their position.• Define performance expectations and how these expectations can be met through open and honest

discussion with their staff.• Understand the employee individual needs in relation to what they hope to gain from the performance

management process. (would look different for volunteers – diff title, obviously different)• Work with the employee to ensure that the performance management process is being followed and

that employees are actively participating.• Provide ongoing feedback, coaching, mentoring and monitoring before, during and after the

performance management process.• Provide employees with the opportunity to self assess and review performance during the performance

management process whilst initiating and driving the formal review process annually.• Ensure that they themselves are appropriately trained and skilled to manage the performance of their

staff.

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Employees • Understand their role and how this role may help The Salvation Army achieve their objectives.• Actively participate in collaborative discussions regarding their performance goals and outcomes

relevant to the objectives of their role.• Set realistic and achievable goals for their own performance.• Develop a learning and development plan that will aid and enhance competent performance and skills. • Actively participate in the performance management process (this process might look diff for vollies and

officers) from the beginning of the process through to completion.

Human Resources (Employees)• Develop the performance management policy, procedures and forms as well as providing consultancy

and training.• The Director of Human Resources is responsible for reviewing the policy and associated tools at regular

intervals or as needed to meet changed organisational requirements, and/or legislation, and proposing policy changes to TPC for consideration and approval. Feedback can be provided by email to [email protected]

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Why Should We Do It?Consequences & Benefits

Good performance Poor performance

Effec

tive

man

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Ineff

ectiv

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anag

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.

Legal Issues

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Barriers to General Supervision

What are the barriers or challenges for you, as managers, in fulfilling the responsibilities we have discussed for general supervision? What are the things that prevent you from being as effective as you could be in this area?

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Beliefs

Unhelpful Beliefs Helpful Beliefs

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How do we do it?Performance Model

When managers think of managing performance, our thoughts often go to team members who have performance gaps; often this is where much of our energy and anxiety is centred.

However, we need to ‘manage’ the performance of staff at all levels if we are to help them perform at their best and achieve individual, team and organisational performance goals.

On The LineMeeting Expectations

Above The LinePerformance Excellence

Below The LinePerformance Gaps M

onito

ring

& fe

edba

ck

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On the Line PerformanceOn the line performance is the first step in ensuring staff are meeting the standards and expectations of the job. Effective supervision starts with establishing and communicating clear standards of performance to your staff, helping them understand the level of work performance and types of behaviour that are acceptable and required for the successful achievement of individual, team and organisational goals.

How are job standards and expectations communicated to your staff?

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What are the tools that assist us to set and communicate job expectations?

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How could you more effectively establish and reinforce clear job expectations to your staff?

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Monitoring Performance

What are the ways that you can monitor the performance of your teams?

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Feedback

Types of feedback

Motivational

Constructive

How and when do you currently provide feedback to staff in relation to their performance?

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What are some additional ways for providing feedback to your staff?

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What are some good principles of providing feedback?

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Principles of Feedback

Balanced:

Talk about the positive and negative aspects of their performance. Remember to acknowledge their good work when they perform well, as well as discussing your concerns if their performance is not up to standard. Feedback should be based on overall performance as well as feedback on specific events.

Improvement-focused:

Make your feedback constructive. In situations where performance does not meet expectations, the aim is to help the person to improve their performance, not to attribute blame. Some people like to think of feedback as a gift – it is something that is of value to the recipient.

Relevant to the job:

Feedback should focus on the knowledge, skills and behaviours that are relevant to the job. It should link to the expectations of the role that have already been clarified. Focus on the behaviour, not the person. Avoid discussion about personal characteristics or traits that are not related to performance on the job.

Specific, clear and actionable:

Feedback should be specific and descriptive, not general and evaluative. Avoid generalisations and hearsay. Avoid making explicit or implicit judgments, as well as general comments that may be open to interpretation (e.g. Samantha is a poor communicator). Use examples. Offer concrete suggestions on how the person can improve.

