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The Management Series

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At work, I have the opportunity to do what I do best every day ... Favorable impact linked with personal interaction (motivation and appreciation) ... – PowerPoint PPT presentation

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Title: The Management Series


1
The Management Series
Good Morning, and Welcome!
Brought to you by The Training and Development
Team
Your NU Values Partners
Committed to understanding and delivering
value-added customer service that contributes
to our customers overall success
2
TMS Session IV
  • Performance Leadership
  • Practices Part I
  • Performance Leadership Culture
  • Planning Goals, Expectations and Performance
    Standards
  • February 3, 2005

Brought to you by The Training and Development
Team
Committed to understanding and delivering
value-added customer service that contributes
to our customers overall success
Your NU Values Partners
3
Agenda
800 Introductions and Campus Leader 830 Program
Goals 840 Performance Leadership
Practices 920 Break 930 Goals and
Expectations 1045 Break 1100 Creating
Standards 1145 Lunch Summary 1245 Wrap-up
and Adjourn
4
Campus Leader
  • Rubens J. Pamies M.D.
  • Vice Chancellor, Academic Affairs/Graduate
    Studies
  • Dean, Graduate Studies
  • Professor, Internal Medicine

5
  • Performance Leadership

6
Imperatives for Talent Management
  • Elevate talent management to a burning
    organizational priority
  • Source great talent, then develop it aggressively
  • Opportunity for Leadership

McKenzie Company, Talent War, 1998
7
Talent Commitment and Retention
  • Most influential factors
  • Relationships with supervisors
  • Simple training helps a lot
  • Develop a performance culture
  • Cultures that dont recognize performance are
    demoralizing
  • Deal with low performers to keep the good ones
  • Peter Cappelli, The New Deal at Work,
  • Harvard Business School Press, 2001

8
Cost of not managing talent
  • Costs associated with
  • Poor employee retention
  • Poor safety records
  • Poor per-person productivity
  • Lost work days
  • are hidden, but, significant

The Gallup Organization, 2000
9
Why are we here?
  • Employees
  • want criteria spelled out
  • want to build skill set
  • want to know how they are doing
  • Peter Cappelli, The New Deal at Work,
  • Harvard Business School Press, 2001
  • Will resist if they do not know what their
    targets are and how they will be measured.

10
The cost of talent turnover
  • Category x Annual Salary
  • Front-line .41
  • Professionals 1.77
  • Managers 2.44

The Conference Board, 1999
11
UUNMCrstanding the Playing Field
  • 2. These employees will respond to consistent
  • Planning
  • Coaching
  • Reward/Recognition

12
What Committed Employees Say
  • I know what is expected of me
  • I have the materials and equipment I need to do
    my work right
  • At work, I have the opportunity to do what I do
    best every day
  • In the last seven days, I have received
    recognition or praise for doing good work
  • My supervisor, or someone at work, seems to care
    about me as a person
  • There is someone at work who encourages my
    development

The Gallup Organization, Q12 Items, 2001
13
What Committed Employees Say
  • At work, my opinions seem to count
  • The mission or purpose of my company makes me
    feel my job is important
  • My associates or fellow employees are committed
    to doing quality work
  • I have a best friend at work
  • In the last six months someone at work has
    talked to me about my progress
  • In the last year, I have had opportunities to
    learn and grow

The Gallup Organization, Q12 Items, 2001
14
How do we foster this commitment?
  • Focus on supervisors (and managers)
  • They influence 11 of the 12 Q12 items
  • Reviews and appraisalsa good place to start

Peter Cappelli, The New Deal at
Work, Harvard Business School Press, 2001
15
Current Performance Appraisal Observations
  • Tools for year-end documentation/discussion are
    good.
  • Process emphasizes back-end review
  • Minimizing ongoing feedback
  • Providing for passive observation with
    after-the-fact rating
  • Replacing front-end planning
  • Subordinate focus
  • Minimizing responsibility of supervisor to engage
    employee to achieve optimal results
  • There is not a solid and universal foundation of
    performance leadership practices with the
    supervisory and management team
  • UNMCs Classification and Compensation System
    does facilitate a Performance Culture

16
Managers and Leaders
  • Manager
  • Promotes stability and smooth operations
  • Often maintains the status quo
  • Focuses on processes (the how)
  • Leader
  • Articulates a mission or a goal (the what) and
    knows how to bring everyone on board to get it
    accomplished
  • Is a Partner in the dance, influencing the
    outcome

17
What is a Manager?
  • Someone whose primary responsibility is to carry
    out the management process.
  • Someone who plans and makes decisions, organizes,
    leads, and controls human, financial, physical,
    and information resources.
  • Someone who fulfills an
  • accountability, while depending
  • on subordinates.

