Future Proof from the Inside-out Transforming a traditional performance management system into a strength and competency-based coaching culture for a

Transcription

1 Future Proof from the Inside-out Transforming a traditional performance management system into a strength and competency-based coaching culture for a change resilient organization OMSSA Leadership Symposium - May 28, 2017

2 Future Proof from the Inside-Out Objectives Understand the steps taken to transform a traditional Performance Management System into a Strength & Competency-based Coaching Culture Discover the benefits of engaging staff, client & community partners in establishing & consistently applying organization-wide competencies to support continuous improvement Experience the difference of a strength-based approach to your career & performance coaching See how a coaching culture; Promotes organization Vision, Mission and Values Builds alignment across your delivery outcomes, Supports short & long-term succession planning Promotes a change resilient organization Topic Why & What - Coaching Culture? Our strategy in context right sizing to fit your needs Meeting our staff and clients needs Coaching Culture Defined Core Elements of a Coaching Culture How- Steps for a Change Resilient Organization Staff /Client/Community Engagement Focus Groups/soft launch Research/Analysis Existing related practices Best practices (change friendly/coaching ) Organization-wide Competencies (Strategic Alignment) Outcome & Results Driven Full integration (Career & Performance Coaching) Leadership Development (Coaching CoP) Playing to our strengths Supportive Tools and Resources Training & Development Model Testing Time-line Follow-up & Ongoing Succession Planning Strategy Lessons Learned Wrap-up/Q & A Sheila

3 On the Trent-Severn Waterway in the heart of the Kawarthas tourism region 1 hr north east of Greater Toronto Our Coaching Model in Context.. We serve the City & County of Peterborough 81,000 urban / 138,000 approximate total Division Serves 6000 people per month in Ontario Works 3,900 annual caseload (avg.) 1400 families through Child Care Funding Directly Operated Child Care Division Staff Total Staff 130 (approx.) Leadership Team: Managers/Supervisors 18 Front Line Staff 90 Admin Support 22

4 Social Services Performance Management Project Project Team Members: Mike Gannon Employment Mgr Teresa Mcdonald Supvs Suzie Johnson - Supvs Project Lead/Co-facilitators: Sandra Robinson Children s Services Mgr Ryan McVeigh/Julie Johnston T & D Specialist Linda Philp - Supvs Sheila Crook Quality Assurance, Innovation and Staff Development Improve Stage Participants: Karen McGee HR Consultant Janice Hoskins Court Services Manager Project Champions: Linda Mitchelson Social Services Division Manager Cathy Lloyd City of Peterborough Human Resource Manager

5 How we got Started & Highlights

6 Engagement. Staff Satisfaction Survey 91 surveys 72% completion rate Average 9 minutes each Client Satisfaction Survey Sent to 4447 OW and CS clients 457 completed 10% response rate

7

8 Coaching Culture Defined A coaching culture creates an open, collaborative and supportive work environment that builds relationships and fosters engagement. It develops and enriches the competencies necessary to deliver a high quality of service. A coaching culture exists when coaching principles are promoted and applied across the organization in all relationships. Coaching Culture: Unlocking a persons potential to maximize their own performance -Sir John Whitmore

9 What is Career & Performance Coaching? It is an interactive process in which supervisors and staff collaborate to establish and support career planning goals to enhance overall job performance. It supports our division s commitment to continuous improvement and promotes career satisfaction and high quality service for the clients and communities we serve. It builds upon traditional training and development and other performance enhancing activities such as Mentoring, Job Shadowing and Communities of Practice.

10 Exploring the Core Components of our Project Gave way to our vision for a Coaching Culture Career Coaching (Succession Planning) Professional Development Performance Coaching Sandra

11 Began with the Customer in mind... Customers: Internal & External Suppliers/Supporters: Touch/Impact Process Division-Fundamentals Performance Coaching Tools & Measurement Performance Coaching Training Supportive Training and Development Plan Change Management Inputs Process Evaluation/Continuous Improvement Outputs S I P O C

12 Traditional Performance Management Analysis Performance Coaching 6 month Probation/Trial period Review Form & Process Union/Non-union Performance Review Form and Process Modified Children Services Supervisor (CS) Review Form 360 Feedback Performance Conversation Personal Learning Goals and Reflection Article Review: 360 Feedback, Performance Appraisal/Review SWOT analysis of PD related Tools (Strengths, Weakness, Opportunities, Threats)

