SITXHRM006A: Monitor staff performance

1. SITXHRM006A: Monitor staff performance Crown Institute of Business and Technology

2. What are Performance Standards? A description of the duties and tasks an employee is expected to performance and how well they must accomplish them and what level they must meet.

3. Performance Standards Must Include: • A Fully Successful standard established for critical elements and placed in the employee performance plan. • Balanced, credible measures 1. Qualitative - accuracy, appearance, usefulness or effectiveness of product 2. Quantitative - addresses how much is produced and/or error rate 3. Timeliness - addresses how quickly, when or by what date the work product 4. Cost-Effectiveness – addresses dollar savings to the Government or working with a budget. 5. Manner of Performance

4. Code of Conduct • A set of rules to guide behavior and decisions in a specified situation • The Code of Conduct clarifies the standards of behavior that are expected of staff in the performance of their duties.  It gives guidance in areas where staff need to make personal and ethical decisions.

5. Key Performance Indicators • Key Performance Indicators, also known as KPI or Key Success Indicators (KSI), help an organization define and measure progress toward organizational goals • Once an organization has analyzed its mission, identified all its stakeholders, and defined its goals, it needs a way to measure progress toward those goals. Key Performance Indicators are those measurements.

6. Key Performance Indicators • Key Performance Indicators are quantifiable measurements, agreed to beforehand, that reflect the critical success factors of an organization.

7. Key performance indicator: characteristics • Easy to understand • Easy to understand how to improve • Easy to use • Relevant • Small secondary effects • Difficult to manipulate • Easy to compare with others

8. There are four general categories of performance measures: •  Quantity - how much? • Quality - how good? - how well does the product/service meet needs? • Time - how long? - is the product/service produced and delivered when required? • Cost - how many dollars? - are the benefits of the product/service (i.e. quality and time) greater than all costs

9. Measures belong to: • Quantity - Sales Volume and Number of Transactions • Quality - Customer Satisfaction • Time - Delivery Performance and Cycle Time • Cost - Operating and Raw Material Costs

10. Measures within each of these four categories can be expressed as: • Efficiency - doing the “ thing right” • Effectiveness - doing the “right thing”, or • Activity - “doing the thing”

11. Developing performance measures • Complete assessment of performance cannot be made unless the nature of the work or task is understood. You need to know. • The Goals or Targets of the Organisation • The Relationship between those goals and the actions and resources required to achieve them - this is the process of adding value

12. Determining what needs to be measured • In determining what needs to be measured the first question that should be asked is - what information is crucial to running the business? This would include:- • Financial measures • Leadership and people • Customer focus • Ways of working - corporate image • Performance

13. The Measures include: • Financial Return (Profitability) on net assets • Business process measures such as delivery and accuracy measures • Customer satisfaction levels and retention rates • Employee satisfaction measures, productivity, retention rates

14. Performance Measurements include: • Efficiency and Productivity • Effectiveness • Performance against a Budget

15. Qualities Of Good Measure • To meet the requirements for good performance measurement, there are four qualities which should be included in every measure: • Consistency with Corporate Strategy • Simplicity - easy to understand means easy to respond to and gives the measure credibility in the eyes of its users • Conceptually “close to the process it measures” • Facilitate learning and therefore continuous improvement

16. Section1- Allocate work(Continues) • Risk Analysis

17. Section2-Assess Performance

18. Performance Management An iterative process of observation and communication to support, retain and develop exceptional employees for organizational success.

19. Performance Management • Ongoing • Develops future performance • Long-term • Clear objectives • Focus on behavior • Incremental progress • Two-way communication

20. Why Manage Performance? • Encourage and reward behaviors that are aligned with organizational mission and goals • People want to feel what they do adds value and understand their contribution to the team • Curb or redirect non-productive activities

21. What is difficult about the performance management process? Process

22. PERFORMANCE ASSESSMENT DIFFICULTY (Involves numerous tasks) Are job standards being achieved? Employee receives feedback on performance Job Standards are Communicated Yes No Supervisor investigates reasons Performance Planning Worksheet may be developed or modified Discipline may be imposed Are job standards being achieved? No Yes

23. The primary objectives of performance management are: • to assist in the achievement of enhanced standards of work performance of an • employee or class of employees; • to assist employees to identify knowledge and skills to perform their jobefficiently; • for employees to work towards defined goals; • for employees to receive regular feedback on performance; and • ·for employees to achieve personal growth through acquiring relevant knowledge and skills and attitudes.

24. Many factors may be considered when seeking to enhance performance, such as: • adequacy of supervision; • organisational factors such as job definition, job design, induction, adequate • evaluation and feedback; • proper matching of people and jobs (improved selection techniques); • possession of necessary skills to perform the tasks efficiently; • interpersonal relationships within the immediate or work related area; • personal/family circumstances; and • medical considerations

25. Training for Staff(Part of Performance Management) • Employees at all levels may require assistance to develop the skills necessary to assist in the effective implementation of all components of performance management systems.

