Managing Performance Chapter 18 © 2015 by McGraw-Hill Education.  This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner.  This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 

Learning Objectives After studying Part Nine, you will be able to: Master performance management as a leadership skill. Know how to set goals, provide feedback on progress, and correct performance problems. Know your level of performance in the areas of statesmanship, working through others; entrepreneurship, achieving results; and innovation, generating new ideas. © 2015 by McGraw-Hill Education.  This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner.  This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 

Learning Objectives Model and reinforce high standards of professional conduct, including upholding core values and using a caring confrontation when corrective action is necessary. Improve performance through behavior modification. Answer the question, Would you hire you, based on your current professional performance? © 2015 by McGraw-Hill Education.  This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner.  This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 

Managing Performance Performance management is at the heart of leadership success It is important to have a vision, values, leadership qualities, and the power of leadership position © 2015 by McGraw-Hill Education.  This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner.  This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 

Managing Performance Effective leadership requires Clearly communicating goals Coaching others to succeed Correcting poor performance © 2015 by McGraw-Hill Education.  This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner.  This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 

Managing Performance Performance planning Establishes direction and clarity of assignment Provides the foundation on which performance can be developed and evaluated © 2015 by McGraw-Hill Education.  This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner.  This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 

Managing Performance Performance coaching Correcting poor performance Involves the development and encouragement of people Help individuals grow and fulfill their personal potential Correcting poor performance Modify and improve performance when mistakes are made © 2015 by McGraw-Hill Education.  This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner.  This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 

Managing Performance According to The One Minute Manager, three leadership techniques work at all levels, in all environments: One-minute goal setting for performance planning One-minute praising for performance coaching One-minute reprimand for correcting poor performance

Basic Principles of Psychology These techniques are drawn from the basic principles of behavioral psychology: The power of goals to focus and energize behavior The need for feedback to reinforce or modify behavior The importance of praise as a recognition technique © 2015 by McGraw-Hill Education.  This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner.  This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 

One-Minute Goal Setting Identify three to five goals that are critical to success Write them on a single sheet of paper (250 words or less) Include the individual in goal setting Strong relationship between personal involvement and future success

One-Minute Praising Show appreciation for effort and accomplishments People need feedback as a way of tracking and sustaining progress What gets rewarded gets repeated © 2015 by McGraw-Hill Education.  This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner.  This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 

One-Minute Praising Four characteristics Praise is immediate Praise is specific Praise is sincere The individual is encouraged © 2015 by McGraw-Hill Education.  This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner.  This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 

One-Minute Reprimand Saved for individuals who are trained and who know what to do, but make mistakes Four characteristics Correction is immediate Correction focuses on behavior Correction is sincere The individual is encouraged © 2015 by McGraw-Hill Education.  This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner.  This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 

Setting Performance Objectives Four major areas in which to set objectives Quantity Quality Timeliness Cost Peter Drucker explains the importance of setting performance objectives: Each person should have clear objectives that support the success of the organization © 2015 by McGraw-Hill Education.  This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner.  This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 

Setting Performance Objectives Quantity Most common method of measuring performance Quality One of the most important areas for which standards apply © 2015 by McGraw-Hill Education.  This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner.  This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 

Setting Performance Objectives Timeliness Includes time factors as meeting deadlines and absenteeism Cost Four M’s of management: manpower, material, machines, and methods © 2015 by McGraw-Hill Education.  This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner.  This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 

Conducting Performance Reviews Keep communication lines open Help motivate employees Give peace of mind to both employer and employee © 2015 by McGraw-Hill Education.  This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner.  This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 

Conducting Performance Reviews Employees and supervisors should be trained in: Preparation Implementation Follow-up © 2015 by McGraw-Hill Education.  This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner.  This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 

Performance Review Checklist Table 18-1 © 2015 by McGraw-Hill Education.  This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner.  This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 

Performance Review Checklist Table 18-1 © 2015 by McGraw-Hill Education.  This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner.  This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 

Performance Review Checklist Table 18-1 © 2015 by McGraw-Hill Education.  This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner.  This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 

Performance Review Checklist Table 18-1 © 2015 by McGraw-Hill Education.  This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner.  This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 

Conducting Performance Reviews Multisource evaluations can be useful for improving performance 90% of Fortune 1000 companies use some form of multisource assessment These assessments are called 360-degree feedback because the individual is rated by a circle of people Evaluation of leaders by employees is a valuable tool for improving leadership effectiveness © 2015 by McGraw-Hill Education.  This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner.  This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 

Conducting Performance Reviews Research shows improvement is most likely to occur when: Behavior change is necessary. Recipients believe change is possible. Appropriate improvement goals are set. Improvement is recognized and rewarded. © 2015 by McGraw-Hill Education.  This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner.  This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 

Coaching Others for Growth Use feedback as soon as possible. Focus on behavior change not personality analysis. Link feedback to learning and performance goals. Align improvement goals with key results for the organization. Coach for improvement not just for final results. © 2015 by McGraw-Hill Education.  This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner.  This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 

Performance Management Strategies The leader must: Recognize and retain high performers. Reinforce and develop the skills and attitudes of middle performers. Confront and correct or dismiss low performers © 2015 by McGraw-Hill Education.  This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner.  This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 

Performance Management Strategies Figure 18-1 © 2015 by McGraw-Hill Education.  This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner.  This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 

Performance Management Strategies Figure 18-1 © 2015 by McGraw-Hill Education.  This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner.  This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.