Coaching for Performance Improvement

Transcription

1 Coaching for Performance Improvement Your Faculty Kristin Marriott Director of Support Services APP-UniPath, LLC Acknowledgements Jean Marie Marden, MA, CFP Vice President, Human Resources & Development American Society for Clinical Pathology. For her peer review contributions Introduction Successfully Managing Performance Fulfilling lab responsibilities Accomplishing strategic goals 1

2 Introduction Performance Management Cycle Review Lab Strategic Plan and Annual Goals Performance Development Plan Set Performance Standards Appraise Performance Observe and Coach Introduction Performance gaps exist in every team. Recognize individuals may require additional attention and nurturing to fulfill their job responsibilities 2

3 Introduction Observation Coaching Skills essential to improving performance and accomplishing lab and department goals Introduction Upon completion of this course, you should be able to Diagnose performance problems Practice giving feedback to improve performance Practice strategies for managing challenging responses Discuss informal and formal corrective actions in situations of continuing poor performance Implement coaching best practices 3

4 Recognizing Performance Gaps Thanks for meeting with me Angela. I wanted to discuss your progress within our department and your goals and objectives for this term. I am very pleased with your progress in the specimen prep area, however, we need to work on your relationships with colleagues outside of our department. Recognizing Performance Gaps I am not certain how I can improve my relationships. I haven t really had much interaction with nursing or clinical lab staff that pertains to my specific area of responsibility. 4

5 Recognizing Performance Gaps Perhaps, I can introduce you to the lead on each team and we can work with them to give you some responsibility that will ensure more contact with the staff. It s important that they observe you taking a more active role. Intention Vs. Attention Recognizing Performance Gaps Provide a feedback in various ways Provide consistent and concise feedback What you give your attention to will be more likely to happen than what you express your intentions to be. 5

6 Monitoring Performance Recognizing Performance Gaps Methods that you choose to measure performance must be clearly communicated be fair be open to everyone not have the appearance of targeting individuals be documented Monitoring Performance Recognizing Performance Gaps Current State Desired State What Exists G A P S What Should Exist Actuals Optimals 6

7 Monitoring Performance Recognizing Performance Gaps Current State Desired State What Exists G A P S What Should Exist Actuals Optimals INTERVENTIONS Major Factors Effecting Performance Recognizing Performance Gaps Some responsibilities are more important than others Performance has no reward or incentive tied to it Skill or knowledge deficiency Some procedures may require assessment or refinement 7

8 Major Factors Effecting Performance Recognizing Performance Gaps Little or no motivation or additional rewards Perceptions of the staff member may be skewed Perception performance does not matter Perception performance is not aligned with training Ingredients of Performance Recognizing Performance Gaps Equipment & Environment Incentives & Motivation Skills & Knowledge Select each button on the diagram to review a description and questions to assess potential performance gaps Standards & Measures Ingredients of Performance Policies & Procedures Feedback Human Resource Capacity Used with permission Eric R. Parks, Inc. 8

9 Ingredients of Performance Performance appraisal and merit pay systems Informal rewards and punishment Questions to evaluate potential performance gaps in incentives and motivation: 1. Is there motivation in addition to pay for employees to perform as expected? 2. Are there disincentives for performing well? 3. Are there consequences for not performing as expected? 4. Do the employees want to perform as expected? 5. Do they value performing as expected? 6. If employees lives depended on performing the task(s), would they be able to complete it/them? Click HERE to return to menu Ingredients of Performance Employees lack training to perform key tasks Delay between training and actual implementation or use of skill or knowledge Frequency of use Questions to evaluate potential performance gaps in skills and knowledge: 1. Have employees received any previous training on these skills? 2. Does intervention ti address diverse learning styles? 3. What resources are available for scheduling and planning of training? 4. Are the tasks performed often? 5. Could they once perform the task but have forgotten how? Why? Used with permission Eric R. Parks, Inc. 9

10 Ingredients of Performance Written statements that detail how a specific task or situation should be handled Questions to evaluate potential performance gaps in policies and procedures: 1. Do employees have enough authority to carry out policies and procedures? 2. Are the policies and procedures flexible enough? 3. Do employees currently understand the policies and procedures? Used with permission Eric R. Parks, Inc. Ingredients of Performance Occur when job descriptions don t match the job Employees may be assigned to a job that doesn t fit their skills Questions to evaluate potential performance gaps in human resource capacity: 1. Do employees have the mental ability to perform the tasks? 2. Are employees physically able to perform the task? 3. Are the right people in the job? 4. Does the selection criterion for employees match the job? 5. Have any organizational changes occurred that would impact employees? Were employees notified of these changes? Used with permission Eric R. Parks, Inc. 10

