APPRAISAL

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• APPRAISAL DEVELOPMENT
• Achieving Success Developing People
• 2005

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PROGRAMME

• 1.PERFORMANCE MANAGEMENT
• - The Council Priorities 2004-7
• - Defining performance management
• - Why it fails
• - Test your culture
• - Making performance breakthroughs

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• 2. APPRAISAL
• - What its about
• - The Appraiser role
• - The Appraisee role
• - Preparation
• - Managing the appraisal discussion

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• 3. PERFORMANCE COACHING
• - The coaching experience
• - A personal coaching session
• - Principles skills
• - Using the GROW model
• - Review

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• 4. RESOURCES
• - Questions that help
• - Guidelines for feedback
• - Constructive criticism
• - Development planning

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1.PERFORMANCE MANAGEMENT
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Bradfords Corporate Priorities 2004-7

• Enhancing opportunities for young people through
  education and life long learning.
• Creating a more prosperous district.
• Developing more cohesive and safer communities.
• Improving waste management and the environment
  cleaner.
• Delivering social care for vulnerable people.
• Transforming customer service, using e-government
  to the full.

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PERFORMANCE TWO MEANINGS

• GETTING THE JOB DONE
• - Results/Objectives achieved
• - BUSINESS
• HOW ITS DONE
• - Competence demonstrated/developed
• - CAPACITY

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PERFORMANCE MANAGEMENT

• A process for establishing shared understanding
  about what is to be achieved
• An approach to managing people
• To increase the probability of achieving job
  related success
• A CHANCE TO CATCH YOU DOING SOMETHING RIGHT
• (Aquarius Consulting, November 2000)

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its about getting results. Getting the best
from people and helping them realise their
potential.. An approach to achieving a shared
vision of the organisation. Its concerned with
teams and individuals realising their potential
whilst recognising their role in contributing to
the goals of the organisation. ( Pam Jones, The
Performance Management Pocketbook 1999)
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PERFORMANCE BREAKTHROUGHS IMPROVING
PERFORMANCE IN PUBLIC SECTOR ORGANISATIONS
2002 Audit Commission report based on their work
in 12 organisations in local government, the
health service the emergency services

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• The mechanics targets, indicators, plans
  are only a small part of the whole process,
  they are easy to deal with in comparison with
  getting the right focus, leadership culture in
  place
• The benefits remains strong organisations that
  work at managing performance know what they need
  to do how to do it

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WHY MANAGING PERFORMANCE IS DIFFICULT

• Leaders arent interested
• Theres no time to learn
• There are too many priorities
• People dont understand that what we do has to
  change
• The system doesnt help
• Some people dont perform

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LEADERS ARENT INTERESTED

• Leaders not making it clear to staff that
  managing improving performance is important
• Without this,managers cant sustain this message
• Staff unlikely to feel supported in trying to
  improve

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THERES NO TIME TO LEARN

• Structured approach found difficult is avoided
• - no confidence that problems can be solved
• - looking at personal problems difficult
• - skill in designing delivering sessions
  poor
• Taking feedback is uncomfortable
• No time or space is made available for it
• It takes time, focus energy away from other
  important matters

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THERE ARE TOO MANY PRIORITIES

• No one at the top has translated the many
  complex demands from the outside world into a
  clear direction that makes sense to staff
• Dont blame others, take control!
• If youve done the thinking, communicate the
  results clearly
• What are the priorities, what can be dropped?

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PEOPLE DONT UNDERSTAND THAT WHAT WE DO HAS TO
CHANGE

• Tough choices about services, to back new
  priorities, not made
• How to motivate people to change not understood
  people dont change easily or quickly
• Staff should be involved in developing
  priorities, so that they are prepared to make the
  changes needed to achieve them
• What you say about improving performance must be
  put in plain language
• People dont how what they do contributes to
  improving performance

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THE SYSTEM DOESNT HELP

• Its only a system it can help organise an
  approach but cant do the hard thinking
  decision making you need to undertake
• Does the system reflect the needs of the
  organisation, can it change with changing
  needs?
• Is it clear that the system will help measure
  what is important or just what is measurable?

