Establishing Performance Goals & Expectations�
Please turn on your camera
This class works best when it is interactive, so please participate & ask questions during the presentation
Class Guidelines
Stop all other work, texting, email, & IM, etc. in order to give your full attention for the entirety of the class time
Learning Outcomes
By the end of this course, the learner will be able to
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Use best practices and tools to establish and follow up with performance expectations aligned with our mission and Values
Recognize the importance of setting expectations in managing performance and engagement
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Reflect on actions you can take when establishing and following up with performance expectations
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Identify available tools and resources to implement with your team to establish and reinforce performance expectations
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Why do you think Team Members Don’t Complete Work as Assigned?
Share your Thoughts
Because we believe that People WANT to complete their tasks…
Why Team Members Don’t do What They are Supposed to do:
Team Members don’t know WHAT to do
(Knowledge gap)
Team Members don’t know HOW to do it
(Skills gap)
Team Members don’t know WHY they should do it
(Motivation gap)
Team Members THINK they ARE doing it
(Knowledge/Skills gap)
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As a Leader, what is your role in establishing goals and expectations?
Fill in the gaps:
A leader's role in performance management is to re-enforce and re-direct.
This is not inherently positive or negative, but the way in which we engage with team members will determine a team member's experience of this process.
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In what ways does establishing goals and expectations promote our values?�(In other words, how are our Values, etc., connected to team members’ daily duties?)
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What is your Department’s �BEST project?
How does your department’s project promote the Goals, Values, & Mission of our Organization?
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Breakout Room �(7 min)
Each group will receive a scenario.
Before you begin, each group should choose a SPEAKER and a RECORDER.
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Break Out Rooms�Share Out
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Scenario 1: Junior Graphic Designer
You are a leader in a department where Joaquin has been hired as a junior graphic designer. Though this is not his first graphic design job, you can tell that Joaquin still needs some guidance to embody the Carle Culture in his designs. In an effort to provide guidance, you have asked one of the senior graphic designers to help mentor Joaquin for his first few months at Carle. However, yesterday, while walking through the office, you overheard a group of 3 team members, including Joaquin's mentor, discussing Joaquin's latest project and comparing his skill level to a child.
You start to walk over to the group to address the situation when you look up to see Joaquin just around a corner looking discouraged and dejected. You realize he must have heard his colleagues conversation.
Scenario 2: Finance
Felicia is an experienced employee in a finance department for Carle Health, focusing primarily on accounts payable. While she is very good at her specific, assigned duties, whenever she is asked to assist with reports or other duties outside of her department, she responds with, "That's not my job, I only work in Accounts Payable. Get someone else to help you with that."
Knowing that Felicia is skilled in her duties, you had been considering mentioning her to your 1-Up as someone who could be a great leader in the department, helping those in her own specific specialty, but others as well; however, her attitude about not doing anything extra worries you.
Scenario 3: Specialized Nurse
Angelica, a nurse, was recently transferred to a specialized cardiac unit because of the glowing reports she received from her 1-Up in her previous department. The new unit is short staffed, so Angelica was asked to end her orientation early and start taking a full patient load.
But last week, when she was asked to manage the crash cart, she hesitated, asking that Pat, another nurse on the unit, take over for her while she observed. After the code, Pat went to see if Angelica needing anything, only to find her sitting quietly in the break room. Confused, Pat asks Angelica if there is anything wrong. Angelica waves her off with a short comment about just being busy.
At its core, Accountability is about having the COURAGE to confront someone about their deficiencies and then to stand in the moment and deal with their reaction, which may not be pleasant…To hold someone accountable is to care about them enough to risk having them blame you for pointing out their deficiencies.
Quote from Patrick Lencioni’s
“The Advantage”
How does ACCOUNTABILITY �help your Team �Members to �Meet their Goals?
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Accountability Cycle
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Clear Agreements w/ Team Members
These ideas can be helpful to consider before meeting with team members
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What is the Task?
What is the Outcome?
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What Actions will I take?
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What are the established Timelines?
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What are the Stakes?
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v
Scenario
You are a new leader in your department. John was a long-time co-worker of yours (5 years), before you moved into a leadership role. While looking over the notes left by the previous leader in your department, you notice that over the last year, John has regularly begun to express interest in promoting to a leadership position, but the note also suggests that he lacks problem-solving skills & initiative, often comes to work late, and passes off some of the more tedious daily duties to other co-workers. John’s annual performance evaluation is coming up again, and you know he will want to discuss the idea of advancement.
How can you, as a new leader, reset expectations in order to help John achieve his goals while also focusing on the areas mentioned by the previous supervisor as opportunities for growth? How, and in what order, would you use the Performance Management cycle and Accountability Cycle tools to accomplish your goals as a leader?
How many of you have been a part of a team where goals/expectations shifted mid year?
Share a time when goals/expectations shifted and how you reacted to that shift?
How do the previously discussed strategies and tools still help/apply?
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Now that we have completed our course, can you:
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