0. RESETTING PERFORMANCE MANAGEMENT—DEVELOPING YOUR STAFF
Resetting Performance Reviews
Manager Briefing & Discussion Sessions
Winter 2012
Manager Briefing Sessions
Winter 2012
Copyright ©2012 by The Segal Group, Inc., parent of The Segal Company and its Sibson Consulting Division. All Rights Reserved.
Copyright ©2008 by The Segal Group, Inc., parent of The Segal Company and its Sibson Consulting Division. All Rights Reserved

1. This Year’s Cycle Phase 1
Clarifying and enhancing definitions of ratings
Resetting how ratings were used
Phase 2
Focus on goal setting
Merit increase differentiation
Phase 3
Staff development
Schedule meetings with your direct reports and draft reviews
Submit salary recommendations by May 4th
Finalize performance review and hold conversations – due by April 2nd

2. Today’s Agenda What do we mean by “Development”?
Group Discussion—Your Most Memorable Development Experience
Your Role as a Manager
A Question of Balance—Learning Orientation and Performance Orientation
A Debrief Tool
Exercise
Providing Feedback
Preparing for this Year’s Cycle 2 2

3. Everyone Can Benefit From Development
Expanding expertise for future growth and advancement
Building upon strengths—skills, knowledge, performance, and deepening experiences
Filling the gaps—skills, knowledge, performance

4. Exercise: A Memorable Development Experience
Reflect back on important development experiences and determine what made them memorable
Purpose
Consider the types of development we just discussed
Think back on a development experience in your career
Describe the situation. What made it memorable and why? What did you get out of it?
We’ll share some of our experiences
Overview
TIME
Think about experiences with colleagues, mentors, task forces, as well as supervisors
Example if necessary –
At American Express, goal to increase participation in savings plan
My role to reach out to everyone in division (1500). Had to develop presentation and conduct  30 session over one week
Helped presentation development skills and speaking skills – key to next job
10 minutes 4

5. Your Role as a Manager
Managers play important roles at Northeastern and defining the expected competencies is essential. An effective manager at Northeastern …
Pays attention to and addresses others’ capabilities and development needs; helps identify and close gaps
Effectively gives and receives feedback for growth
Seeks feedback about his or her own performance as a manager; learns from experience and mistakes
Models desired behavior for peers and subordinates
Delegates for the development of others—encourages others to make decisions, take responsibilities, and learn from it; “Gets out of the way”
Let’s take a minute and review the basics.
No matter what your role is as a manager, these are core competencies.
This definition comes from Northeastern’s Leadership Competencies, a set of competencies that describe what it takes to be successful leaders at Northeastern.
Note that this competency focuses on developing yourself as well as developing others. As participants in this session, you need to wear two hats, and think about development from both a personal perspective (what can I be doing to develop?) as well as from a manager’s perspective (how can I help my staff develop?).
Can you tie back these key points to any of the development themes from our opening discussion?
Use the Manager Self-Review to assess your strengths and plan improvements

6. Your Role as A Manager continued
Get to know your staff member
Goals, interests and aspirations
Strengths and areas for improvement
How they learn
How they see themselves
Use the Employee Self-Assessment form and process to get to know your staff member’s perspectives
Actively support and encourage their development
Help them plan and stick to the plan
Provide resources and opportunities as appropriate
Tailor to individual needs and styles
How does he/she learn: Visual, auditory or kinesthetic?
What is his/her focus: Developing or achieving?
Provide clear, supportive, frequent feedback
Positive to reinforce what should be continued
Constructive to redirect or change performance

7. Development Happens Every Day
90% of development opportunities can happen anytime—look for developmental, “coaching moments”
Consider the context
Identify goals and needs at the individual and department level
Use your direct reports’ self-assessments
Find on-the-job opportunities
If appropriate, find stretch opportunities outside own area
20% Feedback
Courses and Reading
10%
70% On the Job Experiences, Tasks and Problem Solving
Now let’s think about actually planning development
Here is a pie chart that shows the relative effectiveness of various types of development
What would you think the largest piece represents?
Adapted from research by M.M. Lombardo and R.W. Eichinger for the Center for Creative Leadership

