Tools for Performance Maximization and Understanding Change

Transcription

1 Fellowship for Afghanistan Tools for Performance Maximization and Understanding Change October, 2012 UNITAR Hiroshima Shona Welsh, MCEd, CHRP Manager, Corporate Training and Continuing Education College of the North Atlantic - Qatar 1

2 The Performance Maximizer Tony Roithmayr, The Performance Maximizer is a foundation concept for understanding human performance. - The model takes a systems perspective to provide practical insights into the nature of workplace performance, its management and improvement. - The Performance Maximizer brings into sharp focus all the factors that shape performance, the conditions for effective performance 2

3 Able to do it Vision, strategy and goals Values, beliefs, behavioural expectations Performance expectationsaccountabilities, objectives best practices Personal attributes Knowledge, skills and experience Coaching support Personal well-being Know what to do Great PERFORMANCE Equipped to do it Personal motivation, morale Feedback, recognition Reward, balance of consequences Relationships and Leader support Want to do it Resources: staff, money, time, equipment, tools, job aids, workspace Procedures, roles, processes and systems Information, data on performance Authority 3

4 Know What To Do - Role of a leader s vision, strategy, goals Case: College of the North Atlantic Qatar, Corporate Training and Continuing Education Department Case: VECO Corporation, Anchorage, Alaska Corporate Learning and Communications Department 4

5 Know What To Do - Developing a vision, strategy, and goals - Fourteen key questions for clarity ( 5

6 Know What To Do Fourteen Questions for Clarity 1. What does your team do? 2. Why do you do it? Why do you exist? 3. What do you want it to do? Why? 4. How does your team change lives? Does it? Can it? Should it? 5. Draw a picture describing what your team does. Do not use words. 6. Now use words building on your picture to describe it. 7. What characteristics make your team unique and special? 6

7 Know What To Do Fourteen Questions for Clarity 8. How do these characteristics help in what you do? 9. How does your team fit into the big picture of the organization? 10. If you had a magic wand, what changes would you make to your team. Why? 11. What barriers exist to impede your team s ability to do what you want to do? 12. What threatens your existence? 13. What opportunities could your team grasp if you wanted to? 14. What do you want your team to look like next year? Exercise 7

8 Know What To Do - Role of a leader s and a team s values, beliefs, behaviours, expectations - Accountability Agreement as an expression of all of those 8

9 Accountability Agreement: Obligations and Expectations Obligations: clear and articulated obligations enable professional behaviour. Leading by consistent example earns you the right to expect the same kind of behaviour in return. Expectations: clear and articulated expectations convey what one believes s/he has a right to receive from others. Exercise 9

10 Know What To Do - Start/Stop/Continue as your entrée - Exercise: Start/Stop/Continue 1. What do you want your leader to start doing? 2. What do you want your leader to stop doing? 3. What do you want your leader to continue doing? 10

11 Know What To Do - The role of training: - Knowledge: information - Skills: how to use the information in the workplace - Attitudes: the manner in which you apply the skills - Top Ten Training Myths 11

12 Know What To Do Top Ten Training Myths 1. We can t prove that training makes a difference (ROI). 2. The latest, most popular approach is the answer. 3. Training people once is enough. 4. Knowing is the same as doing. 5. Insisting on a training solution. 6. Training programs are easy and quick to prepare. 7. Leaders can just leave training up to the trainers. 8. We don t have time to conduct training. 9. Why train people when they will just leave? 10. Improvements are not achieved through training. 12

13 Able to do it Vision, strategy and goals Values, beliefs, behavioural expectations Performance expectationsaccountabilities, objectives best practices Personal attributes Knowledge, skills and experience Coaching support Personal well-being Know what to do Great PERFORMANCE Equipped to do it Personal motivation, morale Feedback, recognition Reward, balance of consequences Relationships and Leader support Want to do it Resources: staff, money, time, equipment, tools, job aids, workspace Procedures, roles, processes and systems Information, data on performance Authority 13

14 Able To Do It Performance appraisal assumption: Rewarding workers based on performance will motivate employees to perform better. Questions: How often should an appraisal be done? Who should initiate the discussion? How long should the discussion be? Where should it be done? How should you prepare for it? 14

15 Able To Do It Performance Appraisal Tips BEFORE: 1. Ensure objectives are clear and understood by employee 2. Where possible, jointly establish goals instead of dictating them. DURING: 1. Be specific and concrete /give steps for improvement 2. Speak privately. 3. Allow enough time/eliminate distractions. 4. Be prepared to offer proof of your position. AFTER: 1. Reward changed behaviour frequently. 2. Be specific and concrete about what you see that s working. 15

16 Able To Do It Coaching Coaching nurtures others and helps them GROW: G Goal (what is the issue?) R Reality (what have you tried?) O Options (what are your ideas/options?) W What s next (what are your most powerful next steps?) If you can help them find the answer within themselves, they will be more committed to their own outcomes. - Coaching Exercise 16