18
Performance Leadership
  • Characterized by
  • Front-end planning
  • Broadened definition of job roles
  • Ongoing dialogue and feedback
  • Systemic view of many contributing performance
    factors
  • Link between personal achievement and
    organization success

19
Roles

Performance
INPUTs
TRANSFORMATION OUTPUTs

End-of-Process Assessment
Leadership Front-end and Continuing
Participation
20
Performance Leadership vs. Management
Job Content
Employee Performance Leadership
Output
21
NU Values
  • Accountability
  • Accepts responsibility for own actions and
    decisions and demonstrates commitment to
    accomplish work in an ethical, efficient and
    cost-effective manner.
  • Adaptability
  • Adjusts planned work by gathering relevant
    information and applying critical thinking to
    address multiple demands and competing priorities
    in a changing environment.

22
NU Values
  • Communication
  • Effectively conveys information and expresses
    thoughts and facts. Demonstrates effective use
    of listening skills and displays openness to
    other people's ideas and thoughts.
  • Customer and Quality Focus
  • Anticipates and meets the needs of customers and
    responds to them in an appropriate manner.
    Demonstrates a personal commitment to identify
    customers' apparent and underlying needs and
    continually seeks to provide the highest quality
    service and product to all customers.

23
NU Values
  • Inclusiveness
  • Interacts appropriately with all business and
    community partners and members of and visitors to
    the campus community, without regard to
    individual characteristics. Demonstrates a
    personal commitment to create a hospitable and
    welcoming environment. Fosters respect for all
    individuals and points of view.

24
NU Values
  • Occupational Knowledge and Technology Orientation
  • Demonstrates the appropriate level of
    proficiency in the principles and practices of
    one's field or profession. Demonstrates a
    commitment to continuous improvement, to include
    understanding and application of technology
    (hardware, software, equipment and processes).

25
  • Team Focus
  • Works cooperatively and effectively with others
    to achieve common goals. Participates in
    building a group identity characterized by pride,
    trust and commitment.
  • Leadership
  • Communicates personal vision and the
    university's vision in ways that gain the support
    of others. Mentors, motivates and guides others
    toward goals.

26
Performance Leadership


Coaching


Recognition Reward
Planning
Appraise (a part of Feedback and Recognition)

Expected Performance
Performance Period
27
Measuring an employees performance
  • What are we really measuring?
  • The supervisors/managers demonstration of
    leadership practices

28
Performance Leadership Planning
  • Goal setting
  • Clarification of traits and key behaviors
  • Assignment and clarification of job
    responsibilities
  • Identify and address developmental needs
  • Within the employees influence or control
  • Takes time and effortbutworth the investment!

29
Performance Leadership Coaching
  • Builds a foundation of communication and trust
  • Ongoing throughout the performance period
  • Keeps performance moving in a positive way
  • Practice as opposed to an event
  • Dialogue as opposed to forms and ratings
  • Information that enables maintenance of a
  • high probability of success
  • Largest gap between belief and practice
  • Lack of planning exacerbates poor coaching

30
Performance Leadership Recognition Reward
  • Favorable impact linked with personal interaction
    (motivation and appreciation)
  • Specific and timely
  • ability to speak is one of the best
    motivational tools supervisors have
  • Annual pay increases are not clearly connected to
    any particular accomplishment.

