Approaches to performance management system
- 3. The GROW model was developed by Graham Alexander and John Whitmore. The name is an acronym, with each letter standing for a different phase of the model. GROW stands for: G - Goal R – Reality
- 4. O – Option W – Way forward Goal: Goal refers to the objective or target for the team. This is not just a list of goals that you give them – it should be a mutually agreed-upon vision of the future for that team member.
- 5. This conversation helps them understand exactly what their objectives should be. Certainly, you could address some of their present or recent past behaviour, but you should focus on where the employee should be going from this point forward. The individual employee might not be able to express exactly what goals they have for themselves in the future.
- 6. You can help tem by exploring their personal goals, which can provide some interesting information for you. It also gives you a chance to reinforce the benefits of a performance management process as a way to help them achieve those goals.
- 7. Some questions you might ask the employee regarding their key performance measures include: What do you want to achieve in this area? When do you hope to achieve it? What would success in this area look like to you? What would be indicators that you are having problems in this area? How can I help you avoid those problems? If I were to coach you exactly in the way you would like to be coached, what would that look like?
- 8. But the goal set can go beyond the employee’s performance in their current position. You can also explore what they aspire to in the long-term with the organisation or in their professional life in general. Some questions that might help you with this goal conversation are:
- 9. What would you like to have achieved in this position or organisation in a year from now? Two years from now? Five years from now? Are there any opportunities in the organisation that you know are available but that you haven’t taken advantage of yet that you would like to pursue in the coming year? Are there any work skills that you know would like to develop more in the coming year that I can help you with?
- 10. Just having these conversations can lead to a new level of motivation for your employees. Imagine you learn that one of your employees whishes they were better at public speaking. Perhaps you could find opportunities for him or her to practice by training other employees on a new product or service.
- 11. When you show employees that you want to help them achieve their own goals in addition to achieving the goals required of them, you will find that your employees trully become your partners in managing their own performance.
- 12. Reality: Reality means taking an inventory of where you are now in relation to where your employee is now in relation to the goals that you have identified together. This helps you to ascertain exactly what you need to complete the journey ahead. Reality can be a deceptively simple concept. in the sense of employee performance, they may have completely different ideas of where their performance level is at this point.
- 13. They could feel that they have either performed at a higher level or below expectations. In that case, you need to discuss and explain your perspective on their current performance levels before you can begin planning for their movement towards the goals. There may be miscommunication, misunderstanding, or some other unresolved barrier to being on the same page when it comes to identifying the reality of the current situation.
- 14. Additionally, you should be able to identify how their performance level got to the current point. What actions have you as coach taken that have contributed to their current point. What actions have you not taken? Before you ask the same questions of theirs, be sure that you have considered the answers to them about your own role.
- 15. OPTIONS. Then you can start considering some options to move you from reality to goal. During this step, you look at the gap between where we are and where we want to go, and look at what alternatives we have to get there. Some of the options could be: Training More Coaching Mentoring – the team member could be the mentor or mentee
- 16. Personal reading or research. Increasing education level. Increasing experience level. Job enhancements such as increasing responsibility. These are just a few examples – the exact options you choose will depend entirely upon the employee you are working with and the goals you have come up with together. When you have determined what options you feel would be best, you are ready to go to the last step of the GROW model.
- 17. Way forward: This step is when you and the team member come up with an action plan for exactly how the chosen options will be implemented. During this process you will need to agree on: Specific timelines and deadlines Detailed deliverables and expectations Resources that will be provided or made available What level of help and supervision the coach will provide When and how progress will be communicated.
- 18. The OUTCOMES Models There are some similarities between the OUTCOMES model and the GROW model, though the former is more detailed. OUTCOMES stands for: O – objectives U – understand T – Take stoke C – Clarify O – Options generation M – Motivation to action E – Enthusiasm and encouragement S – support.
- 19. Objectives This is a step similar to the G in the GROW model. In this stage you are working to understand what the team member is trying to achieve. You will attempt to get an idea of what specifically the person is trying to achieve from either the coaching session or their objectives. Again, this is a conversation and a learning process, not just a directive.
- 20. Understand Understanding the reasons behind wanting to achieve the identified objectives is what is required during this step. More often than not, employees either ‘ under- stretch’ or ‘over-stretch’.
