Performance Management by Delta Digital

Delta Digital Limited

Performance Management Managing and improving the performance of your team

Ron Skirving 8/9/2012

Contents of the Manual Why Performance Management - An Overview

Benefits of Performance Management

How the process should work

The Performance Review Process

Reviewing Performance

Creating the Environment

Planning Continued Contributions

Objective Setting

Conducting the review

Facilitation Skills

Questioning Skills

Active Listening Skills

Check Understanding

Non Verbal Communication

Giving and Receiving Feedback

Johari Window

Handling Difficult Situations

Personal Development Planning

Planning the Progress Reviews

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Why Performance Management? An Overview

What is Performance Management? One of your key responsibilities as a Manager at Your Company is to get things done through other people. Your performance management process is an effective tool to help achieve this goal.

However, managing your peoples’ performance is not a one off event that happens once a year but a continuous cycle. As a manager you are responsible for agreeing and establishing objectives with your direct reports, monitoring and tracking their progress throughout the year against these, and finally, holding the annual discussion to formally review their performance against the agreed objectives and plan for the future.

What is a Performance Review? It is a formal meeting where an individual and his/her Manager meet to discuss his/her performance in the role over a specified period of time and plan ahead for the next specified period of time. It is also the process which links the performance of people within Your Company to the objectives and strategy within the company.

It should take place at least annually, in line with the departments business planning session (where applicable). This will ensure maximum benefit is gained for achieving goals and objectives through the coming year and developing performance.

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Benefits of Performance Management

The successful implementation and effective use of the performance management process means that the individual, the manager, and the company all benefit.

It enables the individual to:  Have a formal input and discussion in terms of how well he/she is performing in the role.  Discuss his/her strengths and development needs in relation to the role.  Work with his/her manager to set formal objectives for the coming year and create a Personal Development Plan outlining how he/she will get there.  Discuss future career development opportunities.

It enables the Manager to:  Formally address how individuals in his/her teams are performing against their objectives.  Discuss what individuals are doing well and where they could improve.  Plan with his/her team their objectives and development for the coming year.  Obtain an interview of the changing needs and requirements of his/her department.

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How the process should work When should you hold a Performance Management review? Although there are no hard and fast rules to this, you should appraise staff formally at least once a year. Additionally, reviews should be held in the following situations:  Internal job change - the previous Manager should review ‘looking back’ and the new Manager should set objectives and development plans for ‘looking forward’.  A Management change of job or role.  At the end of a new starters probationary period.  As part of the disciplinary process - when you may want to review performance more frequently to closely monitor and record.  At any other time the individual or Manager requests one.

Annual Performance Review

Plan & prepare

Monitor & review

Develop & agree objectives

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The Performance Review Process PREPARATION - Two weeks before the discussion Both Manager and individual prepare for the appraisal discussion. Form completed in draft/pencil only at this stage.

 FORMAL PERFORMANCE REVIEW Manager and individual discuss:  Past period performance  Objectives and development for the coming period They agree the appraisal based on the appraisers document

 WRITE UP APPRAISAL FORM - within one week of the discussion Manager formally writes up the document based on the review discussion and gives it to the appraisee - within two weeks of discussion Individual reviews the form, adds his/her comments, signs and returns the form to the Manager

 FORMAL REVIEW - within three weeks of discussion All completed appraisal forms are reviewed by the appraisers Manager to ensure:  Completion on time  Quality and consistency of appraisals  Overall review of the divisions performance

 MONITORING - Ongoing All appraisal forms are then monitored by HR to ensure:  Overall quality check of appraisal process  Forward planning I relation to the Company’s development and succession planning requirements  Form reviewed for training needs then filed on the individuals personal file.

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The Performance Review Process In order to ensure that the process is successful you need to gain commitment and involve everyone. By asking individuals to complete the relevant performance review on themselves, and give some thoughts to their own future development and objectives, you ensure they take some ownership of the process. This in turn will build greater commitment and buy-in in the future. This does not mean that you as a Manager can get out of your responsibilities to the individual, yourself and Your Company as a whole. You are ultimately responsible for the process within your department/area. You must prepare for the review by completing a form on each of your individual people. First off you need to do a draft or pencil copy. Psychologically a form completed in pen looks to the appraisee as though it’s already set in stone! The discussion that follows will be far more meaningful when you both arrive with draft copies and preparation on the future. Once the discussion has taken place you as the Manager need to ensure that the documentation is formally completed and passed back to the employee to review and add his/her comments. He/she then signs the document to indicate that the discussion took place not that they have agreed the outcome! You then read and sign the document and pass it to your immediate Manager for review. Your Manager will be looking to ensure that the review you held was handled in a professional and timely manner, and that there is consistency across the function/department with regard to ratings. It also enables them to gain an overall picture of the performance and effectiveness of the whole area of responsibility. The final part of the process is for the form to be passed on to the Human Resource department who will provide an overall check. They can pick up on development and training needs which have been highlighted and see where they may need to provide advice or support. NB The role of HR is not to ‘chase’ individuals or Managers about requests made for support. The responsibility lies with the individual and their Manager to pursue what has been agreed and documented. They are, however, likely to become involved if you do not action individuals development plans.

