Overall Workshop Objectives Session 1: Reinforcing Our Values Through Behaviour 1.
To reinforce the learning from the Launch Event on the three agreed values – passion, relationship and inspirational. inspirational
2.
To identify behaviours in order for everyone to live these three core values and build a ‘bank’ of suitable behaviours for implementation across the Team Leader population.
3.
To create a behaviour-based based “Leadership Shield” built on the three values for sharing with their team members, peers, line managers across acr the organisation.
Session 2: SMARTER Objective Setting 1.
To create TASK and behavioural objectives using a robust construction using the beginning, middle and end technique.
2.
To develop a standard approach on how to write objectives using the SMARTER SMARTE approach, that is written in a way that will satisfy individual motivators.
How To Use This Workbook This workbook serves as a supplementary guide from the Workshop with the techniques and skills of identifying behaviours that support the values, creating cre a high-impact impact leadership message to cascade to your team and, in the second part, writing well-constructed constructed and setting SMARTER objectives. There are a number of practical exercises and questions that we have gone through the Workshop to check that you you have understood and can apply what you have learned. A useful key to identifying the most relevant parts enables you to use the information, tools and techniques practically when you return to your workplace, and this Workbook will facilitate your leadership lead development. At the end of the Workbook, you will find your personalised action plan so that you can continue to use what you have learned.
Behaviours To Support Our Desired Values & Culture Sustaining the right culture is dependent on people acting and behaving in a manner that supports the values of the organisation (and in our case the Project Rock values of passion, relationship and inspirational. inspirational. It is vitally important to have the right business systems and practices to support the desired desired culture in the future. But it is just as important to have employees and leaders behaving in a way that builds a ‘way of being’ throughout the organisation. A definition of behaviour could be “everything I say and everything I do.” For people you interact ct with, behaviour is also everything you don’t say and don’t do.. How we consistently behave throughout our work day creates the norms and beliefs of what is okay to do on a daily basis. Behaviour, over time, establishes: The level of quality of our work How we work as a team Whether deadlines are important The level of inter- and cross-department cross relationships or collaboration How much we feel we can trust leaders If we are going to publicly state what we value, then we should expect employees to look for evidence in support of those values through business practices and (especially) behaviours. If employees do not see behaviours aligning with the values of Project Roack (and in a larger scale, the organisation), then all the work that went into developing those values will be meaningless.
One of our clients has been developing a ‘green field’ and has taken to heart their level of commitment to link their values to the behavior of employees and leaders. They have been operating for awhile and have consistently consistently emphasised the company values, along with the leadership and employee behaviours necessary to establish a positive work culture. When interviewing for leaders and employees this organisation now includes behaviourbehaviour based questions that focus on the experiences experiences prospective employees have had that demonstrate support for their values. In addition, after being hired, training sessions dedicated to building the right culture emphasise how people can demonstrate the desired behaviours in their daily work. Interview terview questions based on values is relatively common now, but conducting experiential training for everyone on the behaviours behavio rs that help to support a desired culture (with associated values such as Project Rock is NOT very common. The values are usually covered c as a brief part of orientation or on-boarding. on boarding. This company I'm referencing spends between 1 to 2.5 full days, depending on the position, on values and behaviours.
