Session 2.5: Performance Management Module 2: Managing Human Resources Leadership and Management Course for ZHRC Coordinators and HTI Principals, and ZHRC/HTI Management Teams

Learning Objectives By the end of the session, participants will be able to:  Describe the steps for conducting a performance review.  Describe the process flow of OPRAS.  Identify at least two strategies for managing supervisory problems. 2

Performance Reviews  Ongoing process, not a single event Culmination of one-on-one supervision meetings  Opportunity to: Develop rapport Convey level of performance Recognize accomplishments  A tool to: Clarify and set expectations, explore responsibilities Improve productivity Identify training needs Set goals, focus efforts 3

Conducting Performance Reviews 4 1. Plan & Prepare 2. Start Discussion 3. Performance & Direction 4. Close 5. Follow-Up

What is OPRAS?  Open Performance Review and Appraisal System Intended to show the individual contributions toward achieving the overall organizational objectives  An open, formal and systematic procedure designed to assist both the employer and an employee in planning, managing, evaluating and effecting performance improvement in the organisation with the aim of realising organisational goals. 5

Benefits of OPRAS  OPRAS ensures: Openness Participation Accountability Ownership  Emphasizes objectivity and openness  Assists with competency and skill development  Focuses on overall quality improvement  Improves succession & workforce planning 6

How does OPRAS work? 7

Addressing Performance Problems  First, try consistent, constructive feedback.  If problems persist, address them in good faith, fairly, and in a timely manner.  Identify and address underlying causes.  Develop a joint action plan for improvement  Use progressive discipline, if needed. 1.Oral warning 2.Written Warning 3.Termination  NB: lack of feedback is the number one reason for performance problems –Leigh Branham 8

Consider Employee’s Viewpoint  Employees may identify factors that limit them from performing effectively, such as: Unclear expectations Inadequate supervision and feedback Inconsistent standards Unrealistic timelines Unclear guidance Disagreement/misunderstanding about standards Lack of resources (supplies, tools, support)  Discuss with employee, and problem-solve 9

Working with Difficult Employees 1.Plan Clarify goals, plan what you will say, who will attend 2.Meet Be specific Give clear examples of employee’s actions Describe negative consequences for continuing Describe desired behaviour & positive consequences Ask for employee’s point of view Offer support Identify next steps Avoid emotion, anger, and frustration 3.Follow-Up 10

Analyzing Performance Problems  See What do you see the person doing?  Feel How do you feel about what you see? How does it make others feel?  Seek What do you want the person to do differently in the future? Be specific.  Consequences What are positive consequences if they change? Negative consequences if they don’t? 11

Engaging with Productive Conflict  Do not avoid the conflict  Recognize when things are uncomfortable  Remind staff that what they are doing is important for the team  Understand different styles of conflict  Model appropriate conflict behaviour 12

Activity: Analyzing Performance Problems  Part 1: Story of P Read scenario. Complete the table with the class.  Part 2: Where’s K? Read the scenario. Work with a partner to complete the table. Role play a conversation about K’s performance. 13 Performance Analysis What do you see? How do you feel about it? What change do you seek? What are the consequences?

Key Points  Effective performance reviews require active participation from the employee and the supervisor.  OPRAS emphasizes openness, objectivity, accountability, and quality improvement.  Lack of feedback is the most important factor influencing employee performance problems.  Performance problems should be addressed openly and systematically, with a joint problem- solving approach that considers the supervisor’s and the employee’s perspectives. 14