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Reviewing the Performance Why is Performance Management based on the performance criteria? The performance criteria have been developed to reflect what it takes to be effective within Services and within specific job groups, namely:     

Engineering Manager/Consultant Project Manager Office/Administrative Support Technical User Support

The Performance Criteria describe how the role should be performed and have been developed for each of the above job groups using the following generic headings which summarise the main areas of competence for each role:      

Customer Focus Managing/working with others Personal qualities Business focus Analytical approach Technical skills and knowledge

When you review the information under each heading you will see that this is different for each of the five job groups and reflects what is particularly effective behaviour for roles in that job group. You will also notice that ‘Technical skills and knowledge’ has been left blank for you to develop for each role within the job group as this is the one area that will vary considerably between the different roles. By using the relevant Performance Criteria you have a way of assessing where people are currently, identifying ‘the gap’ and agreeing development plans to close that ‘gap’. The framework for doing this is provided within the performance review process and will enable individuals to take far greater ownership of their career development as it spells out in clear terms what is expected of them. It enables you, as the Manager, to develop your thoughts on where the business is going and the skills, knowledge and behaviours your team will need for the future.

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Creating the Environment One of your challenges as a Manager will be to create an environment which will enable the performance review process to work effectively within Your Company. Below are some ideas on how this can be achieved: Set an example Your team will look to you for leadership on this to see if you are giving time and commitment to your own department and caring for the individuals within it. Your team won’t commit to the process unless you do! Establish trust You can create a positive atmosphere by respecting individuals confidentiality absolutely and by being honest yourself. Don’t be afraid to admit to mistakes along the way. Be willing to change If you are open to change and improving the way you operate, others will be willing to follow suit. Encourage participation and consultation The essence of the performance review process is that it is a two way communication that encourages personal ownership. For you as the Manager it means ensuring that you are not overly directive, but that you encourage a joint approach to issues. You can help your people develop a sense of achievement and self worth by allowing them to take responsibility for their own development and supporting them through this. Remember it’s all year round! This is an ongoing development process and should not be confined to an annual meeting. You will need to agree with your people how you will monitor your own and their progress and development throughout the year.

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Planning Continued Contributions To achieve the Company goals, it is critical that the efforts of every individual are focused in the same direction. For this reason setting and agreeing objectives against Your Company business goals is key to the process and will dictate to some extent the timing of the reviews. It is important that your own and your team objectives are linked to the Company goals and business plan, and that they reflect your key tasks and responsibilities. This will enable you to contribute effectively to the success of your team and the organisation as a whole. Goals and Objectives These are two separate but inter-related concepts. They can be defined as the following: Goals Broad statements of desired future and results for the Company, function or team, e.g. Vision or Mission statement or business plan. Objectives Statements of specific results to be achieved, which contribute to the accomplishment of the overall goals. Objectives will contain quantitative measures of performance, e.g. who, what, when. The benefits of setting goals and objectives are:  Individuals efforts across the department and Company are focused on achieving a common set of business goals  You have an opportunity to develop your personal skills and abilities in line with the direction in which your company is focusing.  The results achieved actually benefit the individual, department and company. Goal setting Your business goals will be developed by the Senior Management team. Functional goals will support and reflect these. Each individual should be aware of these goals and see the links into departmental and individual objectives.

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Objective Setting When you are setting objectives focus on two main areas:  The ‘what’ - achieving specific results.  The ‘how’ - what are the behaviours needed? The ‘what’ These can normally be described easily as they reflect the critical success factors and tasks found in your job description and/or department business plan. When setting objectives it is important to focus on outcomes crucial to success, both in terms of quantity and quality. Remember that these must always be linked back to the business and should be prioritised accordingly. The ‘how’ The behaviours you are expected to use to achieve the results aren’t always as easy to identify or quantify. They are equally important as they help define the culture of the Company. Sometimes people are so intent on producing results that they forget to use the appropriate behaviour, making their performance look less effective than it could be. Common characteristics If you remember the SMART way to set objectives you’ll always get it right! The five elements stand for:

Specific, Measurable, Agreed upon, Realistic and Timely (or time bound).

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Objective Setting A good objective meets the following criteria: Specific and stretching: The objective should be clearly stated. Exactly what is to be achieved in terms of the end result. Use of an appropriate, specific action verb in the objective helps to clarify the end result and indicates how it will be achieved and observed. It should be challenging, giving you a stimulus to achieve beyond current levels of performance. If it is too easy we are cheating ourselves and may become bored. Measurable: The objective should clearly state the level of accomplishment of the end result. We can use the four titles of Quantity, Quality, Time and Cost to help us measure more effectively - and indeed monitor the objectives we set. Agreed Upon and achievable: Performance objectives are developed through a partnership between Manager and the individual (team leader and team individual). Objectives must be mutually agreed on by both parties and within your area of responsibility. Realistic: We must consider the practical aspects of the objective. Is it realistic, bearing in mind the other demands on your time and purse? Impossible objectives create stress and disappointment. It must be significant, moving the Company towards its overall goals but you must be able to achieve it! Time Bound: The end result specified should be accomplished within a certain time period. Short term and long term objectives are differentiated in specific time measures. Deadlines and milestones can serve as the basis for evaluation of progress. The timing of the objectives must be appropriate given the current business climate.