Timely:

Provide regular informal feedback to your staff – don’t save feedback (particularly negative feedback) only for formal review time as this will just surprise and demoralise. If you have a concern about an employee’s performance, discuss it with them quickly so that together you can address the concern and the employee can implement strategies to improve. If appropriate, have a “cooling off period” before offering feedback on a particularly difficult situation.

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“I” Statements

The purpose of an “I” statement is to make a clear, assertive statement of your experience of an event and to describe how it affects you, in a way that maximises your chances of being heard and minimises your chances of receiving a defensive or denying response.

“I” statements as a 4 part message

When you... Non-judgemental description of the behaviour which is the problem

Must be: Neutral, non-emotive, non-judgemental, to the point, specific

I feel... Your feelings, emotions or reaction which result from the behaviour

Must be: no blame or shame

Because... The tangible effect of the behaviour on you/the client/the team etc

I would prefer... Clear expression of how you would like the behaviour to change

No demands or ‘shoulds’

It is not necessary to always use the exact formula. However, when learning the concept, and in very difficult situations, it is recommended you stick closely to it.

Example:

Clean statement: “When you start talking before I finish, I feel frustrated because I lose my train of thought. I’d really like the space to finish what I want to say.”

Unclean statement: “When you always interrupt me, I feel you are really rude and I want you to stop.”

Unclear: “When you have a lot to say, I don’t like it.”(Misses the point that it is the interruptions that are bothering you)

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Activity:For each situation below, write an appropriate four part message. Enter a number from 1 to 4 in brackets at the end of each part of the message.

1. A staff member has been late for work on three occasions this week causing them to fall behind in work you need for some key deadlines.

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2. You have a good relationship with your manager but he often wants to bounce ideas off you when you are really focused on a task or working to a tight deadline. This causes you to lose your concentration.

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3. A young soldier at your Corps has just delivered a message for the first time at a Sunday meeting and whilst they were quite anxious, they did a really good job. You have received many positive comments about their message from the congregation.

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Feedback PlannerThink about a situation you have faced or are facing at the moment where you need to give feedback, and work through the preparation below.

Phase Feedback preparation

Describe the person’s behaviour

Describe your feelings which result from the behaviour

Describe the tangible effect of the behaviour on you

Give a clear expression of how you would like the behaviour to change

Now write a four part assertive message that you might use in this situation.

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Below the Line PerformancePerformance that is below the line indicates that there is a gap between where we expect staff to be, and where they actually are in terms of performance. It is unlikely that any staff member will be below the line in all aspects of their job – often it is only one or two areas where there are performance gaps.

Identifying performance gaps

What is ‘below the line’ performance?

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How do you become aware of performance gaps with your staff? What are the signs?

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What information would you need in order to determine the performance gap?

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Issue Identification Flowchart

Performance issue identified

Initiate Employee Discipline

procedures

Informal feedback & discussion

Initiate performance counselling

Monitor performance,

provide feedback

Seek advice from HR Representative

Warrantperformancecounselling?

Performanceimproved?

Warrantdiscipline?

Yes

No

Unsure

Yes

Yes

No

No

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Reasons for Performance Gaps

The Performance EquationPerformance can be viewed as an equation that considers how various factors interact to achieve a particular level of performance.

P = A x M x O

Where:P = PerformanceA = AbilityM = MotivationO = Opportunity

This equation reinforces that ability, motivation and opportunity all interact to determine the performance level of a particular staff member.

Ability Definition: The skill, knowledge and attributes to do the job.

Different jobs demand different capabilities, and all staff differ in the capabilities they have. The better a staff member’s capabilities match the tasks that are required for their job, the higher their level of performance is likely to be.

In terms of building a person’s ability, there is a distinct difference between ‘training’ and ‘development’? A good rule of thumb is the ‘70/20/10 rule’. Of all the time spent undertaking development activities, 70% is generally undertaken through on-the-job experience / reflecting on that experience; 20% through coaching or mentoring (usually by the manager or more experienced team members); and 10% through formal training programs or studies. Refer to page xx for range of development options.

