Performance Management. The #1 challenge facing Tissue Banks today: Training Qualified Workers!

Transcription

1 Performance Management Bob Trouteaud The #1 challenge facing Tissue Banks today: Training Qualified Workers! The #2 challenge facing Tissue Banks today: Keeping Qualified Workers! 1

2 Performance Management The Managerʼs Role in Sustaining Employee Performance Leadership The Job of a Manager People are our greatest resource You get paid for what your Subordinates do Manage their behavior to get results The Leader determines the speed of the pack 2

3 A LEADER IS A Manager of people & their performance NOT A Manager of paper, projects, equipment, etc. The Goal of Managers Create Durable Partnerships with our employees that withstand stress and agony when problems occur and share in the joy and the results of an employeeʼs success Types of Partnerships Adversarial Patriarchal Silent Entrepreneurial 3

4 Entrepreneurial Partnerships Partnership with high accountability Problems confronted in a supportive fashion Successes are acknowledged Manager and employees collaborate for each otherʼs success Creating Entrepreneurial Partnerships Be a Resource vs. an obstacle Be Open vs. closed Be Direct vs. indirect Be Persuasive vs. manipulative Good Managers Establish goals and missions Listen to employees Accessible and understanding Empower others Maintain accountability 4

5 Managers donʼt buy people Managers rent peoplesʼ behavior Failure to stop an Employeeʼs Self-destructive Behavior Creates A Managerʼs Self-destructive Behavior Non-Performance Donʼt know of other Alternatives Donʼt know Consequences Escape the Consequences 5

6 Scientific Principles That Govern Human Behavior People do what they do because of what happens to them when they do it. Providing consequences that positively reinforce can attract, retain, and motivate people GOALS begin all behavior CONSEQUENCES maintain behavior Performance Management Creating Accountability: Position Descriptions & Tissue Banksʼ Goals 6

7 Your life is controlled by your thoughts. Your thoughts are controlled by your goals. Industry Survey Top 3% Have Clearly Written Goals Next 10% Think About Their Goals Last 87% React To Life Without Goals Goal setting is probably the most important management task and it starts with an employeeʼs Position Description 7

8 Objectives should be S.M.A.R.T. Specific Measurable Attainable but ambitious Realistic but demanding Time constrained Objectives should: Be discussed and agreed upon with the employee Be short, clear, precise, & easy to measure Incorporate changes in behavior Should include at least one Team Objective Team Objectives Are objectives that are common for a given team defined by their department or inter-department cooperation Highlight and encourage working effectively together on joint efforts 8

9 Critical Objectives Objectives should be significant and important to the individual, the team, and to the organization Employeesʼ objectives should be critical to the Managerʼs success too! If an employee fails to achieve a key objective, then the manager should be unable to achieve his/her objectives Involve Employee in Objectives Have employee write his/her own objectives Negotiate if appropriate Create a maximum of 6 objectives Encourage employees to keep the status of their objectives weekly or even daily Objectives and Results Objectives begin all behavior but without follow-up, results are rare What get measured, gets done Without employee and manager review of the objectives, then objectives do nothing more than detect nonperformance 9

10 Goal Setting Process Write S.M.A.R.T. Goals Specific, Measurable, Attainable but Ambitious, Realistic but Demanding & Time Constrained Maximum Six Objectives 80% of key results will come from 20% of the objectives Roles in Goals Setting Process Top Down Process Objectives must relate to the objectives of the company Involvement of your manager, employees, and most importantly YOU! Performance Management Managing Employee Behaviors 10

11 Behavior How You Let The Outside World See You What Youʼre Willing To Show Your Natural Behavior Things You Do Routinely Things You Do Without Thinking About It Interaction Behavior Based On The Observation That People Act In Predictable Patterns Understanding Their Patterns And Adjusting Your Approach 11

12 Goal Of Interaction Behavior Understand Strengths/Weaknesses of Your Behavior Pattern Your Employeeʼs Behavior Pattern How To Adapt To Manage Their Behavior To Understand Behavior People Form First Impressions People Do Things in Patterns People Have Expectations Two Dimensions of Behavior Dimensions Of Behavior Assertiveness Responsiveness 12