8. PERFORMANCE ORIENTATION
A Question of Balance
Focus: Improving and learning.
Implication: “Mistakes” viewed as a part of the learning process and therefore not bad
LEARNING ORIENTATION
Focus: Achievement and getting ahead
Implication: “Mistakes” viewed as failures and to be avoided
PERFORMANCE ORIENTATION
Research has shown that people react differently to mistakes – depending upon their perspectives. It’s helpful to know this and understand your staff’s perspectives
In the end it’s a balance and people need to be in both zones
1 Adapted from Dweck, D.S., & Leggett, E.L. (1988), A Social-Cognitive Approach to Motivation and Personality. Psychological Review, Volume 95, No 2 pp

9. Fostering an Environment of Learning and Development
A DEBRIEF TOOL
What?
To reflect on what happened, what worked and what could be improved upon
Why?
Supports learning orientation and facilitates improvement
Lessens “scariness” of feedbacks
Creating learning and development environment requires self-reflection – whether group or individual
Debriefing is a simple but effective way to support a learning environment
When?
As soon as possible after the event—memories are fresh, more efficient than adding to a “To Do” list
How?
Can be a group discussion, or individual exercise
Identify and define action items and follow up

10. Fostering an Environment of Learning and Development
Customize the debrief
Sample questions:
What happened?
What did you think, feel, say, and do?
What could you have done differently?
What did others say and do?
What was effective?
What was not so effective?
How can you learn from this experience?
Not every debrief is the same – customize your questions to the situation
The goal is to have everyone think about their role – What they did? or didn’t do?, What could be done differently? or better?
The intent is to learn from the experience and use that information in the future to improve effectiveness

11. Exercise: Providing Real Time Feedback
Purpose
To practice providing feedback to a colleague
Overview
Within each group, one volunteer stands facing the others in the group.
Place an empty container 3 to 5 feet behind the volunteer—out of view of the volunteer
The volunteer tosses crumpled balls of paper into the container behind him/her without looking, aiming to get 3 in. Group members provide feedback to guide the volunteer
Repeat exercise with a new volunteer— move box to a different position for the new volunteer
TIME
Karen
Let’s debrief
What did you experience?
What was helpful?
What might have been better?
20 minutes 11

12. Feedback Framework©
Feedback is essential to a learning and performance culture
Clear, specific, real-time works best
Provide both positive and constructive
Framework assists in preparing to deliver feedback effectively
Introduce the framework as a means to plan and deliver feedback
Use this framework to organize your thoughts and plan how you will deliver feedback
To guide on-going feedback as well as formal performance reviews
On-going strongly encouraged
Needed to avoid surprises
Positive and constructive
Help build culture of feedback
Expectations
Observations
Assessments
Outcomes 12 12 12

13. Top 5 Take-Aways
1. Everyday activities create opportunities for feedback and development
2. 70% of development occurs through job experiences, tasks and problems solving
3. Create a learning environment to balance with performance— use the debrief tool, encourage self-reflection
4. Offer effective feedback and reinforcement—clear, specific, real time
5. Use what has proven effective—employee self-assessments

14. The Performance Management Cycle
I. Performance Planning/ Expectation Setting
Development can be planned here
III. End of Year Evaluation
And is discussed here
II. Ongoing Review and Feedback
And takes place here

15. Using the Performance Appraisal to Document Development Goals and Proposed Actions
IV. DEVELOPMENT DISCUSSIONS
A. Recommendations for Development (List specific recommendations to facilitate continued employee development for professional growth.)
B. Performance Improvement Requirements (List specific areas in which performance did not meet expectations and improvement is necessary.)
C. Actions to be taken by Employee/Supervisor (i.e., related to specific recommendations and/or requirements in either A or B above)
Development activities that specifically support the University and/or Department goals?
V. OVERALL PERFORMANCE RATING
 Consistently Exceeds  Frequently Exceeds  Fully Meets  Partially Meets  Does Not Meet*
* Strongly recommend consultation with Human Resources Management
VI. EMPLOYEE COMMENTS (Optional)

16. Wrap-up – Questions, Comments, Thoughts?