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Objective Setting Measuring Objectives There are two basic approaches to measuring performance - counting and judging. Counting is easier and more comfortable since it is more objective and readily observable. Counting ‐ There are four main categories you can use: Quality

 % error rate  % call closed within first time fix  number of customer complaints received Quantity

 number of invoices produced  number of Service calls made  % calls closed within Fix SLA Cost

 number of outstanding shipments  % within budget guidelines  £ out of pocket expenses Timeliness

 % schedule dates met  number of deadlines met  units/services produced on time

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Objective Setting Judging Judging is sometimes considered less reliable than counting because it’s more subjective. To help keep subjectivity to a minimum, you nee to have a reference point. The best approach is to set up ‘checkpoints’ or criteria based on behaviours so that you can observe, then agree, what level of performance is acceptable in this area. The behaviours listed under Performance Criteria will be a useful guide.

Setting non qualitative objectives:  Direct the objective towards observable behaviours rather than activity, e.g. for ‘Customer Focus’ you may want to ask for feedback from customers  Quantify specific aspects of the objective. Even though the main result required of the objective may not be quantifiable, there are likely to be aspects of the objective which are. An example of this might be the percentage of customer relationships maintained for ‘Customer Focus’. These may not be the most important areas of the objective but they are still contributing to the target and achieving the actual objective.  Devise some form of measurement or precise description of the present situation, in order to be able to calculate change from this level, e.g. where are you now and where do you want to get to?  Construct a scale of measurement from ‘Outstanding’ through to ‘Unacceptable’. This scale is valid as long as there is sufficient real evidence to support the rating judgement at the end of the performance review period.

NB Remember that if the desired results cannot clearly be described it is likely to have been an effective or SMART objective. An example of this would be ‘Improve customer satisfaction’.

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Conducting the Review The most important thing to remember about performance review meetings is that they are a means to an end. They should be the logical extension of an ongoing development process, and the springboard for action for the coming year. If it is just a cosy ‘chat’ without a practical outcome then you and the employee will have missed a golden opportunity to change for the better! A performance review meeting is really a cross between an interview, where you can use effective questioning to probe and find out more about the employee; an action meeting, where you are seeking to agree a plan of action with the employee; and a counselling session, where you give and receive feedback. Making the review run smoothly:  Be well prepared! You should take time to review the employee’s performance against last years objectives (where possible) and the relevant Performance Criteria, and be able to support you view of their rating with behavioural evidence. Remember that they will also be preparing for this review and you’ll need to come to an agreement on the overall rating for which you must be prepared. You should read through last years appraisal review notes and think about any changes which may have occurred in the past year, e.g. has their job role changed or the demands on that role?  Regard the review as joint agreement seeking You should both be there to discuss and agree on the past and future for mutual benefit. Clearly focus on the true issues and use the time to problem solve together in order to get it right. By the end of the meeting all of your and the employees agenda’s should have been addressed.  Ensure there are no surprises This is not the place to raise disciplinary issues about which the individual knows nothing. Any problems with the individuals work should have been discussed with him/her before the review began, and cleared up.

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Conducting the Review Aim to create a positive, relaxed atmosphere  Avoid interruptions  Make the environment welcoming  Set aside enough time  Ask open, well structured questions  Listen more than you talk  Probe until you get the answers or help them get the answers  Use silence and encouraging noises  Be clear about actions you are agreeing  Both know how you are going to monitor progress

Negative behaviours ‐ to be avoided at all costs!  Allowing yourself to become tied up in arguments  Talking too much  Avoiding mentioning anything unpleasant but necessary  Getting side-tracked by other issues, e.g. pay!

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Conducting the Review After the meeting...  Don’t waste the opportunities you’ve opened up during the meeting  Keep the meeting contents confidential  Keep to your side of the bargain by doing what you said you would de  Communicate effectively with your people on an ongoing basis!  Remember that it is an ongoing process to be monitored and reviewed on a regular basis throughout the year, not just when it has to be.

Setting the scene To achieve an effective discussion you, as the appraiser, need to:  Give sufficient time and thought to preparation  Create a climate of trust and openness  Allow a two way, free flowing and constructive dialogue which should be facilitated rather than ‘led’ by you  Keep the meeting on track  Encourage and motivate the individual to share his/her ideas and look toward improving performance  Probe and explore the individuals assessment in order to reach agreement both in terms of achievements and the Performance Criteria

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Conducting the Review Setting the scene To achieve an effective discussion you, as the appraiser, need to:  Provide feedback as appropriate (based on evidence and observed behaviour) to supplement their own self appraisal, particularly if you disagree with it!  Be aware of your own attitudes and perceptions and how those impact on your assessment of their performance and the relationship. Always be consistent in your decisions and actions where they are concerned.  Explore any facts which appear weak and additional facts which may have impacted on performance  Be constructive, not negative, when difficulties are encountered. Look to resolve issues rather than confront.  You are ultimately in control of the outcome of the review and should do everything possible to end on a positive note and fulfil the aims of a Performance Management Review...