11 Ingredients of Performance Provides individuals with input on how they are performing the job Timely feedback is important Questions to evaluate potential performance gaps in feedback: 1. Do employees receive feedback on how they are doing? 2. Is the feedback available regularly? How is it documented? 3. Is the employee offered the ability to provide their own feedback? 4. Does organization have standard operating procedures (SOP) in place for feedback? Used with permission Eric R. Parks, Inc. Ingredients of Performance Provide employees with the specifications needed to fulfill their job responsibilities They can be unrealistic or conflict with an individual's id ability to perform the job Some standards may not have been established or are misunderstood Questions to evaluate potential performance gaps in standards and measures: 1. Do employees know what to do? 2. Do employees know when to do it? 3. Are there written standards? 4. Is performance measured? Used with permission Eric R. Parks, Inc. 11

12 Ingredients of Performance Tools, equipment, physical work setting, distractions, and competing priorities that might exist Questions to evaluate potential performance gaps in equipment and environment: 1. Do employees have the tools and equipment to do the job? 2. Is the work area suitable? 3. Is there enough time to do the job? 4. Are distractions or interruptions minimized? 5. Are there competing priorities or other demands? Used with permission Eric R. Parks, Inc. Overcoming Obstacles Recognizing Performance Gaps Primary focus should be on responsibilities and tasks aligned with strategic plans or departmental goals Determine what type of intervention should improve performance Different learning styles should be addressed 12

13 Best Practices Recognizing Performance Gaps Establish clear and specific guidelines for procedures or tests Provide a checklist of duties/expectations t during the training i period and allow for feedback. Record keeping of personnel performing tests of procedures or tasks Best Practices Recognizing Performance Gaps Establish quality control measures to ensure tests or procedures have been performed according to standards Institute t daily check points of random quality control measures and document discrepancies Engage staff members to take an active role in the process so they feel they have a stake in the outcome 13

14 Multiple Choice Recognizing Performance Gaps Scenario Margaret is a supervisor of a Medical Lab Assistant (MLA) team. She is having issues with a technician who does not have enough experience to perform some of the required tasks. He does not have the mental ability to perform the tasks that are required. He may not be the correct person for the job. What type of performance gap is Margaret dealing with in this case? (Choose the best answer). A. Incentive and Motivation B. Feedback C. Human Resource Capacity D. Skills and knowledge Multiple Choice Recognizing Performance Gaps Scenario Jonathan is a laboratory manager of a large Histology department. He has several supervisors underneath him who work on histopathological examination of stains to provide diagnostic information to clinics in their area. Recently, several technicians have been cited for poor performance. Which of the elements listed below is the first area of focus when providing constructive criticism to poor performing staff? (Choose one answer) A. Review written expectations provided at time of hire B. Gather all poor performers in one area for discussion C. Document issues without staff knowledge D. Periodic communication 14

15 Providing Feedback Feedback is information about past behavior, delivered in the present, which may influence future behavior. ¹ The feedback you provide reinforces or changes behavior of your team members. Not giving feedback may also change behavior. Objective Behavioral Feedback Providing Feedback Describes behaviors that are observed Not an evaluation or judgment based on emotion Team Members greater awareness of what they do and how their behavior impacts others Supervisors learn more about observing human behavior and giving objective and specific feedback 15

16 OBF Characteristics Providing Feedback Set in context Specify behaviors Describe the impact Be specific It should be useful It should be true OBF Characteristics Providing Feedback It should be unemotional Provide in a timely manner Look to future performance Be respectful 16

17 OBF Presentation Providing Feedback Select each button on the diagram to review a description and example Part 1 Situation Part 2 Action Part 3 Result Objective Behavioral Feedback OBF Presentation Providing Feedback Part 1: Describe the situation objectively Thanks for meeting with me Adam. I wanted to take some time to speak with you about your work on prepping specimens and labeling tissue cassettes Click HERE to return to MENU 17

18 OBF Presentation Providing Feedback Part 2: Describe the action What you see a person do - observe What you hear a person say - listen What you read that a person wrote - see According to the quality checks run during the past month, it was noted that at least 25% came back with potential errors. This is not the first time we have discussed this issue. Click HERE to return to MENU OBF Presentation Providing Feedback Part 3: Describe the result What you do/say or feel as a result of someone else s actions What you see or hear a person do/say as a result of someone else s actions Those tests had to be reprocessed costing our department additional labor and money. This kind of work reflects poorly on our team as well as our hospital s relationship with its physicians and patients. Can you explain what may be happening? Click HERE to return to MENU 18

19 Multiple Choice Providing Feedback Which of the following are characteristics of objective Behavioral Feedback discussion? (Choose all the answers that apply). A. Feedback should be timely B. Focuses on past performance mistakes C. Emphasis in on specific behaviors D. Is specific about the personality of the individual E. Feedback should be useful F. Feedback should be respectful Managing Coaching Conversations Promote Self-esteem Select each button on menu to review best practices for managing challenging responses. Provide Support Managing Coaching Conversations Listen & Respond with Empathy Encourage Involvement Share Experience & Rationale 19

20 Promote Self-esteemesteem Managing Coaching Conversations Avoid attacks by staying factual and specific about the work habit or concern² Acknowledge contributions and reinforce that you want the employee to be successful Click HERE to return to MENU Listen and Respond with Empathy² Managing Coaching Conversations Spend more time listening than talking Don t make assumptions Don t confuse empathy with agreement Click HERE to return to MENU 20