To help us build experiential training, the General Manager established a list of specific behaviours for all employees that help support values. Leaders were given this list of behaviours and some additional ones for their leadership responsibility. The behaviour list was different from competency models that often focus on the skills for specific jobs. The behaviours rs listed were ones that everyone needed to demonstrate regardless of the position in the company. The list was relatively short. Some of the the key actions or behaviours were underlined. Here are some examples of behaviours for two of their four values:
Customer Focused All Employees
Team All Employees
On a daily basis my actions demonstrate that I am
I treat co-workers, workers, the team, and company with respect
committed to doing the job right for our customers
I commit to doing work safely, without compromise
I follow established processes to ensure consistency
I look for ways to help fellow employees
I know and am focused on achieving our customer
I communicate openly and honestly
Key Performance Indicators (KPI’s)
I consistently choose a positive attitude
I talk positively about our customers
I consistently bring up concerns before they are allowed
I look for ways to say ‘Yes’ to the customer (internal
to build into bigger issues
and external)
Additional Behaviours rs for Leaders
Additional Behaviours rs for Leaders
I have confidence interacting and working with
I walk the floor and am both visible and interact with
customers
people on the production floor
I train people on my team to be competent to deliver
I give and receive timely feedback
quality results and meet customer Key Performance
I encourage open discussions in all employee interactions
Indicators (KPI’s)
I thank people for what they do and their involvement
I bring customer needs, expectations and their
I regularly discuss safe work practices with people and
‘stories’ into daily interactions with the people I lead
stop all unsafe work I encourage employee development
More information can be found on the linkage between values and culture through to behaviours on the Project Rock Facebook Page in the Workshop 1 tab. The web-links web for these are as follows: http://www.anglogold.com/subwebs/informationforinvestors/reports09/values-survey.htm http://www.anglogold.com/subwebs/informationforinvestors/reports09/values (A Global Survey Of Values And Organisational Behaviours) http://en.wikipedia.org/wiki/Value_(personal_and_cultural) (Showing The Link From Values To Behaviours)
By when? What actions will I take (in priority order)?
Personal Application Plan
What support do I need and from whom?
How will I track progress and measure success?
From the information you gathered in your A3 Worksheet on the course, please transfer your commitment goal, a-ha ha moments and key learning points into o the following document. Share it with your direct reports and your line manager to support your journey in the future.
Developing People By Effective Performance Planning Mission/Vision/Strategy Divisional/Business Unit Objectives Departmental Objectives Team Objectives
Objectives – Behaviour
Individual dividual Task &
If you are going to align objectives from strategy down to individual level (and therefore keeping it relevant to the organisational whole), then they have to cascade down each of the key levels as per the diagram above. A good analogy for this is to think th of this process as a ‘waterfall effect’. There is absolutely no point in having individual task and behavioural objectives that have no clear alignment at a departmental or divisional level. What the individual does impacts the ‘strategic bottom line’. But, how do you link what the individual is doing to what the organisation is trying to achieve? Through effective performance planning and by remembering one of the most classic, historical management theories, Management By Objectives by Peter Drucker. Druck
The Importance Of Objectives Writing Performance Objectives is something everyone is required to do every year but when not done effectively becomes a tedious “check the box” activity. When written well, Performance Objectives become a powerful tool that provides managerial leverage to increase performance and development as well as address poor performance. When not done well, the manager gives up this leverage. Objective setting should be a mutual process that provides employees clear line of sight to overall business goals. jectives should be individualised individuali ed based on each employee’s current capabilities and Objectives developmental needs. The team member’s Personal Development Plan (PDP) should be taken into account when performance goals are written and there should be a clear link between ween what an employee is asked to do and how they need to develop. Looking across the team, the manager should take each employee’s individual developmental needs into account when assigning projects and writing them into performance objectives. Performance Perfor objectives should include a stretch that addresses continuous improvement and provides built in development on the job. These stretch objectives provide a strong foundation for ongoing coaching throughout the year. When objectives truly stretch an an employee, coaching becomes a necessary part of helping the person achieve them. At the beginning of a project and at the time of development planning, the manager should be able to clearly articulate how the project and performance objectives will help the employee develop. When assessing performance during and at the end of the year, the manager and the employee should be able to articulate the learning and development that occurred as a result of the assignment. They should also be able to identify identify any additional development needs that were uncovered during the assignment and revise the employee’s IDP and Performance Plan accordingly. Well written objectives allow for calibration and differentiation of performance at the beginning, during, and end d of the year. When developing performance plan objectives, the manager should consider other employees in similar positions with similar capabilities to ensure fairness and consistency. Getting together with other managers with similar employees to calibrate goals at the beginning of the year makes performance calibration much easier at the end of the year. Objectives should be focused on results and outcome and should be clear and concise to allow for fair and effective assessment of performance. If written well at the beginning and revised appropriately when needed, they make the manager’s task of assessment much easier.
When used as a tool for ongoing coaching discussions throughout the year, they help ensure that the end-of-the-year year performance evaluation is not a surprise for the employee. Because development has been built in and discussed throughout the year, the end-of-thee year performance review becomes not just an assessment but also a developmental discussion for the employee. It provides continuity and a foundation for the employee’s performance and development the following year.