Questions for reflection How do you, as a manager, ensure your team members have the capability to meet their job

expectations? What do you do to identify and support the development needs of your team members?

(Review appendix xx for more information)

Include article on the concept of Adding, Embedding, Extracting (refer to HMM info).

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Motivation Definition: The desire or willingness to do the job.

Motivation can be further defined as ‘the willingness to exert high levels of effort toward goals in order to satisfy some individual need.’2

Robbins et al further describe motivation using three key elements: intensity – how hard a person tries; direction – where the effort is channelled; and persistence – how long a person can maintain effort.

The definition above suggests that in order to be motivated, a need has to be met. Many of these needs can be internal. It doesn’t matter how well we get paid, or how nice our manager is, if we do not gain some internal satisfaction from our role then we are not motivated to achieve. However, we may also have external needs that may motivate us.

Some people believe that it is impossible to motivate a person; that motivation must come from within. However, research suggests that motivation is something that can be built into the workplace through good management practice. The definition above supports the idea that in order to build a motivated team you need to address motivation at an individual level.

Questions for reflection How can you, as a manager, build work environments that get the best out of our people? How can you address motivation at an individual level? How can you identify the individual needs (motivators) your staff have may and then implement

strategies to suit each individual?

(Review Appendix B for more information)

OpportunityDefinition: The absence of constraints in the work environment preventing your staff from performing at their best.

It is possible for a staff member to be willing and able, yet still not be able to perform at their best. This may be because there is insufficient opportunity for them to perform at their best. There may be things in the work environment that are constraining the way they work.

The best woodchopper in the world, even though he may be extremely motivated to perform at his best because he feels a sense of pride in his abilities, may still lose a competition he has won 5 years in a row if he is given a blunt axe to chop with.

Sometimes poor performance has an external cause rather than an internal one. It is important to consider both possibilities when addressing individual performance issues.

Questions for reflection What are the things within your workplace that may hinder your team in their efforts to perform their

roles? In what ways might you directly or indirectly hinder your teams performance?

2 Robbins et al, Organisational Behaviour, 1994 p241

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Activity:

Identify a member of your team who has a performance gap, and consider the evidence and possible reasons.

Staff member:

Performance gap:

Evidence:

Possible reasons:

Staff member:

Performance gap:

Evidence:

Possible reasons:

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The P7 Process for Performance Coaching Discussions

Purpose State the purpose of the meeting.“I would like to discuss the issues with the completion of the X project.”

Get to the point quickly - don’t beat around the bush However, be aware of appropriate environmental and communication factors

Performance Provide specific feedback / details about the performance gap.“The project is now 2 weeks overdue on its first major milestone. There have been problems with the development of the new process. I have received calls from two key stakeholders who are concerned about whether the project will deliver what has been agreed, and in the timeframe agreed.”

Provide relevant statistics/evidence to support the gap

Problem Identify how the performance gap presents a problem.“These issues not only have the potential to hold up the entire delivery of the new process, but will put others behind in their agreed tasks because they won’t have the new process at the agreed time. This is also affecting our credibility with the business.”

Gain agreement from the person that this is a problem Gain their commitment to resolve the gap

Probe Seek information from the person about the causes of the problem.“Can you help me understand why this has been happening?”

Ask open, probing questions Use appropriate verbal and non-verbal signals Paraphrase and summarise to check your understanding

Possibilities Discuss possible solutions.“What ideas do you have on how to address this problem?”

Use open questions to encourage the person to identify possible solutions Discuss the appropriateness of the solutions

Provide Support

Offer or provide any support or assistance needed.“Is there anything I can do to assist you to address this gap?”

Be careful not to take responsibility for addressing the gap away from the staff member

Plan action Agree on an action plan and set a date for follow up.“What actions are you going to take, by when? Let’s catch up again on [date] to see how you’re going.”