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SOME PEOPLE DONT PERFORM

• Managing people who perform inadequately is
  challenging therefore avoided
• If this is not done higher up the organisation,
  why should you feel under any pressure to do it?
• You may not have been adequately trained
  supported to spot under performance, understand
  deal with it
• How do you help people do their jobs to the best
  of their ability?
• Do systems (eg rewards), processes (eg levels of
  delegation) culture(accepted norms of behaviour)
  help people to perform well?

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• TESTING YOUR HIGH PERFORMANCE CULTURE QUIZ

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EIGHT WAYS TO BREAK THROUGH

• 1. Make it clear that performance matters
• 2. Join up your thinking learn
• 3. Take action on what matters most
• 4. Make national agendas work for you
• 5. Sign up your staff
• 6. Find your own framework
• 7. Measure what matters
• 8. Help people to perform

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1. MAKE IT CLEAR THAT PERFORMANCE MATTERS

• Champion this, set an example
• Leadership throughout, not just at the top
• Dont just say the right things, do things
  differently
• Show sustained commitment from the top
• Visit staff speak to them about performance
  issues
• Show strength, enthusiasm

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2. JOIN UP YOUR THINKING LEARN

• A learning organisation iswhere members of the
  organisation question the operations
  continuously, to find mistakes or differences
  fix these themselves by restructuring their
  organisation operations
• Chris Argyris
• Question operations continuously
• Take time out in management teams regularly in
  well facilitated sessions
• Get feedback from others about what they feel
  works/could be improved

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• Use good performance information, which reflects
  specifically the results of the decisions you
  have made
• Reflect on what you need to do differently, as an
  organisation, as a management team, as
  individuals
• Share this with the organisation, to guide action
  reflection
• Combine this with encouraging people to
  experiment, try new ways of doing things
• Accept that some things will not work but make
  sure you learn from your mistakes
• Take an hour out with a colleague to ask what is
  really going on here?

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3. TAKE ACTION ON WHAT MATTERS

• Its only possible sustain focus on a limited
  number of issues
• Focus on priorities do something
• Get the right people involved clarify top
  priorities by talking to local people
• Put resources behind what matters most allocate
  re allocate

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4. MAKE NATIONAL AGENDAS WORK FOR YOU

• Make them mean something, rather than a burden to
  work round
• How do national targets fit onto your agenda?
• The primary focus is to change what you do to
  improve services to customers
• Dont be a victim!

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5. SIGN UP YOUR STAFF

• You may redesign, reconfigure, reorganise for
  efficiency, but it is the performance of people
  in everyday jobs that cause an organisation to
  work well
• It is easy to create systems to manage
  performance but much harder to make people want
  to use them to bring about change
• Consult staff about how best to improve services
• Allow people to take responsibility make them
  accountable

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• People will perform better if they feel
  responsible for something
• Stop upwards delegation!
• Use plain language to describe what good
  performance should be
• Jargon ambiguous language can work against you
  by creating confusion resistance
• Peter Senge
• Communicate well

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6. FIND YOUR OWN FRAMEWORK

• the moment performance management turns into a
  system, the battle has been lost
• Tom Lester
• Show a clear line of sight from corporate
  objectives to the jobs that people do
• Teams individuals then understand what they
  personally have to do in order for the
  organisation to achieve its aims
• Force any conflicts between objectives out into
  the open, to help you manage better

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Common Problems

• Failing to think through why you want a new
  framework, what you want it to do
• Taking an off the shelf system not tailoring it
• Focusing too much on the mechanics, rather than
  the purpose to improve services
• Paralysis by analysis collecting more than
  the important information
• Making the system too complicated instead of
  working to keep it simple
• Expecting the framework to do the hard thinking
  for you

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• Failing to give high enough priority to getting
  the framework right
• Failing to involve staff or prepare them for
  change
• Not being prepared to update the framework
  continuously

