Performance Development Planning (PDP)

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(No Transcript)
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• Performance Development Planning (PDP)

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• Agenda

• Overview (25 min)
• What is it, why do it
• Whats different
• Performance Planning (30 min)
• Performance Coaching and Feedback (30 min)
• Performance Review (30 min)
• Performance Process and Form(s)

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• Overview

Before you are a leader, success is all about
growing yourself. When you become a leader,
success is all about growing others.
Jack Welsh
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• What is it?

Performance Planning Dialogue between manager and
staff to set clear, specific performance
expectations at the beginning of cycle
Performance Review Two way discussion and written
document focusing on staff performance, areas of
excellence, goals for improvement and development
needs
Ongoing Coaching Two way discussion which focuses
on recognizing excellence and areas for
improvement and learning as well as barriers to
performance
Performance Criteria Information which provides
the foundation for performance job description,
organizational goals, competencies, standards
Feedback Ways in which feedback can be collected
which may include peers, clients or 11 between
Manager and staff
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• Why Support Career Development?

• Provide clarity about career paths and job
  opportunities at the University
• Assist in succession planning
• Clearer standards for managing performance
• Focused skill development

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• Overview Why do it?

• To create and foster an ongoing, two-way
  communication process which
• clarifies expectations between the manager and
  the individual
• Assists individuals in reaching personal and
  professional goals through skill development
• Integrates consistent coaching practices designed
  to support development targets

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• What is different

Shared vision, governance and framework
Builds a system that builds performance to meet
organization needs
Keeps a forward focus on the shifts in skills
that are needed for employees to succeed
Links to other systems (training and development,
communities of practice)
Identifies desired culture, behaviours and style
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• Partnership between Management and Staff

• Link to ltenter your organizations goalsgt
• Targets focused on performance and behaviour
• Help employee to excel
• Set expectations for coaching

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• Performance Planning

(setting expectations and goal setting) 90 of a
Managers time in the process should be devoted
to planning, development and coaching 10 on the
performance evaluation
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• Guiding Staff Members

• Share department and organization goals
• Meet with the staff member, discuss specific
  expectations for performance and contributions
  during the review period
• Schedule regular meetings with staff member to
  discuss performance and focus forward on ongoing
  improvement
• Update expectations should priorities or
  circumstances change

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• Performance Planning Setting Expectations

Specific What is the desired outcome?
Measurable How will you and your staff member know if the desired outcome has been achieved?
Attainable Have you and your staff member discussed and reached consensus on the outcome?
Relevant Are the assignments relevant for the position? Are they aligned with department or organizational goals?
Timely When will the result be achieved?
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• Be Clear Set objective measures

• Consider the six specific competencies related to
  their job
• What are some of the daily tasks or activities
  where these are performed? What does good
  performance look like? Describe the standard.
• What are some projects or assignments the staff
  member needs to complete? What is the desired
  outcome? Measure the result.
• What behaviours are desired as the staff member
  completes tasks or assignments? How will these
  need to be leveraged? Examples of observable
  behaviour.

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• Creating Development Plans

• Develop or improve skills, knowledge or
  competencies in their current role
• Acquire new skills, knowledge or competencies in
  current role relating to
• a new assignment,
• change to role responsibilities,
• introduction of new process or technology
• Obtain new skills, knowledge or competencies in
  preparation for career development in a new role

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• Creating a development plan

MedITs Objectives
Team Goals
Individuals current Skills
Individuals Development (in current role)
Individuals Aspirations
Development Plan
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• Developing in a Current Role

• What learning opportunities would you consider
  for your staff member in developing in their
  current role for
• a new assignment
• change in role responsibilities
• introduction of a new process
• or technology

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• Developing for a new role

• What steps might you take to help support their
  development plan?
• What learning opportunities would you consider
  for your staff member while on the job?

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• Steps

1. Staff member determines what their career
   aspirations are
2. Staff member and Manager determine what type of
   development is appropriate
3. Discuss best learning methods, agree on outcome
   and timeline
4. Staff member also does self-development
   activities
5. Progress is tracked, successes celebrated!

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• Performance Coaching and Feedback

Leadership is a lifting of a persons vision to
high sights, the raising of a persons
performance to a higher standard, the building of
a personality beyond its normal
limitations Peter Drucker
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• What is coaching?

• Coaching is a unique opportunity to focus and
  move forward on personal, professional or
  organizational goals through the exploration of
  ideas and candid dialogue with a confidential and
  unbiased thinking partner

http//youtu.be/UY75MQte4RU
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• Manager as a coach

• listens, observes and customizes approach to
  individuals needs
• elicits solutions and strategies from
  individuals
• believes that the individual is naturally
  creative and resourceful
• The coaches job is to provide support to enhance
  the skills, resources and creativity that the
  individual already has.

