2. Performance Development Planning (PDP)

3. Agenda Overview (25 min) What is it, why do it What’s different
Performance Planning (30 min)
Performance Coaching and Feedback (30 min)
Performance Review (30 min)
Performance Process and Form(s)
For some of you this will be a good review, for others it will be new information. In addition, we will be talking about the differences you’ll see which support the IT Career Framework

4. 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
The objective of this training is to align everyone to the same level of understanding about what performance management or development is. For some of you, this may be simply a review, for others you will learn new things, and for some of you who are new to managing and developing staff, this will be mostly new. In a survey that was done as part of the CF project, we learned that:
Different levels of understanding in terms of Performance Management versus Performance Review
Not all managers do performance management
Limited skill in performance conversation & coaching for performance
Variety of performance review tools
Cultural mindset - performance management used to correct a performance problem
It was therefore critical to the success of the Career Framework adoption, that we include performance development planning in support of individual’s ongoing development and career aspirations.
There will be many opportunities for us to continue to develop specific skills related to performance development including more training around coaching. ( NOTE: this may be specific to each group who may decide to continue to build on this)

5. What is it? Performance Planning Performance Review Ongoing Coaching
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 1:1 between Manager and staff
Evolution of Performance Management
Initially, performance management was a process that consisted primarily of an annual performance appraisal that line managers viewed as being required by HR and complied accordingly.
Today, performance management is one of the principle tools executives, line managers and employees use to achieve collective goals. Performance Management is more than completing an annual appraisal of an employee’s performance; it is:
an on-going method of both managing and developing employees across the institution
process provides focus, aligns employee goals with overall goals of the institution
provides periodic feedback and assessment that motivates and reinforces behaviour
guides important training and development of critical skills and competencies

6. 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
As a manager you may dread the thought of your brilliant, dependable member of staff leaving you for a job elsewhere, but developing career opportunities will have many benefits:
-Bullet 1 “provide clarity about career paths and jobs at the University”
will enable managers to support staff with career planning and give substance to longer-term aspirations discussed at staff review
-Bullet 2 “Assit in succession planning”
Through open communication with staff about their intentions to move on enables more effective succession planning and provides opportunities for others
-Bullet 3 “clearer standards for managing performance”
by identifying the behaviours an individual needs to do a job provides clearer standards for managing performance and makes recruitment more effective
-Bullet 4 “focused skill development”
by developing training provisions to better match job requirements means staff can improve their skills whether they are new to the job or developing in the role.

7. 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
Performance development planning is one of the most powerful tools available to Managers to help increase performance, increase employee satisfaction and retention and support ongoing development within the current job and for career aspirations

8. 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)
Moving from:
hoping that what we are building and delivering aligns to the UBC goals as well as the goals of our stakeholders.
dwelling on past performance
as a stand alone activity to manage poor performance
limited focus on continued and persistent improvement
a mostly technical-focus skills organization to a more holistic one which includes not only what you do, but how you do it.
Identifies desired culture, behaviours and style

9. Partnership between Management and Staff
Link to <enter your organization’s goals>
Targets focused on performance and behaviour
Help employee to excel
Set expectations for coaching
-Bullet 1 “link to your organization’s goals”
Make the linkage for the employee on how they contribute to the organization’s goals
-Bullet 2 “targets focused on performance and behaviour”
Agree on the targets which focus on performance and behaviour (observable)
-Bullet 3 “help employee to excel”
Agree on what the Manager (you) will do to help remove barriers and allow the employee to excel
-Bullet 4 “set expectations for coaching”
Agree on when you will meet throughout the year for coaching conversations

10. Performance Planning (setting expectations and goal setting)
90% of a Manager’s time in the process should be devoted to planning, development and coaching
10% on the performance evaluation

11. 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
Ask the staff member to consider how they can contribute to these goals
Document specific points so they can be referred to later
Agree on frequency (every month; 2,3,4 or 6 months)
Keep expectations current
Even if you work closely with a staff member, you should still schedule regular meetings with them.
Sometimes staff are reluctant to share their opinions, feelings, challenges in an open setting.