31
Performance Leadership Results
Leadership Practice Leader Behavior Outcome
Planning Setting goals/expectations Clarifying Duties Specifying Traits and Behaviors Clarity re job expectations
Coaching Maintenance of ongoing dialogue Clarity re job expectations and performance status
Recognition Rewards Acknowledgement Praise Opportunities Clarity re job expectations and valued behaviors
32
Performance Leadership Strategy The Performance
Culture
  • Leadership behaviors/practices
  • Not year-end raters
  • Different performance forms and ratings are not
    the issue
  • Good tool for operational requirements
  • Planning, coaching, recognizing and rewarding
  • Managers become Performance Leaders

33
Performance Leadership
  • Leaders, then, must be what Wheatley calls
    broadcasters, targeting praise and recognition to
    create a unified, purposeful culture . . .   ".
    . . all results -- good or bad -- are ultimately
    good, because they provide feedback that can
    guide us, telling us what to do next and how to
    do it better." (paraphrasing Margaret Wheatley
    in Leadership and the New Science, 1994)

34
Expectations
35
Goals, Expectations and Performance
Standards Pam Evers Managing Partner Abyss
Partnership, Inc.
  •  

36
Workshop expectations
  • Define expectations and performance standards
  • Incorporate NU values into process
  • Apply philosophy of performance leadership into
    daily interactions.


37
Workshop expectations
  • Identify and set, through the use of active
    language, solid performance standards.
  • Involve team members in creating their own
    standards and expectations.
  • Monitor and negotiate overall progress through
    review meetings.

38
NU Values
Valued Behaviors
  • Inclusiveness
  • Occupational Knowledge and Technology Orientation
  • Team Focus
  • Leadership
  • Accountability
  • Adaptability
  • Communication
  • Customer and Quality Focus

39
  • So what, exactly, is an expectation and how does
    it differ from a performance standard?

40
  • An expectation is a statement of general intent
    that gives a broad indication of the desired
    achievement or development.

41
For example
  • 1.     To maximize profit level and return on
    capital employed through the availability of
    high-quality products.
  • 2.     To provide a high-quality training
    service to the whole company.

42
Expectations may be long term or short term
  • A long term expectation should break down into
    a series of short term expectations.
  • You can eat a whole elephant if you do it one
    bite at a time!!

43
The purpose of setting expectations is to
  • 1.     Clarify exactly what is to be done, by
    whom and when.
  • 2.     Enable the manager to effectively
    designate work.

44
The purpose of setting expectations is to
  1.     Allow the team member to be clear about
    his/her responsibilities.
  2. Provide the team member with
    goals/standards, the achievement of which will
    help to raise morale and motivation.

45
The purpose of setting expectations is to
  • Provide a means for time management. If
    expectations are clear it will be easier to
    define priorities.
  • Provide a basis for performance appraisal.
  • Establish the basis for ongoing coaching to
    achieve successful performance outcomes.

46
Guidelines for setting expectations
  • 1.     A team members expectations should
  • Be related to those of the organization.
  • Be derived from those of the department.
  • Address the developmental needs of the team
    member specific to their current job assignment.
  • Be discussed and agreed on between the manager
    and the team member.

47
Guidelines for setting expectations
  • Limit the number
  • Keep to a maximum of ten expectations.
  • Make sure they can all be achieved in the time
    frames available.

48
Guidelines for setting expectations
  • Vary the focus of the expectations so that they
    include
  • Routine
  • Problem-solving
  • Developmental expectations toward current job
    responsibilities

49
Guidelines for setting expectations
  • Identify results to be achieved and not just
    activities.
  • A common mistake in expectation setting is to
    describe activities rather than specifying
    results to achieve.

50
Guidelines for setting expectations
  • An example of focus on the activity rather than
    on the outcome
  • To carry out training on writing expectations by
    September 3, 2005.

51
Guidelines for setting expectations
  • Verses an example of focus on a specific result
  • To provide managers with training on writing
    expectations and a process for setting standards
    by September 3, 2005.

52
Guidelines for setting expectations
  • Use an agreed-upon format
  • ACTION RESULTS TARGET
    CONSTRAINTS REQUIRED DATE
  • To reduce waste in the office, 1 percent, by
    April 30th 2005 without increasing staff.