Guidelines for Creating Clear Clea Business Objectives Business Objectives monitored through specific data - SMART. Required Behaviours monitored through specific behavioural activities: what you see and hear.
S.M.A.R.T
BUSINESS OBJECTIVES
REQUIRED BEHAVIOURS
POSITIVE INDICATORS IMPROVEMENT INDICATORS
Defining fining the ‘What’ and the ‘How’ Objectives are set for an individual and not for a role. Performance is measured against the individual’s TOTAL CONTRIBUTION - therefore, WHAT an individual does is as important as HOW they do it. For example:
The WHAT: When you consider WHAT an individual has achieved or what you want them to achieve, you are concerned with their business objectives and their skills, knowledge and expertise. Therefore, when writing business or skills objectives you are trying to answer the question ‘WHAT is the job holder attempting to accomplish?’ Business objectives should not be based on the individual’s business as usual tasks unless you are attempting to make changes or improvements to them.
The HOW: In order to measure an individual’s Total Contribution, WHAT they do is not sufficient; you must also consider HOW they have achieved it. The Allianz Leadership Framework should assist you in this area.
Structuring Objectives Objectives need a beginning (an action), a middle (the condition) and an end (the result/when):
Beginning
Middle
End
Use an active verb i.e. a doing word
End with a measurement in quality, quantity, time or cost
Achieve
State what has to be achieved (and where appropriate, for who or on what it’s being done) €500,000 of commercial new business
By end 2012
Increase
Quality of new business quotations
To 95% by 31 August
Reduce
Cost of printing by 10 % to €30,000
By end of next quarter
Review
New business processing service standards
By 31/12
Design
A one day writing objectives training course for managers
By delivering this in May
Evaluate
Effectiveness of the new business process Within 8 weeks for product X
Develop
6 new accounts in Ireland
st
Before the end of the financial year
Using this method you can write SMART objectives Achieve £500,000 of commercial new business by 31st December 2012 Carry out rigorous performance management for direct reports during 2012 Reduce loss ratio by 2% by the end of quarter 4 2012 Develop and implement plement a cross-selling cross programme for stand-alone alone businesses by end of quarter 4 2012
List Of Possible Active Verbs For Objectives KNOWLEDGE
COMPREHENSION
APPLICATION
ANALYSIS
Define State Recognise Identify Justify Select Indicate List Find Show Perform Analyse Identify Conclude
SYNTHESIS
Combine Summarise
EVALUATION
Evaluate Recognise
ATTITUDE
Relate to Describe
BEHAVIOURS
Apply Argue Assess Calculate Change Choose Classify Combine Compare Conclude Define Design Differentiate Discuss
Write Recall Be aware of Illustrate Name Formulate
Underline Select
Choose Reproduce Use Demonstrate Select Separate Compare Contrast Argue Discuss Organise Support Validate Determine Recognise Identify with
Construct Select Assess Explain Justify Resolve Break down Differentiate Select Relate Conclude Identify Choose
Estimate Explain Formulate Identify Illustrate Measure Name Operate Organise Rearrange Recognize Record Relate
Explain Label Classify
Take action to Address Rephrase Report Sketch Solve Specify Tell Translate Transmit Underline Use Validate
The ‘What’ - SMART Objectives SMART only describes the “What” i.e. what needs to be achieved? To ensure that manager and individual’s expectations are aligned, it is crucial that objectives clearly define what successful delivery would look like. If this is achieved, both the Manager and the individual are working toward the same objectives and performance performance can be objectively assessed against these objectives. Following the SMART acronym ensures that objectives are: When constructing a SMARTER objective, you need to ensure that the objective includes the following items:
Specific
The desired outcomes or goals must be clearly stated You can even write them in bold to highlight the outcomes or goals – this places emphasise on the key outputs required
Measurable
What is the standard required for the outcomes or goals? What are the parameters that can be measured e.g. quality, cost, quantity, time A lot of roles have few measurables but really think about it i.e. to what is the minimum/maximum standard required against the outcome or goal
Achievable
What resources are required? Are there any tools e.g. Microsoft Project that the employee may require to ensure the objective is achievable. Does the employee’s have the current skill-set skill set and information/ knowledge to achieve the outcomes or goals Is any training/coaching required? Are other people’s people’s and department’s involvement in the achievement of the objective understood? Will the employee see it as realistic but challenging? What constraints may there be to ‘block’ the achievement of the objective?