. . . Help individuals focus and agree a way forward so that they are positive and motivated in their work, thereby increasing their performance and the performance of the Company!

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Facilitation Skills  Maintain self esteem  Active listening skills  Question and probe  Clarifying  Summarising  Giving feedback  Making procedural suggestions  Body language and non verbal communication

What is self esteem? Self esteem is deemed as ‘feeling good about yourself’. People who feel good about themselves are more motivated, co-operative and open to feedback. You maintain self esteem by being careful not to do or say anything which can damage an individuals feeling of self worth, especially when discussing difficult issues like nonperformance. How to maintain self esteem     

Focus on facts and not the person Acknowledge good ideas and input Express confidence in the individuals ideas Be specific Be sincere

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Questioning Skills Questioning skills are vital in all aspects of Managing people. To resolve a problem or help to increase performance, we must get the facts and understand any underlying issues. Both of these areas require effective questioning. Poor questions may feel like interrogation and not evoke appropriate replies. A bad question may also be burdened with assumptions. Question structure Regardless of dictionary definitions, a question is only of value if it evokes the answer we need. A good question will consist of the 'Simple Question', politeness and a 'Social Preface' that encourages the appropriate response. Simple Questions usually start with Who, What, Where, Why, When or How. "Why did you choose the XYZ?" Polite simple questions Our questions should always be polite to maintain the feeling of a conversation Try "May I ask what is the..?" instead of "What is the ....?" Try "Tell me John, when did you..?" instead of "When did you....?" Social preface A question has two effects. The first is comprehension and the second is the feeling evoked. Questions may be understood but if negative emotions are created then the response will reflect this. The 'Social Preface' is a statement that should precede a polite question and encourage an appropriate response. It helps to create the feel of a comfortable conversation which encourages the flow of information. "It would help me put together an appropriate solution if I knew the constraints we need to work within, tell me, what are the time scales?" "You mentioned that you expected things to get busier. I wonder if you can elaborate?"

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Questioning Skills Question length If a question is too short it will feel like interrogation. If it is too long, the interviewee may have difficulty remembering the question, (e.g., "I'm sorry can you repeat that?"). A good question, including the preface will rarely exceed thirty words. Open questions The open form of 'Simple Question' provides a subject only, and encourages conversation. "Please tell me about your plans?" In the above example the subject is 'plans', the other person is free to discuss personal, departmental or organisational plans over any time period. All questioning should start with open questions, these are free from assumptions and avoid misunderstanding. Probing questions This form of simple question provides a subject and parameters. It is sometimes called the Loaded, Directive or Reflective question. The primary use of this type of question is to follow open questions and provide a greater depth of knowledge. "Can you tell me your departmental plans over the next two years?" "You said departmental expansion is a priority, can you tell me your plans over the next two years?" In the above examples, the subject is 'plans' and the parameters are the 'department' and 'two years'.

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Questioning Skills

Closed questions This form of question severely restricts the answer, typically to a 'yes' or 'no' answer. This is sometimes called a leading question and is of particular value at the end of a sequence of questioning, to provide the details or to confirm agreement. "Shall I phone your secretary or you?" "So if I understand correctly the.... will be of particular value?" In the first example, the answer is limited to 'secretary' or 'me'. In the second example the answer is limited to 'Yes' or 'No'.

Every part of fact-finding should be confirmed with a closed question prior to proceeding to the next stage. Such questions should be phrased to encourage a 'yes' response. You should avoid "I don't suppose the .... would be of value?". Closed questions should represent the smallest number of questions in any factfinding process. This often means going against our natural inclination.

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"Excellent questions get excellent results."

QUESTION STRUCTURE

Social Preface

L E N G T H Polite Phrasing

Open Simple

Question Probing

Closed 23

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Active Listening Skills Active listening involves giving the other person your full attention. That means your ears and eyes! We listen through our eyes and take in more information visually than we do audibly. You need to show the other person that you understand both content, or what was said, and the feelings expressed, or implied, behind this. Good speakers are described as charismatic, forceful or persuasive. A good listener is referred to as attentive or patient. It is easy to see why speaking attracts more attention than listening. When we speak, we dominate the airwaves and feel in control. Unfortunately, speaking does not control the other person's thoughts. Hearing is physiological, we do it for 24 hours everyday. An explosion will wake us. Listening requires skill and commitment. We listen for no more than a few hours in the day. Top professionals develop their listening skills.

Listening Pays Dividends

 Rapport The most interesting person at a party is the one who listens to you. A good listener is a good conversationalist. The other person 'warms' to us and starts to relax. Use effective listening to build rapport with other people.  Facts and feelings We often need information from the other person. We need to know how he/she feels. Only by listening carefully can we achieve this. 100% concentration will get you what you want.

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Active Listening Skills Free Information By listening carefully to the tone and phrasing, we can obtain valuable free information. Their feelings, opinions and thoughts quite often come across as they are talking and we can pick these up along with the words that come out of their mouths. Putting them together gives us a much more realistic picture and understanding.

Problem Solving Careful listening is essential in the problem solving process. You may often witness the other person finding their own solution while talking. It is difficult to make mistakes while listening. It is much easier to make mistakes when speaking. Sometimes people do not seek a solution, merely the opportunity to 'get it off their chest'. You can provide that help as they will for you in return at another time.