Ideally the actions should be documented and timeframes agreed Ensure you monitor performance prior to the follow up date

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Other considerations

Communication skills

What communication skills will be useful during the P7 process?

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Planning

What additional planning would you need to undertake prior to a performance coaching conversation?

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Tips for handling adverse employee reactions Remain calm Listen carefully Ask questions and paraphrase to

check understanding Allow silences Focus on behaviours and action,

not individual characteristics - “hard on the issue, soft on the person”

Focus on what the employee can do to change the situation and what you can do to support them


Activity

Purpose

Performance

Problem

Probe

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Possibilities

Provide Support

Plan action

Documenting performance Documenting performance issues provides a record of employee improvements and achievements in

these difficult areas and helps clarify what was discussed and agreed. It also provides evidence if you need to escalate the problem.

Keep file notes or diary notes about:o The timing, content and outcome of performance coaching discussionso Any changes to performance as a result of these discussions

Keep documentation secure and confidential; it usually does not need to go on an employee’s file at this stage

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Strategies for Addressing Performance Gaps

Activity:Select specific strategies you might implement for each of your staff and capture below.

Staff Member _________________

Strategies

Staff Member _________________

Strategies

Staff Member _________________

Strategies

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Employee Performance Counselling and Formal Discipline

There will be times when your efforts at counselling a staff member to improve performance do not lead to the required behaviour change. There may also be times when the performance issue is so serious that an informal counselling session is not the appropriate course of action. In these instances – and where the staff member is an employee – it may be appropriate to implement the processes outlined in the Performance Counselling and/or Employee Discipline Policy.

The information below has been drawn from the HR Manual.

Definitions

Performance Counselling: The formal process used between managers and their employees to ensure that performance and/or conduct problems are identified and constructively resolved. It is the first formal step in correcting performance and conduct related problems when they begin to cause concern.

Discipline: Refers to formal action undertaken by a manager where performance counselling has failed to achieve the desired results or when an employee has clearly breached acceptable standards or Salvation Army policy. Discipline may be initiated without prior counselling when the conduct of the employee represents a serious performance and/or conduct breach.

Dismissal: Termination in the form of dismissal may occur due to the following: Summary Dismissal (for serious or wilful misconduct) Performance Based Dismissal Incapacity

Unsatisfactory Work Performance: Refers to performance that is not at an acceptable standard due to an inability, unwillingness, and inefficiency to perform duties in accordance with an employees position description.

Misconduct: Refers to conduct by an employee that is unsatisfactory and unacceptable by nature.

Serious and/or wilful misconduct: Deliberate behaviour that causes immediate and serious risk toThe Salvation Armys reputation, or viability; or the health or safety of any person: Behaviour that fundamentally breaches the employment relationship between the employee and The Salvation Army e.g. theft, fraud and assault

For more information on TSA policies and procedures refer to:Lotus Notes Home Page > HR Manual > Performance & Development section

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Performance counselling

Discipline

Dismissal


Officer Discipline

Volunteers

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Above the Line PerformanceEncouraging high performanceHow do you encourage your staff to perform above their job expectations?

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Reinforcing high performanceHow do you reward and recognise your staff who perform above their job expectations?

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Managing High Potentials (appendix??)

Many organisations use a nine-box matrix to assess employees during talent reviews by examining employee performance and potential.

Potential

PerformanceLow Moderate

Mod

erat

eLo

w

High

High 1C 1B 1A

2C 2B 2A

3C 3B 3A

Potential for future success in more senior, or more critical positions, can be determined through an assessment of engagement, aspiration, and ability. On the next page are some relevant questions that can be used to uncover these elements. High potential can be defined as a person who is capable of moving at least 2 positions in the next 2-5 years, whilst someone with moderate potential may be ready to move up one level – or a maximum of two – in the same timeframe.

Performance is based on the actual achievements of the employee, including both the What (KPIs or goals) and the How (capabilities and values). This can be determined from the results of the individual’s performance appraisal. Moderate performers meet all performance expectations. High performers go beyond this to exceed in most areas.