21 Share Experience and Rationale² Managing Coaching Conversations Disclose information as needed to support their efforts Share your own experiences Be honest about what s at stake Clearly state that it must improve Click HERE to return to MENU Encourage Involvement Managing Coaching Conversations Welcome suggestions: How would you... ² Boost confidence ce by suggesting g team support or mentoring opportunities Provide real-world examples Click HERE to return to MENU 21

22 Provide Support Managing Coaching Conversations Encourage self-monitoring Encourage people to identify the need and dto ask kfor support Place accountability where it belongs with the person or group Follow-up to ensure understanding and follow-through Click HERE to return to MENU Case Study #1 Managing Coaching Conversations Matt is a valued employee who has come to you with a complaint. Review his statement and respond with one of the replies that follow. I have been doing this job for years. I know you want me to take a more active role on our team. I don t see how the added responsibilities you have given me are as important as other aspects of my work. I m feeling overwhelmed. 22

23 Case Study #1 Managing Coaching Conversations Click on the response that you would give to Matt s statement. Choice 1: These additional responsibilities may seem tedious, but they are necessary for compliance. You need to make room for them in your schedule because we don t have approval to hire someone else to do them. Choice 2: Your past contributions are the reason I have given you this responsibilities. I want them done well. Quality assurance in the lab entails some administrative tasks that may seem tedious, but, they are important to ensure accurate results for the patient and compliance. Case Study #2 Managing Coaching Conversations I know you expect more, but, the number of reports I need to run each day does not allow me enough time to complete my other work. I really don t have enough time do my job well. 23

24 Case Study #2 Managing Coaching Conversations Click on the response that you would give to Erica s statement. Option 1: Perhaps we should take a look at the steps that are involved in running the reports. Is there something we can do more efficiently? Option 2: It sounds like you may not know the fundamentals for handling the high volume work load. Perhaps, we should give the responsibility to someone else in the department. Case Study #2 Managing Coaching Conversations I am not sure what I can do differently. I am following the guidelines and standard operating procedures established by the department manager. 24

25 Case Study #2 Managing Coaching Conversations Click on the best response that you would give to Erica s statement. Option 1: Samuel has improved his productivity in this area over the past couple months. I think it may be helpful l for you to shadow him to see what he is doing differently. Then, we can talk again about what changes can be made. Good Best Option 2: Let s take some time to observe your procedure for processing tests and running reports. Perhaps, there is something that is redundant or can be done differently to save time. Informal and Formal Corrective Actions Disciplinary Action Discipline is based on the Latin root meeting to learn or improve. It is meant to be instructive rather then punitive. Informal Corrective Actions Actions designed to improve conduct or performance without placing salary or job in jeopardy Formal Corrective Actions Actions designed to improve conduct or performance placing salary or job in jeopardy 25

26 Progressive Disciplinary Process Disciplinary Action Remember to alert your manager and consult with Human Resources before implementing corrective actions! Meeting with HR professional Letter of warning Put the employee on probation Final letter of warning Termination of employment Multiple Choice Managing Coaching Conversations Scenario Adam is a supervisor who has met with an employee on previous occasions to discuss her performance. They worked together to develop and agree on some specific changes. In spite of these discussions, performance has not improved. Which of the following should be the next response in this situation? A. Send a formal warning to the employee warning him that if performance does not improve, he will be suspended without pay B. Meet with the employee to discuss the situation again C. Contact a manager and human resources representative D. Ask the employee to resign 26

27 Coaching Best Practices 1. Catch someone doing something right then reinforce it! 2. Use objective behavioral feedback (OBF) 3. Discuss performance expectations 4. Ask employee about changes they can make to improve 5. Make sure your staff has access to policies and standards Coaching Best Practices 6. Listen to both sides of the story 7. Provide frequent and consistent feedback 8. Keep a record of your coaching 9. Follow-up with individual following intervention to check progress 10. Always ask advice from your HR representative prior to using disciplinary actions 27

28 Conclusion You get the best effort from others not by lighting a fire beneath them, but by building a fire within. Bob Nelson Probably my best quality as a coach is that I ask a lot of challenging questions and let the person come up with the answer. Phil Dixon Coaches have to watch for what they don't want to see and listen to what they don't want to hear. John Madden Congratulations Completion Requirements You have successful completed the online learning course: Coaching for Performance Improvement Credit is awarded d upon successful completion of the post-test. Access the post-test by exiting the course and returning to the course content page. Click the link Post-Test to take the exam. You must score 80% in three attempts for credit to be awarded. Interested in applying Lab Leadership best practices on the job? Please download from your Lab Management Tool Kit the performance support tools provided to help apply the skills learned in this course. Please join the lab leadership best practices discussion at the Lab Management University online Leadership Communities of Practice. 28

29 References 1- Seashore C., Seashore E. What did you say? The art of giving and receiving feedback. North Attenborough, MA : Douglas Charles Press; Coaching for High Performance. Development Dimensions International, Inc. 29