Relevant
Ensure the objective includes the link to the ‘bigger picture’ i.e. how it helps the team, the department, the division of the business and against the overall business plan/strategy. The objective must help develop the individual and/or team members. Check that the employee understands that at is their accountability and responsibility for achieving the objective (upon agreeing the whole content of the objective)
Time-framed
Ensure that a specific end date is agreed. Too many objectives are end of Q1/Q2/Q3/Q4 rather than a specific end date.. Putting a specific end date can be inserted in electronic calendars such as Outlook or via more traditional routes e.g. a diary. Encourage achievement of the objectives before the end of the agreed timescale – trying to create pro-activity activity in the employee employ
A ‘Technique’ For Writing Objectives The following is the best technique for constructing SMARTER objectives. What normally happens or is seen regularly is an objective let’s say ‘to improve number of customer calls answered within three rings by 10% in next performance year’. Well yes, it is an objective I suppose, but where’s the why, how, when exactly and what’s the rationale behind setting this as an objective. So, there are two ways to construct a robust SMART objective. objective. Take your pick on what you believe would match your personal preferences, learning and communication styles. You can either: liner e.g. to improve productivity by 10%. Then run through each a. Start with the one-liner element of SMART and use the following blank template (overleaf) for writing in each element e.g. in the M box what standards are required. Then, take the information you’ve you’ve written in each box and build this into your original one-liner liner to ‘pad out’ the original statement. This really, really works as the employee now just doesn’t have a vague objectives but a personalised one with clearly defined. b. Alternatively, just start with the blank template build in all the elements of SMART and then use this information to create the overall objective. Both ways will give the employee what they want i.e. a sufficient level of detail and a clearly defined and robust objective that shows that their leader has invested a lot of time considering the individual objectives. So, move away from those one-liners one liners and spend the time writing objectives that matter! Warning! This does take time but is worth it. If you want to be seen as as an effective leader then investing time in a really important job factor i.e. interesting and challenging work and objectives will really send the cat amongst the pigeons.
Create A SMART Objective Now, have a go yourself! Fill in the template and and create a SMART objective (for yourself or for someone you manage). Are you sure it’s SMART? If it helps, rewrite it into a paragraph in the box provided once you’ve written the detail in each of the steps.
Specific Measurable Achievable Relevant Time-Bound
The ‘overall’ SMART objective is therefore: (rewrite information above into a paragraph using the box below)
Now, isn’t that a really robust objective. Does it cascade well though?
The ‘How’ – STEPS to Achieve The Objectives SMART only describes the “What” i.e. what needs to be achieved?
Objectives still need the “How” i.e. the “steps” how to achieve the objective.
how am I The “steps” to achieve an objective can by created by asking yourself “how going to do this?”
Once these “steps” have been defined, these can be used to create some ways to measure progress, the measurables. Measurables can be thought of by asking yourself “what what would be the evidence that these “steps” have been taken?” The chart below shows how w one part of the structure feeds the next.
Beginning
Middle
End
Use an active verb, a doing word
State what has to be achieved (and where appropriate, for who or on what it’s being done) monthly 1:1’s and quarterly performance management reviews for each of my direct reports
End with a measurement in quality, quantity, time or cost
Carry out
throughout 2012
By using the beginning, middle & end approach the objective looks like this The What Carry out monthly 1:1’s and quarterly performance management management reviews for each of my direct reports throughout 2012. Steps (the how) How am I going to do this? By… Setting appropriate SMART objectives Agreeing a development plan for each individual
Measurables What would be the evidence this step has been taken? A document for each person written
Each person has a PDP, signed
Giving regular feedback and discussing performance
Given to all my people The number of occasions I’ve done it Motivational and developmental
Meeting each of my people each month
Booked into our diaries. Documented, with actions
Acting on any lack of progress
SMART. Checked by a 3rd party
Met and discussed. Documentation summarising discussion and actions exists
Asking what they need from me
Feedback documented, added to PDP
Attending Effective 1 to 1s Leadership Development course
Attend course Action plan written after attending. My people say their 1 to 1s have improved
Behaviours Behaviours lead to results. So it’s very useful once an objective has been written, (including the how and the measures) to consider what at behaviours will be needed to get the desired results Ask the owner of the objective to identify which behaviours they think they will be using in delivering the objective. This increases their awareness of how the behaviours fit with results and will also help them to identify evidence for 1 to 1 discussions As part of the objective setting process you may identify a particular behaviour that the individual needs to specifically develop in the coming year.