26. Training for Staff (process) • Step 1 – Identify Development Needs • Step 2 – Set Actions Required • Step 3 – Decide Who is to Action • Step 4 – Agree when to be Completed

27. What is the Purpose of Training and Development? • To develop staff to the best of their capabilities •  To meet performance objectives •  To ensure work is effectively carried out •   To improve career  opportunities

28. Establish S.M.A.R.T. Goals for Performance • Specific • Measurable • Attainable/Agreed Upon • Realistic/Relevant • Time-bound • Alignment Crown Institute of Business and Technology

29. Monitoring performanceRegular Performance Conversations • Communicate accountability, compassion, integrity and respect • Increase alignment between actions and mission • Identify strengths, concerns and areas for futuredevelopment • Are direct and eliminate surprises • Focus on examples of behavior vs. value judgments • Describe desired behaviors • Encourage employee to devise solutions and ask for necessary resources • Identify employee goals • Ask for commitment and set follow-up dates

30. Monitoring performance Conduct Performance Appraisals • Self-evaluation • Clear expectations • Comments • Supervisory approval • Optional categories • Professional development

31. Section 3-Provide feedback

32. What is feedback? A good working definition is as follows: Feedback is someone else’s perception of your behavior.

33. Why is feedback important? Feedback exposes blind spots, allows us to understand other people’s perspectives, helps us make course corrections earlier, makes us aware of opportunities for growth. It also helps us understand how to meet the needs of others more effectively. Crown Institute of Business and Technology

34. Quality feedback should… • focus on the learning intention of the task • occur as the staff are doing the job • provide information on how and why the staff understands and misunderstands • provide strategies to help the staff to improve • assist the staff to understand the goals of the tasks.

35. Feedback Criteria • Purpose • Setting • Timing • Forward focused • Two-way • Responsive • Accurate • Balanced • Relevant • Comprehension • Agreement • Follow-up

36. Prerequisites for Good Feedback • There needs to be trust and open atmosphere • The purpose of giving feedback is to help the presenter improve the work (or his or her way of working) • Giving feedback bears great responsibility, true motivation must be to help the presenter • not to boost your ego or display your superiority! • Sufficient time For audience to understand For the feedback discussion

37. Giving Feedback: the Hamburger Methodproviding informal feedback Start with something positive • Where’s the beef: provide feedback • Be constructive • Be concrete and specific • Point to things in the presentation/material • Suggest ways to fix it Conclude in something positive

38. Basic Principles of Giving and Receiving Feedback • How do I get better at giving feedback? • Use complete, behavioral examples so that it is • understood • Focus on the behavior, not the person (mitigates • defensiveness) • Make it Specific, Balanced, and Timely • Specific: if it is too vague, it can’t be acted upon • Balanced: share both types of feedback to build trust • Timely: usually within a week of the occurrence, • but not while emotions may still be high • Use both types of feedback • Positive or reinforcing • Redirecting or feedback for improvement

39. Coaching • Coaching: a supervisory function that helps employees improve their performance on the job by providing feedback Crown Institute of Business and Technology

40. Excellence in performance • Regularly and consistently exceeding the performance targets established while meeting the organisation's performance standards Crown Institute of Business and Technology

41. Document Performance Performance Appraisals- How to Document • Facts vs. Editorializing- • Avoid reciting secondhand information. Use only first hand knowledge. • Draft documents so that a third party who knows nothing about the situation will be able to understand what happened. • Be honest and don’t embellish. • Include any past history needed to understand event.

42. Performance Appraisals – How to Document, ctd. • Be Specific and Objective- • Avoid using generalizations- for example, words like “typically,” or “usually” • The document should be dated contemporaneously with the event. Draft as soon as possible. • If there are eyewitnesses, name them. • Specify exactly which work rule has been violated. • Avoid legal conclusions, which are likely to be misconstrued. Crown Institute of Business and Technology

43. Performance Evaluations – How to Document, ctd. • Be Consistent and Neutral- • Always have the employee sign the letter, or note if they refuse to do so. • Always make sure the document is signed by the person preparing it. • Don’t over-document or over-distribute. • If employee requests to add their own side of the story to the document, accommodate that request. • Avoid unnecessary commentary and admissions or confessions.

44. Documenting Performance • Staff Performance Improvement Plan • Staff Training Needs Self-Assessment • Staff Performance Review Feedback • Staff Training Plan • Staff Training Application • Staff Training Evaluation

45. Section 4-Manage follow up

46. Follow Up includes • Follow up - increase the effectiveness or success of by further action • Follow up includes • Identify interests and needs to enhance performance • Establish training plan • Review job description • Identify new challenges

47. Performance Development Planning • Objectives: • Align individual effort with organizational plans (pull in the same direction) • Establish clear expectations • Reinforce good performance so it will continue • Minimize/ correct poor performance • Help shape great performers from good performers (focus) • Increase communication between managers & staff • Provide focus on individual growth and development • Standard Elements • Each position to have expected key roles & goals • Connected to development through competencies, skills, and knowledge needed to deliver expected results plus individual strengths • Recommended three manager – staff member meetings in the cycle (one at minimum)

48. Performance Development Planning Key Roles determined for position Manager meets with staff member to review plan Manager observes, gives feedback to staff member on goals Staff member drafts goals & objectives for each role Needed competencies, skills, knowledge, abilities are determined Manager/ staff member assess strengths/needs Staff member drafts development plan: Strengths, needs, interests Manager meets w/ staff member to review results against the plan Manager meets w/ staff member at midpoint of review cycle to discuss progress Staff member seeks feedback (manager, peers, reports, customers) Manager gives staff feedback on Part II Manager gives staff feedback on Part II

49. Performance Development Planning Manager observes, gives feedback to staff member on objectives • Effective Feedback • All feedback should be timely, specific, and balanced. • Feedback should be based on expected outcomes and how staff is progressing toward those outcomes • Needs to be specific and focused on a particular action or pattern of actions, or words. • Feedback should include a context, a particular action or speech, and the result. Feedback for improvement should also include an alternative course of action and why the alternative would have been better. • Feedback should be forward focused– how to apply learning to future situations. Crown Institute of Business and Technology

50. Performance Development Planning Staff member seeks feedback from peers, reports, customers • Seeking Feedback • Feedback from peers, direct reports, and customers (both internal and external) provides additional perspectives on effectiveness. • These perspectives, combined with self-assessment and managerial feedback, provide a foundation to perform as effectively as possible. • The staff member should catalog the feedback for reference when meeting with the manager at end of the cycle.