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Uncovering Potential

ABILITY Is the employee recognized as an expert in the field by people within and outside the organization?

Does the employee have the interpersonal skills and emotional intelligence critical of a leader?

Does the employee require minimal supervision, even on new/unfamiliar tasks? Does the employee gain new skills and abilities more quickly than peers?

ENGAGEMENT Does the employee “pitch in” and help others when they have a heavy workload?

Is the employee personally connected to the success of the organisation and his/her team?

Does the employee set a high bar for excellence and motivate his/her team to succeed expectations?

Is the employee positive about the organisation and his/her career trajectory within the organisation?

ASPIRATION Does the employee aim to assume more responsibility year after year? Is the employee willing to make difficult work-life tradeoffs to further the

business? Does the employee strive to be recognised within and outside the organisation? Does the employee display initiative to take on responsibilities outside his/her

role?

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Ability

AspirationEngagement


Development Strategies3 for Performance-Potential MatrixBelow are a range of development strategies that you can select from depending on where a staff member is placed on the Performance-Potential matrix. The most appropriate strategies will depend on the unique needs of the individual.

Rating Strategies1A Stretch assignments, things they don’t already know how to do, assignments that take

them beyond their current role; high profile, where stakes are high Give them a “start-up” assignment, something no one has done, a new initiative, process,

division, etc… Give them a “fix-it” assignment, a chance to step in and solve a problem or repair a ‘mess’ Job change, rotations, job swaps, - an opportunity to experience a brand new role, short

term or long term Help them build cross-functional relationships with other ‘A’ people Find a mentor at least one level up, or provide an internal or external coach Give access to exclusive training opportunities or scholarships Access to meetings or committees one level up; boards, advisory bodies; exposure to

senior managers Watch out for signs of burnout Watch for signs of retention risks; implement “save” strategies if necessary Next level up exposure, responsibilities, shadowing

2A Development activities similar to above Difference is often degree of “readiness” for larger roles. Development should focus on preparation for longer term opportunities

3A Ask what motivates them and how they want to develop Provide recognition, praise, and rewards Provide opportunities to develop in current role, to grow deeper and broader capabilities

and knowledge Provide honest feedback about their opportunities for advancement Watch for signs of retention risks; implement “save” strategies if necessary Ask them to mentor, teach, and coach others Allow them to share what they know, presentations at company meetings, external

conferences, to be “the highly valued expert”1B Development activities similar to 1A

Difference is current performance level Focus more on competency gaps that will move them from B to A performance; good to

great performance2B May not be eager or able to advance; don’t push them, allow them to stay where they are

Continuously check-in regarding willingness to advance / relocate Provide occasional opportunities to “test” them Provide stretch assignments Provide coaching and training Help them move from “good to great” Tell them they are valued; praise their accomplishments Listen to their ideas Trust them

3B Combination of performance management, training, and coaching to help them move from “OK to good”

Provide honest feedback about their opportunities for advancement1C Find out the root cause of poor performance and together develop an action plan to

improve Consider moving them to a different role (may have been a poor fit)

3 http://www.greatleadershipbydan.com

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Provide additional support, resources Look for ways for them to work with 1As, 1Bs, or 2As After a reasonable period of time, if performance does not improve, then re-examine your

potential assessment2C Often used for leaders too new to rate

Focus is on-boarding, orientation, relationship building Provide a peer mentor Provide formal new leader training

3C Use a performance management, not a developmental, approach (see ‘below the line’ performance)

ActivityIdentify actions for helping your team members achieve above the line performance.

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Strategies for High Performers

Activity:Select specific strategies you might implement for each of your staff and capture below.