12. 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?
Agreed with the staff member on:
What does “good performance” look like?
If you can’t measure it in a meaningful way, then don’t set it as an individual goal. Neither you nor the staff member will know when they have met it if it isn’t measurable in some way
What are some of the projects or assignments the employee needs to complete and what is the desired outcome?
What “observable behaviours” do you expect to see as the staff member completes the task or assignment?
What is a reasonable # of goals for an individual to achieve given IT is always changing and new things are always coming up? Do not set goals which are unattainable.

13. 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”.
Weave competencies into “how” they perform their duties or accomplish their goals.

14. 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
Development plans could include and development activities which support development within their current role or for a new role. It is important here to set expectations on what is realistic for the organization to support.

15. Creating a development plan
MedIT’s
Objectives
Team Goals
Individual’s current
Skills
Individual’s
Development
(in current role)
Individual’s
Aspirations
Development
Plan
NOTE: What you can influence and support within an individuals aspirations are within the IT Career Framework. If a staff member wishes to develop outside the career framework, then they may need to seek other assistance, potentially through:
obtaining a coach in the UBC coaching program
contact UBC HR for recruiting opportunities
seek outside UBC assistance

16. 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
This slide is meant to encourage discussion amongst attendees – ask for suggestions......

17. 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?
This slide is meant to encourage discussion – ask attendees for their suggestions.....
Staff today expect:
learning and development opportunities
desire quick advancement
expect their manager to take an interest in their career growth
want a career plan mapped out with activities they can check off and timelines

18. Steps Staff member determines what their career aspirations are
Staff member and Manager determine what type of development is appropriate
Discuss best learning methods, agree on outcome and timeline
Staff member also does self-development activities
Progress is tracked, successes celebrated!
It is important to set expectations here. Take into consideration the following when looking at a staff members career development plan:
is the development within the IT Career Framework and your area of expertise to be able to support ?
is the primary focus for development which is required to do the current job they hold?
what amount of time/resources are you able to dedicate to support a new role in another area?
what amount of time/resources are available for mentoring opportunities?
Consider outcomes. If a staff member wishes to take a course, look for appropriate certification and oppportunities to share knowledge with the rest of the team. If a staff member wishes to job shadow with someone. Identify what it is they will learn up front, and circle back with the employee to see what they have learned and how you can support ongoing development on the job.

19. Performance Coaching and Feedback
Leadership is a lifting of a person’s vision to high sights, the raising of a person’s performance to a higher standard, the building of a personality beyond its normal
limitations
Peter Drucker
ASK: What is the difference between managing and coaching?
Managing is more about telling someone what is required or expected and then following through to ensure goals and outcomes are achieved
Coaching is about asking someone how they might perform a task and bringing out the answers they inherently have within them.
Both are needed and are used depending on the circumstances
Leadership is not a magnetic personality – that can just as well be a glib tongue. It is not “making friends, and influencing people” – that is flattery.

20. 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
DISCUSSION: think back to a situation when you received helpful feedback from a manager or supervisor.
What did the manager do that made it memorable?
When and where did the manager give feedback?
SHOW VIDEO: ask the attendees to note some of the traits of a coach. These include:
Availability (sign on the door at the beginning)
Coach providing the vision and tools (point a to b, and tool box)
Coachee providing the solution
Encouragement (throughout)
Agreement (handshake)
Coach allowing the coachee to fall, but did not let him kill himself (safety net)

21. Manager as a coach
listens, observes and customizes approach to individual’s 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.
What is the individual doesn’t know what they can do?

22. 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
The staff member feels.....
I fit
I’m clear
I’m supported
I’m valued
I’m inspired
Coaching conversations go from telling to listening; hierarchical to collaborative; judging to accepting

23. 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
Be careful in your questioning in your terminology. Do not use “why”....it leads to the staff member feeling like they need to justify and they will be defensive. The purpose of questioning is to find out what is really happening. Be inquisitive

24. 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
An easy way to listen is to SLOW down. If you are rushing, you are not waiting long enough to hear the full story. Pauses can also be powerful as well.
Emphasize “requesting”. If you tell someone what to do, you will get a different reaction that if you request. If you request, the staff member has a say in the outcome. Negotiation then may be possible. If the staff member has a say, then buy in will be greater and more likely to stick.

