1. Managing Employee Performance and Reward
Concepts, Practices, Strategies
2nd edition

2. Performance feedback and development
The performance management cycle
Analysing individual performance deficiencies
Providing feedback: three approaches
Counselling underperformers
Action planning
Providing negative feedback
High performance coaching

3. The performance management cycle
FORMAL REVIEW MEETING
MONITORING
FORMAL ASSESSMENT
LEARNING AND DEVELOPMENT
ACTION PLANNING
INFORMAL FEEDBACK
COMPETENCIES
BEHAVIOURS
RESULTS

4. Diagnosing individual performance deficits
Selection, training and development
Psychological contract
Deal delivery
Trust
Felt-fairness
Recognition and rewards
Resources
Technology
Materials
Information
Supervisor and peer support X
Competencies
Knowledge
Skills
Abilities
Attributes
Person–role fit
Motivation
Direction
Intensity
Duration =
Performance
(validly and reliably assessed)

5. Performance review meetings (or formal feedback sessions)
A formal dialogue/exchange between employee and supervisor about the employee’s performance over the review period for the purpose of reaching agreement about what has been achieved, what can be improved and how such improvements can be achieved.

6. Performance review meetings
Key steps:
Evaluate performance (competencies, behaviours, results)
Summative and detailed feedback on performance
Provide positive reinforcement
Exchange of views about what has been achieved and what needs to be done
Agreement about what needs to be done next (action planning)

7. Providing feedback: three approaches
‘Tell and sell’
That employees appreciate advice and constructive criticism
Supervisor’s attitude
Sentencing judge
Role of supervisor
Tell employee of performance
Obtain employee acceptance of evaluation
Persuade employee to agree to supervisor’s plan for improvement
Aims

8. Providing feedback: three approaches
‘Tell and listen’
Feelings of the employee should be understood and respected
Supervisor’s attitude
Attentive judge
Role of supervisor
Tell employee of performance
Allow employee to respond to appraisal
Consider both views together, reach conclusion and plan for improvement
Aims

9. Providing feedback: three approaches
‘Problem-solving’
Mutual and constructive approach is best for identifying and correcting problems
Supervisor’s attitude
Helper/counsellor/coach
Role of supervisor
Discuss appraisal jointly
Work together to identify solutions to performance problems
Encourage employee development and improvement
Aims

10. The ‘problem-solving’ review meeting
Aim may conflict with evaluative purpose
Requires highly competent interviewers
More difficult to control; more time-consuming
Disadvantages
Constructive nature means improvement is more likely
Ideas and views more easily expressed (without being judged)
Greater freedom and cooperation
Mutual discussion may remove barriers and allow insight
Fosters ‘double-loop’ learning
Advantages
Invite reflection and self-assessment
How well do you feel that you have done?
How do you feel about that?
Why do you think that happened?
Open Q&A dialogue
Use of exploratory questions
Evaluating and reflecting ideas
Ability to listen
Ability to generate ideas
Sensitivity
Seeing job from employee’s perspective
Summarising
Main interviewer competencies

11. Action planning instrument
Performance development plan for the year 2016
Supervisor:………………………………………
Signature:……………………………………….
Date:……………………………………………..
Employee name:………………………………
Position:…………………………………………
Signature:………………………………………
Date: ……………………………………………
All performance development planning should be based on:
A thorough and agreed analysis of the nature and scope of assessed performance weakness over the preceding year.
Agreement as to the factors primarily responsible for these weaknesses and the main needs arising from these weaknesses.
Agreement as to the steps that should now be taken to address these weaknesses and needs and the goals that should be applied to ensure that these needs are met in an effective and timely way.
In determining the steps to be taken and goals to be set, consider which of the following options may provide the
most appropriate and realistic solutions:
Teamworking exercises
Conference/seminar attendance
Reading and discussion of relevant publications
Networking
Online training
Job rotation
Assessment centre activity
Higher duties
Coaching
Special projects
Lateral transfer
Secondment
Self-learning programs
Committee/task force participation
Mentoring
Formal training
Further education
On-the-job training

12. Action planning instrument
Performance development goals 3. 2. 1.
Goal and measure for addressing each nominated long-term need/aspiration:
1–3 longer-term career development needs/aspirations: 5. 4.
Specific goal and measure to address each need:
3–5 high priority development needs for 2016:

13. Providing negative feedback
What is negative feedback?
The communication of information and judgements regarding low or reduced
achievement against desired performance standards or expectations.
Barriers that may prevent people benefiting from negative feedback:
Most people don’t like giving it
Most people do not want it because of perceived loss of ‘face’
Cultural barriers, especially regarding loss of ‘face’
Typically perceived less accurately than positive feedback because mechanisms aimed at protecting self-esteem distort message
Self-serving bias: undesirable outcomes blamed on contextual factors rather than on the individual
Denial, especially by individuals with high self-esteem, history of high performance and over-exposure to positive feedback
Individuals with low self-esteem may experience a further loss of self-image

14. Developing high performance: mentoring and coaching
What is a mentor?
A mentor can be defined as an individual of high status in the work environment who has superior experience and knowledge and is committed to providing upward mobility and career support to a mentee (Ragins, 1989)
Can be a formal or informal relationship
One-on-one support and guidance is provided by the mentor

15. Performance coaching What is performance coaching?
A learning process to help high-performing employees to further enhance their performance
The purpose is to examine areas for development and to assist the ‘coachee’ in thinking through work-related problems and identifying and evaluating possible responses
The coach helps establish development plans and, if the relationship continues, can track accomplishments in carrying out the plan

16. Performance coaching
Historically, focused on remediation for derailing executives
Today, is focused on preparing high-potential employees for career advancement such as:
accelerating high-potential development
developing special populations (e.g. minority executives)
special needs (e.g. on boarding or managing remote teams, or managing a specific project) (Bono et al., 2009)
Emphasis is on drawing a strong link with learning and development and assisting individuals or teams to reach their full potential.

17. Forms of coaching Leadership Executive (custom-tailored) Results Group
Organisational
Business
Behavioural
Life