Staff Member _________________

Strategies

Staff Member _________________

Strategies

Staff Member _________________

Strategies

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Self Assessment

Factors affecting performance Address immediately

Could be improved

My team would say I do this well

Communicate the organisation’s mission and values

Help staff see the part they play in achieving the organisation’s mission and valuesProvide and discuss up to date documentation that defines role expectations

Set individual performance goals

Ensure the team are clear on the team goals/plans

Ensure the team are clear on their individual job expectations and performance goals

Establish open communication with and between team members

Give regular ad hoc feedback to all team members

Give regular structured feedback to all team members

Provide relevant policies, procedures and instructions to team members

Regularly monitor the team against their performance objectives

Hold regular discussions with team members to discuss how they are going against their performance goals and expectations

Seek regular feedback for team members on my performance

Involve the team in establishing team goals

Work with the team to identify barriers to the achievement of team and individual goalsDiscuss development needs and set appropriate development objectives

Recognise team members for their efforts

Motivate and encourage team members

Ensure team members have necessary resources

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AppendicesAppendix A

VALUES AND GENERAL SUPERVISION

Compassion We need to consider the needs of both people and the organisation We value our team members and their wellbeing We support team members in difficulty We consider the impact our conversations and actions have on others

Human Dignity We deal with people with respect and sensitivity We create a work environment that is safe and free from harassment and

discrimination We equip people for their roles and provide opportunities to develop, to gain skills,

and to explore other opportunities for service We help ensure people gain satisfaction from the roles they carry out

Justice We support, and respond fairly to, the needs of our people We allow people an opportunity to respond to issues and make improvements

where required We recognise our right as managers to effectively manage the performance of our

people

Hope(Our Sense of Future)

We provide our people with well-defined roles, responsibilities and objectives We give people an opportunity to achieve in their job We work on an assumption that people generally want to do a good job We give our people sufficient opportunity to turn around performance gaps

Community We enable each team member to contribute to the team as a whole to the best of their ability

We identify, develop and effectively use the skills and abilities of each person in the team

We recognise and appreciate the contribution of each team member and each centre

We also value and respect each other’s differences We build trust with our people through open and honest communication We seek opinions and feedback of those affected by decisions

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Appendix B

Identifying Development Needs

Determine capabilities requiredA capability in its most simple form describes what an employee should actually be able to do in terms of knowledge, skills and attributes.

At TSA, generic capabilities are defined by the TSA Capability Framework. Specialist capabilities for social programme and ministry are also included.

Assess staff against capabilitiesIn order to determine whether staff meet the required capability, you need to assess staff against how well they meet the required capabilities. This is often done as a joint assessment between the staff member and their manager. For information on how to undertake a capability assessment contact the School for Learning & Development or your HR representative.

Determine capability gapsOnce the assessment has been completed and discussed with the staff member, key capability gaps can be identified. Depending on the number of gaps, you may need to prioritise them so the staff member can focus on those that will have the most significant impact on their performance. These can then be captured in their development plan.

Close Capability GapsOnce you have a clear picture of what the development needs of your team are, you can devise and implement strategies for closing them. Training, of course, is an obvious option for closing development gaps, but there are many forms of development methods available to you.

A good rule of thumb is the ‘70/20/10 rule’. Of all the time spent undertaking development activities, 70% is generally undertaken on-the-job, 20% through coaching or mentoring (usually by the manager or more experienced team members), and 10% through formal training programs or studies.

See next page for a range of options you might use to address the development needs of your staff.

Reassess Staff Against CapabilitiesOnce you have implemented a strategy for addressing your staff’s development needs, it is important to ensure that the strategy has had the desired effect (i.e. that it has in fact addressed that particular development need.) You should therefore reassess your staff to ensure they now meet the required standard. This can be done during a regular supervision conversation, once the staff member has undertaken the applicable development activity.