13 Probation/Trial Period - Six Month Review Useful tool to quickly identify how a staff is adjusting to a new role Quick and easy to use very straightforward Allows the rater the ability to support the ratings & performance through additional comments - can be as detailed as you want to be. OPPORTUNITIES Add additional ratings Keep review cycles consistent for all positions regardless of whether the staff is a new hire or a transfer into the position perhaps establish a 3 & 6 month review cycle. Clarify HR s expectations regarding the different review cycle requirements. Are the current practices reflective of the collective agreement or best practice. Limited assessment - 2 point rating system broad categories Unclear what is considered an unsatisfactory review rater subjective. Questionable as to when a New Hire is considered unsatisfactory Do you have to score unsatisfactory on all or just some competencies to be deemed unsatisfactory? Confusion around timing of reviews need to do review at 3, 4 or 6 months leads to inconsistent application by supervisors/managers THREATS No threats identified other than potential ramifications from inconsistent an unclear application Frequency: As required (3-4-6 mos) Used by: All Staff Used with: Their Supervisor/Manager

14 Probationary/Trial Period Coaching/Evaluation Minimal Changes. Added Improvement Needed column Incorporated competencies Positive language and Rating Descriptions on page 2 * Corporate HR Document

15 Traditional Performance Management Analysis Professional Development Training & Development System Support Ongoing Training Needs Analysis of staff/strategic Planning Learnflex: (LMS-Learning Management System-Functions & Capabilities) Training Record Database, Scheduling and Reports Self-directed Web-based Learning Modules (Health & Safety, Accessibility) Competency Mapping- Job Knowledge/Skills Development? Professional Development Plan? Resources we reviewed.. Competency-based thinking /Models & Research Sample Job Description CM (Brief Job Descriptions) * Sample New Hire Training Checklist CM * Sample Single Point Lesson-Prof Development and Performance Review Connection Sample Skills Profile * SWOT analysis of PD related Tools (Strengths, Weakness, Opportunities, Threats)

16 Professional Development Opportunities Modified source - College of Early Childhood Educators

17 Traditional Performance Management Analysis Career & Succession Planning Two sides of the Maximize/Grow our Human Resources coin Attracting, Recruiting and Retaining Providing staff the tools, resources and opportunities Reviewed our HR Stats 5 years years 26 retirement eligible staff 15 years 28 Annual staff position postings 23+ resulting in 43 position changes (Case Mgr/PPC) Research/Call for Succession Planning Best Practices SWOT analysis of Career /Succession Planning related Tools

18 Division-wide Core Competencies Foundation to our model Promote Transparency & Consistency Promote Ownership & Support for: Self-Assessment, Skill development, & Career planning By aligning competencies to core strategic areas, vision and mission, organizations can better recruit and select employees for their organizations. Competencies offer a precise way for employers to distinguish superior from average or below average performance.

19 Seven Core Division Wide Competencies Communication Interpersonal Relationships and Team Work Decision Making & Problem Solving Integrity and Accountability Customer Service Excellence Continuous Improvement Job Knowledge Sandra

20 Communication Actively listen and share relevant information verbally and in writing across a range of technologies, in a way that builds trust, respect and credibility. Ensure that messages are conveyed in a clear, concise manner and are received and understood by the audience. Resources: Page 9 - MCInns Cooper Behavioural Dictionary Page 17 - CMHA Competency Table 2010 Page 8 - University of Guelph Behavioural Competency Dictionary Page 7 - What are Key competency? Article Page 7 - Competence Hierarchy Article Page Performance Review B Interpersonal Indicators Page 3 - Employee Development and Performance Plan: Communicating and Working Effectively Together

21 Staff / Client Engagement Staff and Client Satisfaction Survey Staff/Client focus groups CM Competencies & 360 Tool Staff meetings Division Developmental & Strategic Planning Sessions along the way

22 Communication: Level 1 Level 2 Level 3 Level 4 Presentation/ Audience Presents information in the most appropriate format and in an accurate, concise, and grammatically correct manner both orally and in writing. Adapts content, style, tone and medium of communication to suit the target audience s language, cultural background and level of understanding. Effectively participates in and demonstrates ability to present at team/staff meetings, case conferences, workshops or forums. Demonstrates ability to chair/lead internal and community meetings and can handle complex on-the-spot questions (e.g. from senior public officials, special interest groups or the media). Active Listening Be present. Listens actively and objectively without interruptions and refrains from immediate judgment of others ideas. Delivers constructive criticism in a way that demonstrates sensitivity to the feelings of others. Demonstrates an awareness and is responsive to nonverbal cues. Responds to and discusses issues or questions in a respectful manner without being defensive. Delivers constructive criticism in a way that promotes dignity. Delivers difficult or unpopular messages with clarity, tact and diplomacy. Organized Thought and Understanding Demonstrates ability to clearly explain thoughts and ideas to co-workers and clients in an organized manner. Asks open ended questions to encourage others to share their points of view and checks own understanding by repeating, paraphrasing or asking additional questions. Demonstrates ability to write and convey complex ideas in a concise manner e.g. case notes, memos, reports, policies and procedures. Communicates strategically both verbally and in writing to achieve specific objectives (e.g. considering such aspects as the optimal message to present, timing and forum of communication). Documentation and follow-up Can Identify, interpret and follow departmental policies and procedures relevant to their role and Informs others on a timely basis of any discrepancies in practice, policies and procedures and responds to Supports the message with accurate interpretation of legislation, relevant data, information and examples. Role models effective communication in leadership and provides performance coaching and support to