13 ASSERTIVENESS The tendency to deliver convictions with confidence or force ASSERTIVENESS Low High A B C D Assertiveness can be plotted on a scale from Low to High MANAGER EMPLOYEE LOW HIGH ASSERTIVENESS 13

14 EMPLOYEE MANAGER LOW ASSERTIVENESS HIGH EMPLOYEE MANAGER LOW ASSERTIVENESS HIGH EMPLOYEE MANAGER LOW ASSERTIVENESS HIGH 14

15 RESPONSIVENESS The tendency to react to others with a show of emotions or feelings HIGH R ES Responsive Time Line P O NS I V E N E SS LOW T I M E RESPONSIVENESS High Low 1 15

16 Performance Management Identifying Employee Behaviors HIGH R ES 4 P O NS 3 I V E N 2 E SS 1 LOW A B C D LOW ASSERTIVENESS HIGH HIGH R ES 4 A4 B4 C4 D4 P O N SI 3 A3 B3 C3 D3 V E N 2 A2 B2 C2 D2 E SS 1 A1 B1 C1 D1 LOW A B C D LOW ASSERTIVENESS HIGH 16

17 HIGH R E SP O NS I V E N E SS LOW A S K Supporter People Reasoner Fact EMOTE Expresser Social Decider Control CONTROL LOW ASSERTIVENESS HIGH T E L L Does your Interaction Behavior depend on your Job? What are accountants? Supporter People Expresser Social Reasoner Fact Decider Control Conducted interviews with 3000 Accountants and found... Supporter People Expresser Social Reasoner Fact Decider Control 17

18 Accountant Interview Findings Supporter People Expresser Social Reasoner Fact 27% Decider Control Theory Calls for 25% in each Box Supporter People 25% Reasoner Fact 25% Expresser Social 25% Decider Control 25% HIGH R E SP O NS I V E N E S S LOW A S K Supporter People Reasoner Fact EMOTE Expresser Social Decider Control CONTROL LOW ASSERTIVENESS HIGH T E L L 18

19 Identifying Employee Behaviors Secondary Styles Supporting Supporter Expressing Supporter Supporter People Reasoning Deciding Supporter Supporter Expresser Social Reasoner Fact Decider Control Supporter People Expresser Social Reasoner Supporting Decider Decider Expressing Decider Fact Control Reasoning Deciding Decider Decider 19

20 Supporter People Supporting Expresser Expresser Expressing Expresser Social Reasoning Deciding Expresser Expresser Reasoner Fact Decider Control Supporter People Expresser Social Supporting Expressing Reasoner Reasoner Reasoner Reasoning Reasoner Fact Deciding Reasoner Decider Control Performance Management Identifying Managersʼ Behaviors 20

21 Identifying Employee Behaviors Behaviors Under Stress Stressed Behavior Expresser Decider Fight 21

22 Supporter Attacker Reasoner Flight Fight Stressed Behaviors Supporter Expresser Reasoner Decider Flight Fight Stressed Behaviors Supporter Expresser Reasoner Decider Flight Fight 22

23 Stressed Behaviors Supporter Expresser Reasoner Decider Flight Fight Handling Stressed Employees Get the employee to communicate with you Be an Active Listener Draw out pent up emotion without being defensive but expect defensiveness from the employee Show empathy - acknowledge their right to their feelings Handling Stressed Employees Ask Questions and use Silence Restate situation to be sure YOU understand and the person knows you understand - focus on facts rather than emotion Focus on attacking the Concern or Problem not the people involved 23

24 Handling Stressed Employees Facilitate a plan to eliminate or reduce the stressful situation Make it a priority to fix the problem as agreed - communicate with all parties involved Follow up to be sure the employee feels good about the solution Performance Management Generation Influences on Employeesʼ Performance The Generations World War II: born before 1943 Baby Boomers: 1943 to 1960 Generation X : 1961 to 1981 Millennials: born after

25 Generation X Aka The Nintendo Generation Generation X Confident, demanding and fast moving Their knowledge of technology has made them the 1st generation in history to know more than their elders Generation X Redefining the meaning of Motivating and Managing Employees 25