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Barriers to Active Listening Physiological If we are ill or uncomfortable it affects our communication. We should try and be aware of the other persons physical state. Psychological An extreme example would be a family bereavement affecting concentration. We should consider the other person's state of mind. If we are aware of such factors we can make appropriate allowances. Intellectual We have all experienced someone talking 'over our heads' or talking 'down to us'. The intellectual capacity of both parties affects the effectiveness of communication. We can minimise this risk by preparation and questioning. Environmental Distractions affect concentration and accuracy. Examples include desk clutter and windows. Open offices affect the quality of communication if either party suspects they may be overheard. Knowledge base When we hear a word it is cross-referenced against our Knowledge-base to provide a meaning. If we consider the Knowledge-base of the other person we improve our listening accuracy. A 'cable management system' in the office furniture industry refers to a channel in the furniture to house cables. To a telephone engineer it is the equipment that enables identification and diagnosis of faulty wires. Moral/Cultural Each of us has a set of values and 'religious' beliefs. By trying to understand the values of the other person, we can improve our ability to interpret the meaning and priority of value statements. Regional and cultural differences should also be a consideration in our very mixed community. To be aware and try to understand the differences will make an enormous amount of difference.

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The Principles of Listening There are four underlying principles upon which good listening is based. If these principles are adopted we immediately become better listeners. Commitment If we are committed to communication then the effectiveness of our listening increases. A speaker may not have his/her thoughts properly ordered. The committed listener uses techniques such as 'Summarising' to ensure clear communication. We must 'want' to listen and hear what is being communicated to us. Interest When we are interested in a person or subject, we listen closely. The converse is also true. A good listener is interested in the speaker and what they have to say. Show that you are listening. Values Personal values have direct impact on Listening. Do you believe people have a right to a different view? Do you believe people have a right to be heard? If the answer to both questions is 'Yes', you are more inclined to listen. If the answer to either is 'No', then you are likely to interrupt or be distracted. Confidence Listening requires confidence because we feel the other person has control. We should feel confident when listening and show it in our responses. Are you confident, interested, committed and believe in other people's right to be heard? If you are, you will continually improve as a listener. Listening techniques are hollow and unconvincing if you have not adopted the underlying principles.

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The four stages to Listening There are four stages in the listening process. Misunderstanding is the consequence of failure in any of the stages. Misunderstanding destroys the conversation and quite often the rapport built up and possibly the relationship. Stage 1: Hear Our ears sense the sound waves. This stage is automatic and does not usually require concentration. A conversation will quickly end if you persistently ask the other person to speak louder. A noisy environment could cause misunderstanding at this stage. Stage 2 ‐ Interpret The words we have heard are now cross referenced against our Knowledge base. This is our personal dictionary. It is at this stage that misunderstandings frequently occur. We should consider the other person carefully and ask questions if we are unsure. Stage 3 ‐ Evaluate We now weigh the information and decide how to use it. Problems may be caused if we miss this stage. A good listener carefully evaluates the situation, emotion and context as well as the information. Stage 4 ‐ React We adopt whatever action (or inaction) we have decided on. Our reaction may be verbal or non-verbal. It is important to select an appropriate reaction. If the other person feels we are not listening then they will act on their feelings. Showing we are listening can be done by 'listening noises', smiling, nodding, open gestures with arms or posture and questioning carefully to check understanding and clarify.

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Check Understanding It is not enough to listen, we must show we are listening. Reflection, Paraphrasing and Summarising are important techniques. We can also use other techniques to ensure that we keep the flow of the conversation going.

Reflect This is a restatement of the feeling contained in the statement. Interviewee: You : Interviewee:

"Yes. I'm also concerned that my staff will be able to learn a new system" "If I understand correctly, you feel the method of introduction is important?" "Absolutely, yes!"

Paraphrase This is a restatement of the factual content. Interviewee: You :

"I'm looking for a good discount and fast service" "I see, so cost and service are important?"

Summarising A summary is a concise review of the key points. You: "To make sure I have the full list, we need to look at Cost, Service, and the Introduction. Is that correct?" Interviewee: "Yes"

Notice that we do not merely repeat his/her words. Neither should we include items the other person has not mentioned. Reflection, Paraphrasing and Summarising are usually more concise than the other person's statements.

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Check Understanding Echo The ECHO is a repetition of a key word or phrase. It shows we are listening and encourages the other person to clarify or enlarge on the statement.

Interviewee: You: Interviewee:

"We need to have delivery at double the current speed" "Double?" or "Double the current speed?" "Well certainly a significant improvement... Double speed would be ideal"

The echo can sometimes help you look knowledgeable and may also act as a control mechanism to focus the flow of conversation.

Interviewee: You: Interviewee:

"We need a fast service, easy administration and support" "A fast service?" "Yes, preferably a 24 hour turnaround, we've had problems with deliveries"

Encouragement Encouraging noises do not add to the subject matter but help the flow of the conversation and encourage the other person to keep talking. It is important that we look and sound attentive.