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Determine capabilities required for role

Assess staff againstcapabilities

Reassess against capabilities

Determine capability gaps

Implement actions to close capability gaps


Development Options

Area Specific Development ActivitiesOn-the-job learning Learning by doing

Practice of normal duties Regular observation and feedback from manager

Movement of/change to major function:

Special Projects Participation on working parties Acting at next level Staff exchange (same level, different area) Job rotation (same level, same area, different duties) Secondment (to different part of the organisation) Interchange (to different organisation)

Expansion of existing function:

Participation in meetings/other forums Report writing Research preparing Quarterly/annual reports Job enlargement (extra duties e.g. training function) Job enrichment (extra authority/responsibility)

Formal and informal information giving/gathering:

Briefing by supervisor One-to-one instruction Personal coaching Reading Feedback from selection interviews Career planning/counselling Feedback from user groups Observation Video/film Membership of professional bodies/association Mentoring Peer group networking

Structured courses/programs:

Internal courses External courses Personal development Self-instruction package Study leave Guest speaker/trainer - internal/external

Other learning opportunities:

Analysing mistakes/successes Assignments Conferences or seminars Brainstorming Briefing groups Case studies CD Rom Debates Demonstrations

Distance learning Giving a presentation Coaching someone else Networking Self-study Role plays Simulations Unfamiliar tasks Discussion groups

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Strategies for Motivation

Area of motivation StrategiesAchievement Set specific and challenging goals / targets

Give timeframes for tasks Give extra responsibility Allow to manage projects Give regular praise / positive feedback Give public recognition / celebrate achievements Give regular performance feedback Introduce team awards Support skill/knowledge improvement – set development goals Delegate tasks and decision-making

Power / Status Demonstrate links between role and vision of organisation Review job title Allow to sit on committees or attend management meetings Consider ways for them to have influence Assist them to network with senior managers Support promotion opportunities

Affiliation Arrange (or allow them to arrange) regular social events Have regular coffee catch-ups Partner them with others to complete tasks/projects Encourage cooperation among team members

Work itself Provide job variety Highlight the significance of the job Implement job enrichment or job enlargement Coordinate secondments Give autonomy Identify and remove barriers to effective job performance

External / benefits Review salary Ensure equity in salary Allow to work from home Give job flexibility e.g. job share, flexible work hours Instigate non-financial rewards e.g. time in lieu Offer other benefits

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Suggested ReadingAuthor Year TextBolton, R & Bolton, D G 2009 People Styles at Work! and Beyond: Making Bad

Relationships Good and Good Relationships BetterBlack, S & Gregersen, H B 2007 It Starts with One

Blanchard, K H & Johnson, S 2000 The One Minute Manager

Blanchard, K, Parisi-Carew, E & Carew, D

2009 The One Minute Manager Builds High Performing Teams

Blanchard, K H, Zigarmi, P & Zigarmi D

2000 Leadership and the One Minute Manager

CCL, Buron, R J & Mann, D M 2007 Giving Feedback to Subordinates

CCL, Weitzel, S R 2007 Feedback That Works

Chandler, S & Richardson, S 2012 100 Ways to Motivate Others: How Great Leaders Can Produce Insane Results Without Driving People Crazy

Charlesworth, M 2010 How are you managing?

Covey, S R 2004 7 Habits of Highly Effective People: Powerful Lessons in Personal Change

Covey, S R 1991 Principle-Centered Leadership

Goffee, R & Jones, G 2006 Why Should Anyone Be Led by You?

Goleman, D 1999 Working with Emotional Intelligence

Lundin, S, Christensen, J, Paul, H & Strand, P

2006 Fish! Omnibus

McKay, M & Davis, M 2009 Messages: The Communication Skills Book

Palmer, R E 2008 Ultimate Leadership

Patterson, K, Grenny, J, McMillan, R & Switzler, A

2011 Crucial Conversations: Tools for Talking When the Stakes are High

The Arbinger Institute 2002 Leadership and Self-Deception

Wagner, R & Harter J K 2006 12 The Elements of Great Managing

Watkins, M 2003 The First 90 Days: Critical Success Strategies for New Leaders at All Levels

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Documents

places.aus.salvationarmy.org · Web viewOn the line performance is the first step in ensuring staff are meeting the standards and expectations of the job. Effective supervision