Writing Behavioural Based Objectives Behaviours are things we see people doing as they undertake their roles and responsibilities. Behaviours enable people to perform tasks and are not the tasks or skills displayed in a job.
Examples of SMART behavioural objectives Read the financial section ion of one quality newspaper each week and discuss relevant information with line manager at least once a month Communicate monthly reports via formal presentations to team leaders every four weeks Update line manager weekly on workload and offer assistance assistance to other team leaders when appropriate Keep up to date with new products and services throughout the year by reading new product literature within one week of launch
Required Behaviours ‘Required Behaviours’ are objectives that are qualitative, i.e. harder to measure by numbers, or single specific outcomes. They are very useful for team development and helping teams focus on what behaviours are needed to succeed. Focusing on clear required behaviours requires you to be able to identify two types of outcomes tcomes associated with the objective: The things you do want to see happening as a ‘measure’ of this objective being achieved The things you don’t want to see happening - or if they occur, it shows that the objective is not being met. To check achievement you need to watch and talk to others because success is based on what you see and hear. Outcomes you do want to see are ‘positive indicators’ Outcomes you don’t want to see are ‘indicators for improvement’ N.B. They are deliberately not called ‘negative indicators’ indicators’ as by ‘labelling’ them as such will have an impact on how you deliver feedback if any of these outcomes are seen. An example is given below.
Objectives: To be an effective team leader
POSITIVE INDICATORS Shares knowledge and ideas with others Helps others out when they are in trouble Gives honest, open and helpful feedback Keeps files in order so colleagues can find information quickly
INDICATORS FOR IMPROVEMENT Keeps ideas to self and does not offer views in meetings Refuses to get involved - sees it as the Training Department problem Only gives negative views of the team and stores it all up Totally disorganised, no system for keeping files in order
Create Your Own Behavioural Objectives (Oh, and one for others)! Using the box below, write 2-3 2 3 personal SMART behavioural objectives:
Good, now select 2-3 3 people you manage and create a behavioural objective for each of them:
Name: Objective:
Name: Objective:
Name: Objective:
Remember, it’s not just the what they do, but how they (and you) do it.
Getting SMARTER If you get in the habit of writing SMART objectives, that’s great. But, there’s still two vital ‘ingredients’ missing from a really well written objective, namely those that are motivational to the individual and those that are reviewed and updated. In order for objectives to be motivational, there are a couple of useful considerations here. How do you make them Exciting to the individual? You need to be able to understand the motivational drivers of the individual when agreeing objectives, in order to gain ownership, commitment and buy-in in from the individual. And not just to ‘tick the box’ to say it’s been agreed, with a degree of reluctance bubbling under the surface. Therefore, ore, you need to understand what genuinely motivates each individual. We will explore this by completing the motivation questionnaire later in this session. Secondly, the objective needs to be Reviewed on a regular basis. There’s no point in just having the objectives agreed without putting in support mechanisms, review points and even rewriting/amending them if they become unachievable at some point in the time period agreed for successfully completing the objective. Unachievable objectives should not just be forgotten and scored off the objectives list as there will be something to be gained from reviewing the objective and the task and behavioural objectives completed until it became unachievable. Re-SMART Re SMART then, and don’t just let them continue to be SMURT (with the U being unachievable). So, the Exciting and Reviewed elements are extremely important if you are going to make your SMART objectives SMARTER. SMARTER
Exciting
Ensure that the objective motivates the individual The team member will feel motivated d to achieve the objective
Reviewed
Reviewing objectives on a regular basis Checking progress (often done informally) Ongoing coaching and encouragement
Setting a S.M.A.R.T.E.R Objective – Individual Or Team
Specific
Measurable Achievable
Relevant Time-framed Exciting Reviewed
Different People Types The Underachiever often feels powerless to take action or influence events. In the past, they may have experienced punishment for mistakes, or feel lacking in resources or authority. They are often the organisation’s greatest challenge, because it’s not their problem alone. As a coach, you should adopt a coaching style of Direction/ Teaching.