25. 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
These five steps can be utilized in all situations for all different types of individuals.

26. How would you coach a..... New member Star performer
Not meeting expectations
Steady contributor
This slide is meant to encourage discussion – ask attendees for their suggestions on how they would approach each.
New member: how to navigate the waters. Ask what their expectations are and how you can help them as well
Star Performer: may need coaching on motivation, may require additional encouragement to share knowledge
Not meeting expectations: focus forward on desired behaviours.
NOTE: You need to determine when coaching is appropriate for this, rather than managing
Steady contributor: can be change adverse. May need motivation to extend themselves from “thats the way we’ve always done it”.
So....it is important to remember:
When is coaching appropriate (rather than managing)
How you coach someone is based both on the situation and the individual. Your coaching should be adjusted according to what an individual needs, and their situation.

27. Tips for providing positive and constructive feedback
Describe the behaviour you are observing, such as meeting a deadline, surpassing productivity, or participating fully in a meeting
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
Let the staff member know exactly what behaviours to continue, and what behaviours not to continue

28. Tips for providing positive and constructive feedback
Develop a habit of looking for and commending specific positive behaviours; such reinforcement will increase the incidence of them
Respect the staff members need for privacy. Your reaction should be between you and the staff member

29. Remember to... Focus on the work, not the person
Avoid overwhelming – do not provide too much feedback at once
Focus on the future
Identify benefit or positive outcome of the change
Provide appropriate balance of positive and negative feedback.

30. 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”
No one comes to work every morning to see how they can make a mistake. Individuals are most hard on themselves when a mistake is made. The emphasis is on coaching them through to performing well – what would they do differently next time.....

31. Coaching Video http://www.youtube.com/watch?v=K2bZyIqMPTI
If you have more than 2 hours, this video is possible....

32. Role Play
Coaching to develop new skills required for current job or for new position
Coaching to correct or improve performance
Handout (five minutes for each exercise)
Have each person report back on:
Coaching role: what did it feel like, what was easy/difficult to do
Coachee: what did the coach do that made the exchange good – did you had a say and were asked? Did you feel valued and inspired?

33. 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”
“I’m afraid I will be challenged on my review and have to provide examples which I can’t remember”
“I don’t like being in the role of judge”
Some feedback from staff:
“ a delay in my review is demotivating. It makes me feel that my manager doesn’t care about me enough to facilitate the discussion, development and compensation review.”
“ I am NOT motivated by money alone. I’d also like to be engaged and feel like I’m contributing to something bigger.
“ I’d like to hear that you are aware of what I’m working on. Even if you know the project was a success and the outcomes were great. I’d like my Manager to tell me they think I did a good job – that I met the deadline, that I faced some technological challenges and went out of the box to solve them. Perhaps you even get it in writing?”
“ I have good stuff to say that you don't know about. Despite how much you think you are approachable and 'talk with your team everyday', there generally isn't a good time to talk about the great idea I have, the co-worker I’m having difficulty working with, or how I’d like to do something different.”
Feedback is important to staff.....regular and annually....

34. 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

35. 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
HANDOUT – Tips
What challenges have you previously faced and how did you resolve them? - DISCUSSION

36. Progress Tracking Development/Coaching conversations 1:1
Focus of the exchange
Critical discoveries
Strategy
Obstacles
Recap/Actions
Annual/bi-annual performance review
discussion and completion of forms (handout)
1:1 includes both the manager and staff member contributions
Provide copy and overview of the form and how to complete......ensure competencies are integrated into the form by position.

37. 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.
Review Performance Management Plan (handout form)

38. 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
Two key points here are:
Walk the talk – rest assured staff members look to you for leadership. Be aware of your own behaviour and reflect how you would your staff to behave.
Seek ongoing improvements rather than leaping – change is difficult. Incremental change is much better, so the more you coach the easier it is to adapt to change along the way. Avoid the spikes of big change by not addressing it early.

39. Resources Creating and Using a Development Plan
Personal Career Development Plan templates
Coaching
Managing at UBC  
Manager as Coach (MOST program)