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7. MEASURE WHAT MATTERS

• If measures reflect the organisations strategy,
  people understand better what they have to do
• This is important when facing new external
  challenge, or there are improvement programmes
• Some just collect what is collectable, or just
  what is specified nationally
• Others discuss what constitutes good performance
  with stakeholders, ie focus on outputs as well as
  inputs outputs
• Large amounts of data may feel comfortable but do
  not of themselves improve anything
• Interpretation must be intelligent

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8. HELP PEOPLE TO PERFORM

• Actually, you cant empower people you can
  only create a climate in which they can empower
  themselves
• M.D., Engineering Company
• Develop, train support people to do a well
  defined job
• Create a culture which motivates staff gives
  them responsibility
• Give honest, critical feedback the those whose
  performance you are not happy with

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• Give feedback which is honest about problems but
  supports individuals
• This discussion takes thinking courage from
  both parties
• If the employee sees feedback as accurate
  useful, it can lead to a breakthrough in their
  performance their relationship with their
  manager
• Managers need to pursue poor performance issues,
  not wait for someone to leave or someone better
  will join

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• Separating the person from their performance
  enables you to work with the performance of those
  you do not like
• Also,concern about racial /or sexual harassment
  can prevent people being honest open - honesty
  robust evidence from the manager are especially
  important here

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2.APPRAISAL
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WHAT ITS ABOUT

• An opportunity for managers employees to have a
  dialogue about their key work objectives how
  their work contributes to the achievement of
  organisational priorities
• The means through which performance standards can
  be agreed feedback provided on performance
  against them
• Emphasising developing continuous improvement

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• Supporting individuals to achieve objectives
  standards as agreed
• Supporting the development of competences
  required by the organisation
• Helping individuals to maintain a wide range of
  skills in their personal portfolio

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THE AIMS OF P.A.D.S.

• Share views on work performance
• Discuss issues of importance concerning work
  future career development
• Establish agree achievable performance targets
  in line with Unit/Divisional objectives
• Praise acknowledge work completed

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THE APPRAISER ROLE

• To grasp the purpose, processes procedures of
  performance appraisal
• To understand the key objectives of the
  organisation, their Department the priorities
  for their area of responsibility
• To translate these goals into objectives for an
  individual
• To communicate these proposals clearly

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• Diagnose staff strengths development needs
• Formulate agree a development plan
• Coach staff on how to achieve performance
  objectives
• Monitor staff performance give feedback

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APPRAISEE ROLE

• To prepare thoroughly consider their workload
  key priorities
• To self assess seek feedback on work
  performance
• To consider what aspects of work their working
  environment helps hinder their effective
  performance
• To check out expectations of them
• To engage positively in the appraisal discussion

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• THE APPRAISAL PROCESS

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PREPARATION

• Give adequate notice
• Consider performance
• -what were last years objectives?
• -what supporting facts are there?
• -what affected appraisee performance
  (internal/external factors)

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• Identify what needs achieving in the current
  business plan
• Look for ways of improving organisational
  effectiveness
• Make sure you are familiar with the requirements
  of the job
• Review employee historyskills, training,
  experience, past jobs performance
• Note any personal development which may be needed
  based on any assessed competence
• Allow for time privacy

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MANAGING THE APPRAISAL DISCUSSION

• INTRODUCTION
• Establish rapport
• State objectives of session
• Explain the process/procedure/approach youll
  take
• Keep the atmosphere positive informal

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• MAIN BODY
• Encourage the employee to talk from the start
• Ask open questions to find out how they feel
  about the job
• Use probing behavioural questions to find out
  facts about how they have performed over the
  period, to gain evidence
• Use reflective questions to encourage them to
  expand on their points
• Use summaries to keep the session on line, point
  out the progress made the way ahead

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INDIVIDUAL PERFORMANCE OBJECTIVES