Direct Directing/Teaching Coaches define the roles and tasks of the employee, and supervise them closely. Decisions are made by the coaches and announced. Communication is largely one one-way.
In this style the coach defines the roles and tasks of reports, and supervises them closely. Decisions are made by the coach and announced, so communication is largely one way. The Coasters are often quite capable people who have tried to be Stars in the past, without success. The Coaster has lots of energy, they are always busy doing things and are skilled and able to do things, but unfortunately the things they do, and how they do them are often at odds with what the organisation is trying to achieve. They are likely to be discouraged by having seen previous attempts at change come and go, with little result. They can become Stars very quickly if you adopt a coaching style of Excite/’Show’. In this style, coach’s show them that they have an opportunity to be involved early and positively influence change. Coaches must respect the knowledge of The Coaster, discuss reasons, encourages ownership and the passing of day-to-day decisions to them. The coach facilitates and takes part in decisions but encourages passing control to reports.
Excite/’Show’ Coaches still define roles and tasks, but seeks ideas and suggestions from the employee. Decisions remain the coach’s prerogative, but communication is much more two-way. two
The Striver will often say all of the right things in meetings, agreeing wholeheartedly with the Vision and Goals, and being keen to get involved. They “talk the talk”, but there is little action to support their good words, often because they do not have the skill or ability to perform.
Mentoring/Guide Coaches pass day-to-day day decisions, such as task allocation and processes to the employee. The coach facilitates and takes part in decisions, but control is with the employee.
They can often be encouraged by demonstrations that they will be supported in attempts to make change, and that initial mistakes will not be punished. As a coach you should adopt a coaching style of Mentoring/Guide. In this style, the coach still defines the roles and tasks, but seeks ideas, energy and suggestions from reports. Decisions remain the coach’s prerogative, but communication is more two-way and the aim is to support reports in identifying how to apply their energy in a practical way.
The Stars holds a realistic and generally positive attitude about the organisation. They are fully supportive of what the organisation is trying to achieve and their actions are fully aligned behind business goals. They feel they can, through their energy, effort and ability, make things better and are willing to go the extra mile to do so. These are the people organisations refer to when they say, “People are our greatest asset.” With Star Performers, you should adopt a coaching style of Stretching/ Facilitating. In this style coaches are still involved in decisions and problem solving but control is with the report. The Stars decides when and how the coach will be involved.
Stretching/Facilitating Coaches are still involved in decisions and problemproblem solving, but control is with the employee. The emp employee decides when and how the leader will be involved. The coach should identify relevant ‘stretch’ and meaningful development opportunities for the Stars.
I Want To Make Your Objectives Exciting!!! Exciting What REALLY Motivates You? 1 4 (1 high, 4 low) against how important Please rate following questionnaire on a scale of 1-4 you believe each factor is to have at work are and what your current level of satisfaction is against each factor, again using the same scale. Factor
Importance of factors
1
Manager showing concern for you as a person
2
Having some authority
3
Good personal relationships with manager
4
Manager’s decisiveness
5
Examples provided by manager
6
Being involved in planning your own work
7
Recognition of your efforts
8
Delegation of work to you
9
Being promoted
10
Customer/client contact
11
Salary
12
Extent to which you get on with your peers
13
Praise
14
Attaining your own goals and meeting targets
15
Satisfaction with your job
16
Working conditions
17
Having responsibility for discrete areas
Current satisfaction satisf
Factor
Importance of factors of work
18
Working under pressure
19
A competitive environment
20
Your prospects of career development
21
Constructive feedback and coaching
22
Job security
23
The result of the completed work
24
Carrying out complex analysis
25
The organisation’s structure and processes
26
Your personal job title
27
Extent of supervision
28
Social functions
29
Detailed guidance on how to complete work tasks
30
Working in a team
31
Being given clear objectives
32
Attending high-level level meetings
33
Starting work early in the morning
34
Finishing work late in the evening
35
Other (specify)
Remember, 1=High, 4=Low
Current satisfaction satisf
What actions will I take (in priority order)?
By when?
Personal Application Plan What support do I need and from whom?
How will I track progress and measure success?