17 Able to do it Vision, strategy and goals Values, beliefs, behavioural expectations Performance expectationsaccountabilities, objectives best practices Personal attributes Knowledge, skills and experience Coaching support Personal well-being Know what to do Great PERFORMANCE Equipped to do it Personal motivation, morale Feedback, recognition Reward, balance of consequences Relationships and Leader support Want to do it Resources: staff, money, time, equipment, tools, job aids, workspace Procedures, roles, processes and systems Information, data on performance Authority 17

18 Want To Do It Employee Engagement (2009 The Corporate Executive Board Co): - Two Types of Commitment: Rational and Emotional - Four Focal Points of Commitment: Daily Individual Work, Team, Direct Manager, Organization - Results of Commitment: 1.Discretionary effort: employee will do more than needed 2.Intent to stay: employee wants to be a long-term part of the organization 18

19 Want To Do It Three Themes of a High Engagement Culture 1. Credibility 2. Connection 3. Commitment 19

20 Situational Leadership: Bringing Know, Able, and Want Together - Questionnaire - Four Scores (Shona s): S1: 0 S2: 6 S3: 6 S4: 0 20

21 Situational Leadership: Bringing Know, Able, and Want Together S1: Telling (High Task, Low Relationship Employee is Unable and Unwilling or Insecure) is characterized by one-way communication in which the leader defines the roles of the individual or group and provides the what, how, why, when and where to do the task. S2: Selling (High Task, High Relationship Employee is Unable But Willing or Confident) - while the leader is still providing the direction, he or she is now using two-way communication and providing the socio-emotional support that will allow the individual or group being influenced to buy into the process. 21

22 Situational Leadership: Bringing Know, Able, and Want Together S3: Participating (High Relationship, Low Task Employee is Able but Unwilling or Insecure)- this is how shared decision-making about aspects of how the task is accomplished and the leader is providing less task behaviours while maintaining high relationship behavior. S4: Delegating (Low Relationship, Low Task Employee is Able and Willing or Confident) - the leader is still involved in decisions; however, the process and responsibility has been passed to the individual or group. The leader stays involved to monitor progress. 22

23 Able to do it Vision, strategy and goals Values, beliefs, behavioural expectations Performance expectationsaccountabilities, objectives best practices Personal attributes Knowledge, skills and experience Coaching support Personal well-being Know what to do Great PERFORMANCE Equipped to do it Personal motivation, morale Feedback, recognition Reward, balance of consequences Relationships and Leader support Want to do it Resources: staff, money, time, equipment, tools, job aids, workspace Procedures, roles, processes and systems Information, data on performance Authority 23

24 Equipped To Do - Refer to the Coaching Flowchart - Resolve Organizational Issues - Refer to your Accountability Agreement and Start/Stop/Continue 24

25 During an average business meeting, each new idea is met with criticisms When we begin kindergarten, % of us think creatively, while only % of us think in a conforming manner By the end of high school, this has shifted to % creative, % conforming At age 30, when we ve had a few years in the workplace, % think creatively, while % of us structure our thinking in a conforming and socially correct manner Our creativity level is at its lowest at the age of, and it doesn t increase again until after we retire Conference Board of Canada,

26 - Top 40 Idea Killer Phrases - Top Five Reasons Leaders Fail (Harvard Business School, 1999) 1. Poor interpersonal skills. 2. Inability to change. 3. Preoccupation with self-aggrandizement or turf protection. 4. Fear of making decisions and taking action. 5. Lack of resilience and ability to rebound from setbacks. 26

27 Exercise Topic 1: Make a list of things that help change efforts succeed in organizations Topic 2: Make a list of things that cause change efforts to fail in organizations. 27

28 Common Mistakes (John Kotter, Leading Change, 2002) 1. Allowing too much complacency 2. Failure to create a sufficiently powering guiding coalition 3. Underestimating the power of vision 4. Under-communicating the vision 5. Permitting obstacles to block the vision 6. Failing to create short-term wins 7. Declaring victory too soon 8. Neglecting to anchor changes in the corporate culture 28

29 Bridges Transition Model,

30 Prochaska, 1977 Transtheoretical Model Denial Exploration Commitment Resistance 30

31 Change Communications Exercise l As managers/leaders, what do you want your team to know? l As team members, what do you want to know from your manager/ leader? 31

32 The Hierarchy of Communications Trust and Support Acceptance Understanding Awareness Personal Impact 32

33 The Seven Employee Questions 1. Do I have a job? 2. Does anyone care about me? 3. How am I doing? 4. What kinds of growth/development opportunities are there for me? 5. How does what I do contribute to the effectiveness of my team? 6. How is my team doing? 7. How can I help the organization? 33

34 Personal Relationship Group Acceptance or Rejection Understanding Group Impact Trust 34

35 20% Negative 60% Neutral 20% Positive Vested interests Convinceable Vested interests Risk averse Open to reason Risk takers 35

36 + Clear message - Low credibility + Clear message + High credibility - Confusing message - No credibility - Confusing message + Some credibility 36

37 The 3 Ts Tone how you deliver a message Tools the medium you use Tactics the context in which you deliver a message 37

38 Thank you! 38