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• Feedback is the essence of coaching

• Feedback is essential to staff development. It
  not only helps staff correct mistakes before they
  become habits, but it also
• Acknowledges the strengths that they draw on to
  be successful
• Focuses on the actions required to move forward
• Identifies plans to overcome obstacles
• Helps staff to achieve their goals
• Fosters productive working relationship

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• FRAME your coaching

• F Focus on each interaction
• R React non judgementally
• A Ask thought provoking questions
• M Monitor progress and learning
• E Encourage continued growth

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• Coaching Process

• By listening....what I heard you say is...hmmm
  say more....
• By encouraging...you are right on track...go for
  it....
• By questioning...what is going well....what
  support do you need...what is getting in the
  way....what could be the first step...
• By requesting...I have a request...can I ask you
  to cut your expenses by 50
• By action planning...who, what, when

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• Coaching Exchange

• Identify what is it you want to ensure you get
  through the exchange
• Discover find out more...what is the
  issue..find out challenges and concerns
• Strategize what direction are you going to make
• Clear the way impediments to action and
  progress
• Re-cap what are you going to do and when

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• How would you coach a.....

• New member
• Star performer
• Not meeting expectations
• Steady contributor

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• Tips for providing positive and constructive
  feedback

1. Describe the behaviour you are observing, such as
   meeting a deadline, surpassing productivity, or
   participating fully in a meeting
2. Emphasize the impact of the behaviour so that the
   person can clearly see why you believe it is
   important. Describe the impact on the
   organization, the team or the job
3. Let the staff member know exactly what behaviours
   to continue, and what behaviours not to continue

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• Tips for providing positive and constructive
  feedback

1. Develop a habit of looking for and commending
   specific positive behaviours such reinforcement
   will increase the incidence of them
2. Respect the staff members need for privacy. Your
   reaction should be between you and the staff
   member

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• Remember to...

1. Focus on the work, not the person
2. Avoid overwhelming do not provide too much
   feedback at once
3. Focus on the future
4. Identify benefit or positive outcome of the
   change
5. Provide appropriate balance of positive and
   negative feedback.

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• Guiding principle.....

• When people make mistakes, the last thing they
  need is discipline. Its time for encouragement
  and confidence building. The job at this point
  is to restore self-confidence...If we are
  managing good people who are clearly eating
  themselves up over an error, our job is to help
  them through it.
• ...they coached....rather than preached....they
  got better results...
• Jack Welch, Straight from the gut

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• Coaching Video

http//www.youtube.com/watch?vK2bZyIqMPTI
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• Role Play

• Coaching to develop new skills required for
  current job or for new position
• Coaching to correct or improve performance

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• Performance Review

I work with them everyday. They know I think
they do a great job next to firing, this is
my least preferred task the form is too
long Im afraid I will be challenged on my
review and have to provide examples which I cant
remember I dont like being in the role of
judge
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• Making the review easy

• Set clear expectations. Provide them on the first
  day of employment.
• Provide feedback all year. Have performance
  discussions as a regular part of the work day and
  review meetings are held regularly.
• Ask first, tell later. Begin a performance
  discussion by asking the employee to rate their
  performance. Have them provide examples of where
  they have met and exceeded the expectations.
  Document.
• Guarantee no surprises at the annual meeting. If
  you are waiting for annual meeting to discuss
  performance, you lost your chance to be effective

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• Performance Review Discussion

• Schedule the meeting communicate expectations
• Allow time for the staff member to prepare for
  the meeting by completing a self assessment (aka
  initial worksheet)
• Let the staff member discuss their self
  assessment first
• Summarize your observation of the progress made
  to date, including areas of excellence, and areas
  for improvement. Include specific examples and
  impacts
• Listen and clarify differences. Include both
  views in final copy
• Discuss goals and development plan for coming
  review period

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• Progress Tracking

• Development/Coaching conversations 11
• Focus of the exchange
• Critical discoveries
• Strategy
• Obstacles
• Recap/Actions
• Annual/bi-annual performance review
• discussion and completion of forms (handout)

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• Desired Outcomes

• Clarified for the staff member how their
  performance compared to the expectations that
  were established.
• Provided staff member with feedback on how their
  performance is helping the group achieve its
  goals.
• Motivated staff member to continue doing what
  they do well and to improve their performance in
  other areas.
• Identified barriers to performance and how to
  address them.
• Agreed on development/growth opportunities and
  activities.
• Completed the annual assessment that is required.

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• Building a High-Performance Workforce

• Business objectives and priorities are clear
• Communication and listening skills are key
• Think about change early and often.
• Walk the talk. Create a culture with a free
  flow of information, innovation, openness and
  flexibility
• Training and build internal capabilities
• Seek ongoing improvements rather than leaping
• Measure and celebrate individual and
  organizational results

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• Resources

• Creating and Using a Development Plan
• Personal Career Development Plan templates
• Coaching http//www.hr.ubc.ca/coaching/coaching-re
  sources
• Managing at UBC http//www.hr.ubc.ca/managing-at-u
  bc/  
• Manager as Coach (MOST program)
• http//webapps.hr.ubc.ca/hrcatalog/catalog_courses
  essions.action?subcategoryMOSTcoursecodeCCscop
  eALL