• SPECIFIC
• MEASURABLE
• ACTION FOCUSSED
• REALISTIC
• TIMEBOUND
• ENCOURAGE DEVELOPMENT
• REGULARLY REVIEWED

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FROM SERVICE OBJECTIVES TO INDIVIDUAL DEVELOPMENT

• Select a service objective
• Create a SMARTER objective for a team member
• Work out any support they might need to achieve
  this
• Specify any development methods which might assist

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• ENDING FOLLOW UP
• Complete any forms get the appraisee to sign
  them
• Review the success of the session
• Agree diary date of next appraisal session
  intervening review meetings
• Take any action you have agreed to take
  throughout the year

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REVIEW

• Schedule diary meetings throughout the
  appraisal year before the end of the appraisal
  session
• Without these, progress towards, achievement
  of, targets will be missed
• They will allow targets to be changed in the
  light of developments
• Actions taken by appraiser appraisee can be
  monitored
• All this should be recorded

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3. PERFORMANCE COACHING
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THE COACHING EXPERIENCETake your seat

• Work with a partner
• A stands up
• B instructs A how to take their seat from a
  standing position
• B uses a number of component parts rather than
  general instructions, such as Sit down
• You have three minutes
• Swop roles repeat

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TAKE YOUR SEATDe - brief

• Coachees
• What was it like being instructed?
• How easy or difficult was it to take your
  seat why?
• What would you have liked more of from the
  coach?
• What were your feelings?
• General comments
• Positive negative, from coach
• Positive negative, from coachee

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A PERSONAL COACHING SESSION

• The GROW model
• Key principles
• Awareness responsibility
• Skills
• Effective questioning active listening
• Steps
• G oals what do you want?
• R eality what is happening now?
• O ptions what could you do?
• W ill what will you do?
• (from Coaching for Performance, John Whitmore,
  Nicholas Brearley Publishing, 1996)

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ACTIVITY(Plenary)

• Think of something at work that you would
  personally like to be coached in
• Take questions from the GROW model record on
  the proforma
• What actions will you commit to?
• How much are you committed to them
• from 0 low commitment
• to 10 high commitment ?

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PRINCIPLES SKILLS

• What do you think the principles
• AWARENESS
• RESPONSIBILITY
• might mean in the coaching context ?
• What might be involved in the skills
• EFFECTIVE QUESTIONING
• ACTIVE LISTENING ?

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AWARENESS

• Helping the coachee focus on the reality of the
  situation as it is now
• Understanding their role, involvement influence
• Enabling them to explore fully the relationship
  between a perceived understanding of the
  situation the reality of what is happening
• How they might change their behaviour

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RESPONSIBILITY

• Coachee finds solution
• Takes responsibility ownership
• Leads to motivation
• Things that give us a buzz, or employ our unique
  talents, are not found difficult
• Coach needs only to prompt or offer support

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EFFECTIVE QUESTIONING

• Framing questions to help the coachee think
  beyond the obvious bland answer
• Drawing out the coachee
• Remaining on their agenda
• Helping them move forward with their own ideas
• Not hinting what the coach would like to hear
• Not suggesting what the coachee should do in the
  future

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ACTIVE LISTENING

• At two levels
• - the meaning/content of the words (WORDS)
• - the feelings carried by the spoken word
  (MUSIC)
• Undivided attention given to the coachee
• Maintain eye contact
• Close, but not threatening, physical presence
• Not invading personal space
• Not distant/distracted
• Hearing both words music(hints at doubts,
  concerns, reservations)

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USING THE GROW MODEL

• Coach, Coachee, Observer triads
• No role playing
• Each person thinks of a real life situation on
  which they would like coaching
• Select coach, coachee observer for round one
• Coach works through the GROW Effective
  Questions sheet with coachee
• Observer notes questions reactions
• Coach, coachee, observer complete a
  Reflections sheet
• Observer debriefs first the coachee, then the
  coach
• Plenary discussion
• Change around within the triad repeat
• again!