Examples:

"I see", "Really", "Ah ha", "Ugh Huh", "You don't say", "Fancy that", "I understand", "Tell me more", "Quite", "I never realised that", "Amazing", "That's true".

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Check Understanding To focus on the conversation If the other person digresses and you are under time pressure then the following sequence will help. It is particularly effective if you have developed a high degree of rapport. First name Start with the person's first name when they stop for a breath. "John.." Key word Refer back to a key word that was not part of the digression. mentioned delivery..."

"...you

Question Ask them to expand on the key word, which will bring them back on-track. "...I wonder how you measure the quality of the delivery service?"

Benefits     

Your voice must not sound abrupt or aggressive. The other person must feel that you are interested. The use of the first name stops most people. Referring to an earlier part of the message shows you have been listening. Your question focuses the conversation and keeps it on track.

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Non Verbal Communication Sending out the right messages and looking for clues!

Low eye contact A low amount of eye contact may indicate deceit or distraction. Dilated pupils This indicates affinity and is often witnessed between close friends and loved ones. Nose Rubbing is a form of 'mouth covering' and as such may indicate deceit. Pinching is often associated with indecision. Smile A natural smile shows affinity or relaxation. A forced smile may indicate aggression or stress. Mouth covering Often an indicator of deceit. Chin rubbing This is often associated with indecision.

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Non Verbal Communication Sending out the right messages and looking for clues! Posture The attentive seated posture is upright and slightly forward. A reclined posture may indicate mental detachment or perceived power. In a social environment this may indicate a relaxed frame of mind. When the posture changes, there may be a change in viewpoint. A reclined posture moving to the attentive posture usually precedes a request to speak. Arms When a person strokes their arm or leg it is often a stress indicator. Crossing arms may indicate stress or disagreement. Hands Closed hands may indicate disagreement or stress. Open hands are associated with honesty and lack of stress. Hand tapping is a common expression of irritation or boredom. Finger pointing is often an indicator of authority, "I am telling you". Pens are often used instead of the pointed finger.

 Relaxation The indicators are important if you are trying to build rapport. Indicators include a relaxed posture and muscles, smiling and an absence of stress indicators.

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Non Verbal Communication Sending out the right messages and looking for clues!

Aggression Muscles tighten. The skin colour changes significantly. In a meeting, the clenched fist may be replaced by the pointed finger or pen. The voice becomes higher or more deliberate.

Agreement Non-verbal communication tends to become synchronised.

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Non Verbal Communication Psychologists refer to a concept called 'Personality Constructs', it is a much witnessed phenomenon that we draw wide conclusions about a person from limited information. For example: A firm handshake = confidence, confidence = competence, competence = trustworthiness. Let us consider how our non-verbal communication can be used to create the right feeling in the other person and help us build relationships. Appearance Our appearance speaks volumes before we have opened our mouths. We must maintain a smart, well-groomed, professional appearance. Often the customer is not qualified to comment on the quality of our work. The attention we pay to the tidiness and cleanliness of our work will also be interpreted by the other person as indicators of the work quality. High eye contact Maintain a high level of eye contact but do not stare. To provide some variation you may look at the other person's nose, forehead or any item being used. Looking at the body (excluding the face) is often called an intimate gaze. This may be offensive. Open arms Your arms and hands should be open. Avoid crossed arms which may indicate insecurity or a defensive position. Don’t point Never point, either with your finger or a pen. If necessary, put your pen away when it's not in use. Smile Do not smile like a Cheshire cat. appropriate.

Use a warm genuine smile wherever

"The shortest distance between two people is a smile." Dale Carnegie.

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Non Verbal Communication Directive non‐verbal communication Use 'nodding' and confirming gestures to encourage the other person to speak. Lower the amount of body language and avoid confirming gestures if the other person wanders from the point. Posture The 'line' of our posture should point to the other person. When standing, it should be upright and facing the other person. Do not get too close, respect their personal territory. When seated, we should face the other person. Our posture should be upright, leaning slightly towards them. Handshake Use a firm handshake. Preferably maintain eye contact while shaking hands. Territory We all have a zone of personal territory. In open plan offices people mark their territory with personal items. A stranger in your personal territory may be a cause of stress. We should respect the other person's territory. With practise, you can test for rapport by moving our items into their territory. Observe Watch their body language carefully and look for the patterns of deceit, agreement, boredom, attention and aggression. Check Use questions and changed posture to check your reading of their non-verbal communication. Remember there may be other factors operating (Biological, Social, Trained or Genetic).

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Giving & Receiving Feedback Understand the process Giving feedback, both positive and negative, can be a challenge! Performance management systems emphasise the giving and receiving of feedback but why? The simple reason is that it’s the best way of finding out about our strengths and weaknesses. Feedback is a valuable source of information about what other people see in us and therefore how they react to us. It is a fundamental part of behaviour change and development since to consciously improve any skill we must know from where we are to start! It is also a mechanism for measuring how well peoples actual performance matches their own perceptions of their performance. The Johari window, shown below, demonstrates the benefits of feedback. Seeking feedback from others enables us to gain valuable information on our ‘blind spots’ and so expand our area of self knowledge. How can we achieve the aim of ‘seeing ourselves as others see us’ and help our people at the same time? Here are some useful guidelines to assist you in achieving this end. Giving feedback        

Be honest Be specific - give real factual examples and don’t trust hear say! Be diplomatic when conveying discouraging feedback Maintain self esteem & stick to the facts Provide a balance Don’t be afraid to give feedback of improvements Being too nice doesn’t help anyone unless it’s genuine and well deserved Be realistic and limit feedback to events/behaviours over which the individual has some control  Ensure feedback is understood - even though it might not always be agreed with!  Don’t argue!