23 Communication: Level 1 Level 2 Level 3 Level 4 Presentation/ Audience Presents information in the most appropriate format and in an accurate, concise, and grammatically correct manner both orally and in writing. Adapts content, style, tone and medium of communication to suit the target audience s language, cultural background and level of understanding. Effectively participates in and demonstrates ability to present at team/staff meetings, case conferences, workshops or forums. Demonstrates ability to chair/lead internal and community meetings and can handle complex on-the-spot questions (e.g. from senior public officials, special interest groups or the media). Dialogue and Challenging Conversations Be present. Listens actively and objectively without interruptions and refrains from immediate judgment of others ideas. Delivers constructive feedback in a way that demonstrates sensitivity to the feelings of others. Demonstrates an awareness and is responsive to non- verbal cues. Responds to and discusses issues or questions in a respectful manner without being defensive. Delivers constructive feedback in a way that promotes dignity. Delivers difficult or unpopular messages with clarity, tact and diplomacy. Organized Thought and Understanding Demonstrates ability to clearly explain thoughts and ideas to co-workers and clients in an organized manner. Asks open ended questions to encourage others to share their points of view and checks own understanding by repeating, paraphrasing or asking additional questions. Demonstrates ability to write and convey complex ideas in a concise and consistent manner e.g. case notes, memos, reports, policies and procedures. Communicates strategically both verbally and in writing to achieve specific objectives (e.g. considering such aspects as the optimal message to present, timing and forum of communication). Documentation and follow-up Can Identify, interpret and follow departmental policies and procedures relevant to their role and adheres to established communications standards. Informs others on a timely basis of any discrepancies in practice, policies and procedures and responds to requests and follows-up as promised. Shares best practices. Supports the message with accurate interpretation of legislation, relevant data, information and examples. Role models effective communication in leadership and provides performance coaching and support to elevate communication across the organization.

24 Competencies & the Interview Process Competencies help: Promote clarity, transparency & consistency Applicants can better prepare for the interview Ease of preparation for interview team Differentiate between applicants HR supporting ongoing question development

25 Change Friendly Performance Management Emphasis on. Forward Thinking vs. Backward Reflection Frequent Assessment/Coaching vs. Annual Performance Review Professional Development, Goal Setting, Career & Performance Coaching Skill Acquisition & Competency Refinement to support high quality service delivery for today & for the future Development & Career Goals are Staff Driven & Supervisor Supported Provide Leadership Team- Managers/Supervisors Training & Support to Manage, Motivate & Advance Successful Change and Positive Growth

26 Elements Affecting Complex Change: (Vision, Consensus, Skills, Motivation, Resources, Action & Evaluation) No Vision Vision Vision Vision Vision Vision Vision Vision Consensus No Consensus Consensus Consensus Consensus Consensus Consensus Consensus Skills Skills Lack of Skills Skills Skills Skills Skills Skills Incentives/ Motivation Incentives/ Motivation Incentives/ Motivation No Incentives /Motivation Incentives/ Motivation Incentives/ Motivation Incentives/ Motivation Incentives/ Motivation Resources Resources Resources Resources No Resources Resources Resources Resources Action Plan/ Follow-up Action Plan/ Follow-up Action Plan/ Follow-up Action Plan/ Follow-up Action Plan/ Follow-up No Action Plan/Followup Action Plan/ Follow-up Action Plan/ Follow-up Evaluation Evaluation Evaluation Evaluation Evaluation Evaluation No Evaluation Evaluation Confusion Sabotage Anxiety Slow Progress Frustration False Starts Impact Unknown SUCCESS