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REFLECTIONS ON COACHING PRACTICE SESSIONS

• Coach
• How I felt
• What I thought went well
• What I learned about myself as a coach
• Coachee
• How I felt
• What I liked
• What I have taken away
• Observer
• My overall feelings about the coaching are
• What I would like to offer the coach

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4. RESOURCES
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QUESTIONS THAT HELP
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QUESTIONS THAT HELP

• OPEN QUESTIONS
• Cannot be answered yes or no
• Require opinion,feeling, explanation, experience
• Examples
• What is your opinion of
• How do you feel about
• What do you think caused

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• Advantages
• Demonstrates your interest in them
• Confirms you value their ideas feelings
• Stimulates thought
• Helps you understand their needs
• Encourages dialogue not monologue

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• REFLECTIVE QUESTIONS
• Repeats a statement the other had made, as a
  question
• Requires good listening
• Important to select the most important aspect
• Example
• Employee Our results would be better if we
  modified the procedures to take samples
• Manager you seem to be saying that you
  definitely believe it possible to improve the
  results?

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• Advantages
• You are not evaluating what has been said-this
  can avoid arguments
• You confirm your understanding of what has been
  said
• They are encouraged to clarify expand
• Encourages dialogue

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• PROBING QUESTIONS
• Solicit information about a particular point or
  issue
• Used to deepen communication
• Example
• Manager If you are convinced the results can
  improve,what steps would you take when would
  you take them?

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• Advantages
• Generate information in the areas of most
  interest to you
• Challenge the other to to explore ideas, defend
  statements, contribute suggestions
• Foster clear thinking
• Raises personal responsiblity

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• BEHAVIOURAL QUESTIONS
• Seek specific examples, from past experience, of
  a particular skill
• The other person can learn what you are looking
  for give you much information
• Examples
• Tell me about a time when you
• Give me a specific example of when you had to
  deal with a poorly performing team member what
  did you do?
• Can you give me some examples of the kinds of
  decisions you have had to make on your own
  initiative?

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• Advantages
• Past performance is the best predictor of future
  behaviour
• You will get specific names, dates, numbers,
  times, locationsie real evidence
• You will get beyond your preconceptions or first
  impressions of the employee

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GUIDELINES FOR FEEDBACK
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GUIDELINES FOR FEEDBACK

• Giving
• Be sure of your motives
• Always own it
• Measure it
• Be descriptive specific, not judgemental
• Focus on achievable change
• Give soon after performance

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• Negotiate understanding
• Try the sandwich
• - positives first
• - negatives in the middle
• - end on a positive note
• Maintain their self esteem

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GUIDELINES FOR FEEDBACK

• Receiving
• Listen acknowledge positive negative feedback
• Dont crumple!
• Recognise your strengths
• Look for opportunities to improve
• Maintain you self respect
• Act on justifiable criticism

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CONSTRUCTIVE CRITICISM
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CONSTRUCTIVE CRITICISM

• Confrontation causes anxiety
• Anxiety distorts
• pussyfooting not stating the problem clearly
• clobbering too much negativity
• Middle road
• tell the truth based on firm evidence, but
  given with care

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• Focus on facts behaviours rather than
  personalities opinion
• Communicate facts clearly honestly
• Clarify what you think the problem is
• Commit both of you to an agreed course of action
  to deal with the problem
• If you cant take it, you cant give it!

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DEVELOPMENT PLANNING
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WHAT THE PLAN SHOULD HAVE

• SMARTER development objectives
• Methods for their achievement

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DEVELOPMENT METHODS

• Team Coaching 1 1
  Instruction
• Mentoring
  Placements
• Shadowing
  Secondments
• Delegated work Open
  eLearning
• Project work Off the job
  courses

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GETTING STARTED

• Changes which are self attributed are
  maintained to a greater degree than those which
  are believed to be due to external causes
  Goodwin
• It all starts with you your desire to learn
• You must take a risk, a jump, a chance
• You need some SMARTER objectives
• You will need to assess yourself against these

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• You need supporters friends, colleagues,
  networks
• You will need perseverance, gumption