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Giving & Receiving Feedback Receiving feedback When receiving feedback it is natural to feel discouraged by negative comments. Whenever we receive feedback which touches on something important to us, how we perform at work for example, there is a period in which the body is set for action. We call it shock, alarm or surprise. 5 stages of reaction 1. 2. 3. 4. 5.

Shock Emotion - anger, hurt or disbelief Denial Rationalisation Acceptance

By understanding how the body reacts to feedback we can be more aware when providing it and receiving it! To make the feedback as constructive as possible for yourself, here are a few golden rules:  Respect confidentiality - don’t talk about what was said to you in confidence. Don’t put ‘black marks’ against someone’s name just because they’ve given you less than glowing feedback. In order for people to feel able to say what they really think they need to know that there will be no comeback on them in any shape or form!  Guard against complacency - if all your feedback is positive there may be a slight chance that it’s not all accurate!  Listen - don’t argue or make excuses. The other person is providing feedback to help you improve performance.  Look for patterns - are there recurring messages you need to act on?  Take time out to reflect on what was said and what it means.  Act on it - it’s no good taking it and putting away!  Say ‘thank you’ - look on the feedback as a present to help you develop yourself, increase your performance and become a better person. 38

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Giving & Receiving Feedback Constructive Feedback

Destructive Feedback

Solves problems

Exacerbates problems

Concentrates on behaviour

Concentrates on personality

Strengthens relationships

Damages relationships

Builds trust

Destroys trust

Is reciprocal

Is one way

Reduces stress

Increases stress

Avoids conflict

Causes conflict

Helps development

Hinders development

Is assertive

Is aggressive or passive

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Johari window How we can use it to appreciate ourselves and our effect on others. The diagram shows a balanced window but we should strive to increase the arena and decrease the blind spot, facade and the unknown areas. This exercise takes time, patience and support from all around us and, of course, depends on effective feedback from others used constructively and actioned by ourselves.

KNOWN BY OTHERS

ARENA

UNKNOWN BY OTHERS

FACADE

BLIND SPOT

KNOWN BY SELF

UNKNOWN

UNKNOWN BY SELF

The Johari Window was developed by Joseph Luft and Harry Ingham - two behavioural scientists with special interests in management interpersonal processes. The Johari Window, as their model is called, provides us with a useful perspective on our individual staff relationships. 40

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Difficult situations ‐ handling them professionally There will be times when facilitating the performance review discussion that you’ll need to deal with some difficult issues or situations. These may focus upon different perceptions between you and the individual about performance standards and/or competence displayed against Performance Criteria. There are a variety of possible responses when faced with difficult issues:  Avoid it!  Delay it!  Confront it - either using a power based or negotiation based approach The question to consider is how effective is any one approach in resolving difficult issues. We tend to develop our preferred way of dealing with difficult issues, and so it is important to be aware of the effect of our own responses in each situation. Avoid it! Passive behaviour. The issue is ignored and not addressed. The focus of the discussion is on the individuals strengths. The result is that the individual does not know that there is a problem (or if they do they will not be inclined to deal with it). The working relationship will also deteriorate as the individual is unlikely to respect you for failing to bring this up. Either way the problem is not addressed and the behaviour will not change. Overall the situation is unsatisfactory. Delay it! Postpone dealing with the issue until a ‘more appropriate opportunity’ presents itself. You need to be aware of the danger of being too charitable, trying to be a friend instead of a Manager. If this happens it is difficult to get past the emotional issues. The issue persists.

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Difficult situations ‐ handling them professionally Confront it!  Power Characterised by use of influence, coercion or an aggressive stance. Being highly critical without acknowledging legitimate objections or inviting comment. This tends to be regarded as a very effective approach by the person applying the pressure. For the individual being put under pressure, the reaction can be anxiety, anger, silence, apathy, resentment and ongoing hostility. The result tends to be a poor working relationship with resistance to change and frequent decline in performance. Clearly a win/lose situation.  Negotiation Characterised by clear issue identification, agreed issue resolution and commitment to an agrees action plan to change behaviour. Clearly a win/win situation. BUT this does not mean to say it is straightforward. It is equally as hard to hear as to give difficult feedback. The individual may acknowledge there is an issue or they may not. You need to identify resistance then be in a position to manage the opposition and channel it to commitment. Resistance is often a defence mechanism we are fearful of being regarded as not capable of doing a good job, of losing ‘face’, of losing trust and support. Such fears are acted on in a variety of ways:  Defensiveness, denial that there is an issue to be answered. You are challenged. Your data or information is challenged. You are met with silence.  Acknowledgement that there is an issue but it is due to factors outside their control, to do with colleagues, you as a Manager, their ‘customers’.