26 Generation X Grown up during the high-speed, high-tech revolution Never known a world without: fast food, speed dial, automatic cash machines, one hour photo stores video games, mobile phones, CDs, video tape cameras/players, hair dryers Reinforcement The rate of reinforcement has increased 50 to 100 times in the highspeed world The rates of reinforcement in the work place havenʼt increased in 50 years Generation X Reinforcement must be delivered at rates unimagined Cannot give them too much reinforcement Cannot give them reinforcement fast enough 26

27 Millennials Grew up plugged into the Internet Respect their parents (authority) Desire clear rules to be set for them Are determined to be successful Millennials They are optimistic, planners, goal setters, and team oriented They closely resemble the World War II Greatest Generation Millennials Goals and rules must be set, followed, and supported Leaders will be followed as long as they are trusted and respected Success is a critical measure of their satisfaction and loyalty 27

28 Generation Behaviors Employers who wish to harness their potential must Increase their knowledge of human behavior Maximize the power of positive reinforcement Performance Management Motivating Employees: Achievement and Recognition The Two Greatest Motivators... Achievement and Recognition 28

29 Achievement is the perception that occurs in a personʼs mind that he / she - has done something for the first time - has done it better than before Recognition Occurs when someone achieves something and someone recognizes that accomplishment in some way Performance Management Designing Training for Formal and Informal Adult Learning 29

30 PREFERRED LEARNING CHANNELS Visual Auditory Kinesthetic PREFERRED LEARNING CHANNELS People rely on a primary learning channel to absorb information Some use combinations PREFERRED LEARNING CHANNELS People have problems understanding information when it is not presented in their own Preferred Learning Channel 30

31 VISUAL Perceive things and concepts in pictures, colors and shapes Have difficulty concentrating and understanding without visuals They like materials seen or visualized Charts, Posters, Pictures AUDITORY Learn best by hearing concepts through words, tones, and sounds Audio-tapes, Enthusiastic Voice, Talking Out Loud KINESTHETIC Rely on actually doing or feeling the Information Doing activities in groups or pairs Short quizzes Hands on activities Pushing buttons Audience participation 31

32 YOUR LEARNING CHANNEL PREFERENCE You naturally present information using your preferred learning channel How do you satisfy every person? The best presentations contain a mixture of Learning Channels Visual Auditory Kinesthetic Training 80/20 Rule 20% of population is Learner Oriented 32

33 Training Planning Visualize from the employeesʼ point of view Design training based on; current situation, employeesʼ experience and expectations Yours and Theirs! Training Plan Begin with the end What knowledge and attitude do you want them to have after the training? What action do you want the employees to take after your training? CLASSIC FORMAT Tellʼem What Youʼre Going to Tellʼem; Tellʼem; Then, Tellʼem What You Told Them 33

34 Performance Management Coaching for Improved Employee Performance Coaching Sessions are the most uncomfortable, avoided, and mishandled of all management tasks The Agony of Coaching Sessions Believe that they can hobble along and get by with minimal damage Rationalize the concern by taking other things into account Fret that the issue will escalate 34

35 The Agony of Coaching Sessions Painfully realize that you have made mistakes too and have little right to be pointing the finger at others Feel doubts about your own ability to guide a productive discussion Coaching Values Every Employee will benefit Honest communication will build trust Employees need to take ownership of their behavior Focuses on future improvement based on observations of past performance COACHING PROCESS Be Supportive Clarify Your Intentions Discuss Issues Formulate Action Plan Get Commitment 35

36 SUPPORTIVE BEHAVIORS Collaboration / Flexibility Helping / Assisting Empathy / Understanding Recognition of Employeeʼs Value Listening / Interaction SUPPORTIVE BEHAVIORS Recognize Employeeʼs Goals / Interests Positive Feedback / Credit Encouragement / Optimism Positive Exchange Owning some Responsibility / Openness CLARIFY YOUR INTENTIONS To improve the individual Make the professionalʼs life easier Want to become his / her worst nightmare Want to determine if the person / job is a proper fit (Stay away from your personal reasons) 36