53
  • Whether at the organizational, team or individual
    level
  • translate expectations into results, and
    performance standards

54
A standard or goal is a clearly-defined target
that has the following characteristics
  •    It is Specific. It states precisely, in
    factual or quantitative terms, what result is to
    be achieved.
  •    It is Measurable. There is a clear point at
    which you can say yes, that has been done.

55
  • It is Attainable.
  • expectations that are well set will be
    challenging for the owner but will be
    achievable. They will create a sense of
    winning.
  • Setting expectations that are not achievable
    creates losers and damages overall morale.

56
  • It is Results-driven. In other words, the
    expectation requires the owner to do something.
  • They are Time-framed. They have a deadline and
    interim review dates.

57
These five characteristics are universally known
as the SMART process or guidelines.
  • S pecific
  • M easurable
  • A ttainable
  • R esults-driven
  • T ime-framed

58
A standard using the SMART process might be
  •      
  • To provide managers with training on writing
    expectations and a process for setting standards
    by September 3, 2002.

59
  • Evaluate each of the following performance
    standards. Put a check next to each of the
    following characteristics you think the
    performance standard has
  • S specific
  • M measurable
  • A attainable
  • R results driven
  • T time framed

60
Joe will reduce the amount of wasted paper within
the UNMC Printing Department.
  • S Paper from what?
  • M Not as stated, but what could make it
    measurable?
  • A- Not sure, what would we need to know?
  • R- Since reduce wasted paper is an output
    factor, it is results driven.
  • T- There is no time limit set.

61
Sarah will increase her number of patient calls
by 10 by year end.
  • S Of patient calls
  • M- By 10 percent
  • A Increase her number
  • R- Increase is results-oriented
  • T- By the end of the year

62
George will work harder at keeping his
laboratory work area clean.
  • With regards to specific--What does work harder
    mean?? What does clean mean??
  • Not measurable, and has no time limit.
  • Working harder is an input therefore is not
    results driven.

63
Richard will try harder to reduce the number of
inadequate films in the X-ray clinic.
  • S- try harder??
  • M- How many are inadequate or how much reduction?
  • A- What do we need to know here?
  • R- Reduce the number of inadequate films.
  • T- No time frame given.

64
Mabel will improve her telephone technique with
patients and students.
  • What is a telephone technique?
  • What does improve mean?
  • It isnt specific or measurable and it has no
    time limit. It doesnt deal with output and
    therefore isnt results driven.

65
SMART
  • Improve productivity
  • Increase services (quantitative metric is best)
  • Conduct more effective meetings
  • Increase group meeting attendance
  • Improve our safety performance
  • Your example---  

66
Case Study
  • Working in assigned groups, discuss these
    performance expectations/standards. Decide which
    ones are clear and using the SMART process
    rewrite those that are not.
  •  Be prepared to discuss what the pitfalls would
    be if these refinements were not made.

67
Developing Your Own expectations
  • Write down your main areas of responsibility at
    work, considering within each area
  • What you have to do.
  • What results are expected of you.
  • What your deadlines are.
  • What constraints you have.
  • Using the SMART process, write the answers as
    expectations.

68
Develop expectations for One of Your Employees
  • Same process as before only this time consider
    how what you are asked to do aligns with what you
    require your employees to do.
  • Formulate expectations for one such position
    based on their job description and on meeting
    your overall departmental expectations.

69
Issues in Developing Performance expectations
and Standards
  • Sets performances standards too low or too high.
  • Cant meet the performance standards.
  • Commits to too many performance standards.

70
Issues in Developing Performance expectations
and Standards
  • Has not made a genuine commitment.
  • Doesnt take the planning process seriously.
  • Complains that others have easier performance
    standards.

71
In summary
  • Commitment
  • Communicate
  • Expectations
  • Overall Vision
  • Shared Meaning

72
nuvalues.unmc.edu
73
nuvalues.unmc.edu
74
Summary
Performance Leadership Practices Part 1
  • The Importance of Talent Management
  • Performance Management versus Performance
    Leadership
  • Performance Leadership Practices
  • Writing Expectations and Performance Standards
  • Resources for You
  • Session Evaluation
  • Session V March 11 Same place, same time
  • Performance Leadership Practices Part 2
  • Coaching/Feedback and Reward/Recognition
  • Thank you!
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