27 Work of Leaders Career & Performance Coaching Vision Alignment Execution Communities of Practice (CoP) Teresa

28 Discover: The Individual The work of Leaders Handout OVERVIEW OF THE DiSC STYLES The graphic below provides a snapshot of the four basic DiSC styles. DOMINANCE Priorities: getting immediate results, taking action, challenging self and others Motivated by: power and authority, competition, winning, success Fears: loss of control, being taken advantage of, vulnerability You will notice: self-confidence, directness, forcefulness, risk-taking Limitations: lack of concern for others, impatience, insensitivity Active Fastpaced Assertive Dynamic Bold INFLUENCE Priorities: expressing enthusiasm, taking action, encouraging, collaboration Motivated by: social recognition, group activities, friendly relationships Fears: social rejection, disapproval, loss of influence, being ignored You will notice: charm, enthusiasm, sociability, optimism, talkativeness Limitations: impulsiveness, disorganization, lack of followthrough Questioning Logic- Focused Objective Skeptical Challenging Priorities: ensuring accuracy, maintaining stability, challenging assumptions Motivated by: opportunities to use expertise or gain knowledge, attention to quality Fears: criticism, slipshod methods, being wrong You will notice: precision, analysis, skepticism, reserve, quiet Limitations: overly critical, tendency to overanalyze isolates self CONSCIENTIOUSNESS D C i S Thoughtful Moderatepaced Calm Methodical Careful Accepting Peoplefocused Empathizing Receptive Agreeable Priorities: giving support, maintaining stability, enjoying collaboration Motivated by: stable environments, sincere appreciation, cooperation, opportunities to help Fears: loss of stability, change, loss of harmony, offending others You will notice: patience, team player, calm approach, good listener, humility Limitations: overly accommodating, tendency to avoid change, indecisiveness STEADINESS

29 Discover: The Individual The work of Leaders Handout OVERVIEW OF THE DiSC STYLES The graphic below provides a snapshot of the four basic DiSC styles. DOMINANCE Priorities: getting immediate results, taking action, challenging self and others Motivated by: power and authority, competition, winning, success Fears: loss of control, being taken advantage of, vulnerability You will notice: self-confidence, directness, forcefulness, risk-taking Limitations: lack of concern for others, impatience, insensitivity Active Fastpaced Assertive Dynamic Bold INFLUENCE Priorities: expressing enthusiasm, taking action, encouraging, collaboration Motivated by: social recognition, group activities, friendly relationships Fears: social rejection, disapproval, loss of influence, being ignored You will notice: charm, enthusiasm, sociability, optimism, talkativeness Limitations: impulsiveness, disorganization, lack of followthrough Questioning Logic- Focused Objective Skeptical Challenging Priorities: ensuring accuracy, maintaining stability, challenging assumptions Motivated by: opportunities to use expertise or gain knowledge, attention to quality Fears: criticism, slipshod methods, being wrong You will notice: precision, analysis, skepticism, reserve, quiet Limitations: overly critical, tendency to overanalyze isolates self CONSCIENTIOUSNESS D C i S Thoughtful Moderatepaced Calm Methodical Careful Accepting Peoplefocused Empathizing Receptive Agreeable Priorities: giving support, maintaining stability, enjoying collaboration Motivated by: stable environments, sincere appreciation, cooperation, opportunities to help Fears: loss of stability, change, loss of harmony, offending others You will notice: patience, team player, calm approach, good listener, humility Limitations: overly accommodating, tendency to avoid change, indecisiveness STEADINESS

30 Understanding Our Leadership Group Culture

31 Understanding Our Leadership Group Culture

32 Supplement your report with.

33 Comparison Reports to start your Coaching Conversation.

34 Coaching Culture Brochure Handout

35 Career & Performance Coaching Model Table Frequency & Use Operational Practice Handout

36 Career & Performance Coaching Model Table Frequency & Use Operational Practice Handout

37 Community of Practice Session Topics Competency-based Interviewing & Interview bias Competency Self-assessment & Professional Growth and Learning Goals Coaching session Planning, Notes and Follow-up Playing to our Strengths (Exercise from CoP session)

38 Trombone Player Wanted Trombone Player Wanted video Teresa

39 The 8 Leadership Dimensions Leveraging our Strengths as a Leadership Team

40 The 8 Leadership Dimensions Leveraging our Strengths as a Leadership Team Moving to a strength-based approach?

41 The 8 Dimensions of Leadership Assessment (Strengths 1 st - Opportunities 2 nd ) Handout You are each being provided a quick) Leadership Strength-based Assessment Exercise For each block of 4 statements please chose two of the leadership skills that most reflect your strengths as a leader. Place a 10 in the box next to the skill that you feel is the stronger of the two. Then place a 5 in the corresponding box for your second greatest strength - runner up. Once this is completed, add up the numbers in each column for the top and bottom sections. Teresa

42 Coaching with a Strengths Based Focus Begins with: 1. Knowing our own strongest leadership dimensions Pioneering Energizing Affirming Inclusive Humble Deliberate Resolute Commanding 2. Understanding how our strongest dimensions influence self/others Can you describe them in detail? How can you best put your strengths to work? 3. Learning from one-another Can you serve as a role model or mentor to share your strengths with others? 4. Leading with our strengths Demonstrating a commitment to continuous improvement

43 Lessons Learned/Wrap-up Modifying Existing/Creating new Resources Engagement & Communication Flexibility - Pace & Timing Competencies & Strength-Based Coaching Celebration and Recognition

44