37 DISCUSSING ISSUES Focus on one issue at a time Focus on here and now issues If You / the Tissue Bank are part of the problem... confess and own up to it Acknowledge employee difficulties, excuses, and justifications DISCUSSING ISSUES Donʼt start with an accusation You are terrible when it comes to month end reports! vs. Iʼm a concerned with your month end reports always being late. Questions and Silence are the most underutilized communications tools Use to gather additional information DISCUSSING ISSUES Create a vivid example What would you do if you were me and one of your top people...? Ask penetrating questions We need to discuss how to get you on track for achieving your goals by the end of the year. What is your plan to reach your goals? 37

38 Questions and Silence Good coaching is not talking as much as it is listening Remember: W.A.I.T. (Why Am I Talking?) Question Suggestions: Listen and go deeper Follow the personʼs last thought and ask another question FORMULATE AN ACTION PLAN Let the person come up with a plan Be more concerned with establishing a plan rather than with pathology of the problem Be an organizer and facilitator Expect excuses, justification, and rationalization GET A COMMITMENT Donʼt assume things will change No commitment will signal hesitation and disbelief Be prepared to follow-up, follow-up, follow-up 38

39 CONFRONT RESISTANCE No change is simply not acceptable Ask about any reservations whether the plan will work Donʼt debate reservations, support them Focus on what can be done not on reasons it wonʼt work ESTABLISH IMPACT Give reasons why the person should change This can be: Tension Raising Complacency Disturbing CLARIFY CONSEQUENCES (DONʼT PUNISH) Assess the personʼs commitment Positive reaction will result in understanding and commitment Negative reaction will result in resistance and resentment 39

40 CLARIFY CONSEQUENCES (DONʼT PUNISH) Emphasize the positive consequences whenever possible However, If commitment is weak, explain negative consequences CLARIFY CONSEQUENCES (DONʼT PUNISH) Describe consequences as natural outcomes Make sure person knows the boundary DONʼT GIVE UP Trust the process Establish follow up procedures Recap initiatives & review time table 40

41 Dealing with Non-Performance Dealing with Non-Performance Determine if it is non-performance or an employee who needs development to improve Dealing with non-performance is a key part of Performance Management Non-Performance Donʼt know of other alternatives Donʼt know consequences Escape the Consequences 41

42 The Rule of Three from reasons for Non-Performance 1st confirm understanding of expectations 2nd confirm ability to perform 3rd confirm willingness to perform Performance Management Managing Employeesʼ Behaviors REASONERS Donʼt Push Be Prepared And Organized Emphasize Technical Process Give Facts Have Things For Them To Do Give Solid Proof For Claims 42

43 EXPRESSERS If Up Or Down--Why? Be Open, Friendly Allow Plenty Of Time Record Details Expect Them to Change Their Minds Share Sincere Thoughts And Feelings Talk About Othersʼ Successes DECIDERS Be Time Considerate Get Down To Business Quickly Make Best Use Of Time Give Specific Information Early Give Options Let Them Decide SUPPORTERS Spend Time Developing Relationship Avoid Tension Be Careful Of Feelings Show YOUR Support Provide Guarantees And Assurances Make Sure You Have Their Commitment 43

44 Every person has the right to know how he/she stands and what his/her future will be with your organization Mid-year Progress Evaluations Measurement Assessments How is he/she doing so far on objectives? What problems is he/she having? What is his/her attitude toward objectives? How were results-to-date achieved? Evaluating Employees How were the results achieved? Did he/she motivate the team or peer group? How good is he/she at training and helping others? Is the employee a team player? Does he/she cares more about the individual results or the team/company results? 44

45 Year-end Annual Evaluations Measurement Assessments How well did he/she achieve the yearʼs objectives? What was the degree of difficulty of the objectives? How were the results achieved? What is his/her future with the organization? Other Courses Offered Hospital Development Success Funeral Home Development Success Consent Training Success Recovery Team Success Presenting Skills Success Bob Trouteaud 675 Rays Rd. Stone Mountain, Georgia Phone: (404)