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Difficult situations ‐ handling them professionally Your goal: To get the individual to acknowledge personal responsibility and commit to change!  Prepare

Anticipate probable difficult situations Anticipate likely reactions (yours/theirs) Ensure you have all necessary data, that it is objective and can be supported by specific behaviour examples.

 Deliver

State the issue as you see it Focus on the issue rather than the personality Be direct and concise Extend support (the aim is to work together to bring about change.

 Explore

Invite a response Use active listening, clarifying and questioning

 Discuss

Acknowledge legitimate objections/concerns Use a summarising style to keep comments objective, based on evidence.

 Agree

A course of action Emphasise commitment to change Extend support to achieve agreed actions

 Follow through

Continuing support and coaching to enhance performance

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Personal Developing Planning There is no right or wrong answer to how much guidance you should provide to your employees using the development process. It will depend very much on the individual. Some clues to how much guidance you should offer will depend on their level of experience, skill, independence and need for support. The more dependant the individual, the more you’ll need to provide clear frameworks and offer at least part of a suggested development plan. The more independent the individual, the more you’ll need to encourage them to critique their own ideas and provide them with added dimensions or insights from your own experience. Always use good open, well structured questions when helping people with their development needs. They need to come up with the ideas and suggestions for implementation - this way they ‘buy in’ to the process and take ownership of their own development.

Development options As already mentioned, there are many ways of developing others and helping them develop themselves, apart from simply attending a training course. Training is only a stepping stone in learning - the first part of a sometimes long journey. This is where you come in! Development options available for you/them to select the most appropriate:  Coaching (either yourself or finding an appropriate person to do it)  Project assignments/member of a project team  Secondment to another area/department  Mentoring  Attending seminars or conferences  Distance/open learning  Reading books/articles  Using videos, audio cassettes, CBT packages  Making presentations on topics of learning  On the job training  Shadowing someone who is particularly good at the role he/she needs to develop

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Personal Developing Planning

During the performance review you should work with the individual to identify the most appropriate development options for them. You will find that different people learn best in different ways so that the same development need may have to be met differently depending on the individual. When drawing up development plans for your team remember to think through the following:     

What are the development priorities? How will you translate these into development objectives and actions? What resources will you require to fulfil each development need? What would be a reasonable time scale for achieving each development objective? How will you monitor progress?

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Planning the Progress Reviews

A very important part of the development cycle is for you to review progress with the individual as they develop. Below are some useful questions when holding development review meetings:  What went well?  Why do you think it worked well, give me some examples?  How could we build on your success?  What didn’t go so well?  Could it have been avoided and if so, how?  What would you do next time?  What have you learned from your experience?

Review the learning achievement against the development needs, i.e. ask the individual what he/she has learned and how, then test how he/she is going to apply this learning to other situations which he/she may face in the future.

Ensure that he/she has opportunities to put the new learning into practise to confirm and reinforce his/her new competence. This could also be an opportunity for agreeing another coaching activity.

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Developing Others

Give them additional responsibility  Delegate important tasks to him/her  Allow him/her to formulate their own action plans

Build their self confidence & self worth  Praise his/her strengths  Give non evaluative feedback & discuss consequences without implying blame or failure  Explore ways he/she can convert development areas into strengths

Increase their personal responsibility  Allow and actively encourage them to make their own decisions, and think things out for themselves  Support him/her in the implementation of ideas  Evaluate fairly unusual or different ideas

Enhance competence  Provide challenge in the job as an incentive for the individual to stretch him/herself  Let them tackle problems that are new and call for the application of new skills and knowledge  Support him/her when they are learning  Give sufficient scope to encourage initiative and innovation

and tolerate uncertainty and manage calculated risks by encouraging them to think of a number of action plans - there is never just one answer to anything!

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Monitoring Performance Monitoring and tracking Just because you have held a performance review and jointly agreed an individuals objectives, and put together their development plan, it does not mean it will all just happen! There is no automatic pilot when managing performance. Unforeseen barriers can block plans, circumstances may change and individuals could get distracted or lose their way. You as their Manager can’t afford to sit back and wait until the next performance review - it will affect your performance and your next review with your boss! You therefore need to track and monitor, offering support and guidance wherever and whenever it may be needed. In fact, you’ll spend most of your time throughout the year monitoring and tracking the performance of your people. Your role then, is to help your team progress and offer recognition and help when needed. To keep things on course both you and the individual will need to monitor the progress. This will provide you with the behavioural data and an accurate assessment of that progress throughout the whole year. This will then make the annual performance review much more constructive and easier! Although the job holder is ultimately responsible for monitoring their performance, it is vital that you have an input. It’s much easier to make little adjustments along the way, than try to rectify and understand them at the end of a whole year. During the performance review discussion, however, you must agree with the individual a way that you are both going to monitor the progress. How to monitor All organisations have ways to track results that are important to them, e.g. monthly budget figures, quality improvement graphs, customer satisfaction data. You and the individual can use and identify these built in sources of information for tracking performance. Occasionally you may need to design a way of tracking if no readily identifiable source excises. The trick is to use what’s available to save on time and paperwork! 48

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