- 21. Take stock This step is similar to reality step in the GROW model. Your goal is to take stock of the current situation. It’s important to spend time analysing the present situation so that the manager can establish a performance ‘baseline’. And then from that baseline, you have something to measure change in performance by.
- 22. Clarify Clarify refers to clarifying the gap between where the team member is now and where they need to get to in order to achieve their objectives. By clarifying, you make sure that you are both in agreement as to exactly what the change, progress, or development is that needs to happen.
- 23. Options generation Similar to options in GROW. In this step the goal is generating all the possible options for moving forward. The pros and cons of each option need to be discussed. This stage can take time and many managers just go through the motions, or worse, manipulate their employees with leading questions that enable the person to come up with the options the manager wants to hear. Instead, take your time and allow the person to generate their own options.
- 24. Motivation and action Once the options have been discussed and the best way forward agreed, the manager must check the motivation of the person to move on the actions. Are they agreeing to actions because that is what they think the manager wants to hear or are they really motivated to move on the actions? The manager must have the ability to check this and challenge any signs of demotivation.
- 25. Enthusiasm and encouragement This stage and the one that follows are the ones that continue through the rest of the coaching process. The manager must at all times show enthusiasm for the objectives ahead and encourage the person to do as best they can. If you falter in your enthusiasm and encouragement, you risk the team member becoming demotivated very easily.
- 26. Support The manager must always shoe support for the team member in the tasks agreed upon and must also ask if there is any support that they need in order to assist the team member.
- 27. PERFORMANCE AND QUALITY IMPROVEMENT MODEL. The PQI process was designed to assist organizations in achieving desired institutional and individual performance. The approach offers simple, user-friendly tools to assist in performance management and relies on the participation of key stakeholders from all levels of the service delivery system and the community to define and achieve quality in services and behaviors.
- 28. Steps in the performance and Quality Improvement Model Find Root Causes Knowledge Why does the performance gap exist? Desired performance state Monitor and Evaluate Performanc e Actual performance state Intervention Implementation Performance Analysis Intervention Selection Cause Analysis Business Analysis What can be done to close the gap? GAP •Mission • Goals •Strategies •Culture •Client and community perspectives C H a n g e M a n a g e m e n t
- 29. Defining Desired Performance The first step in the PQI process is to bring together incountry stakeholders to define desired performance standards based on input from national policies and priorities, service delivery guidelines, service providers and community members. Both providers and clients are stakeholders in this process and must be involved in the development of performance standards. Once the performance standards are defined, they become the basis of assessment tools that are used to assess and monitor the quality of services and community performance.
- 30. Describing Actual Performance To determine actual performance (as compared to desired performance), each institutional teams use their assessment tools at service delivery sites to establish a baseline for each site being assessed. These tools provide a quantitative measure of how much actual performance deviates from desired performance (i.e., the gap in performance).
- 31. Finding Root Causes Once teams have compared actual performance to desired performance, they work with staff and community members to determine the reasons for any performance gaps. This cause analysis, rather than serving as a punitive measure for poor performance, is intended to motivate staff and community members to identify their own weaknesses and offer solutions that will improve performance and quality
- 32. Selecting and Implementing Interventions An intervention is an activity, process, event, or system that is designed to improve performance by closing the gap between desired and actual performance. Many institutions use a variety of service delivery, policy and finance, and behavior change interventions to address needs identified in the root cause analysis stage of the PQI process. Given the wide range of possible interventions and the likelihood that problems will exist in more than one area, the most urgently needed interventions and those that will have the greatest impact are given the highest priority.
- 33. Monitoring and Evaluating Performance Monitoring changes in performance is an ongoing task that allows stakeholders to understand the impact of interventions. Monitoring systems focus on measurable changes and on gathering information that can be used to modify interventions. To evaluate whether interventions are closing the performance gap, teams typically use the same assessment tool that was used to establish their performance baseline. Information from these evaluations is used to guide further analysis of performance gaps and causes for those gaps, and it can also signal service providers, clients, and community members that services and community support of maternal and newborn healthcare are getting closer to the desired level of quality.
- 34. The Model for Improvement A simple way to frame, organize, execute improvement work. Useful for testing great ideas, trying things that have worked for others, implementing ripe ideas or actions, and disseminating positive improvements throughout organization
- 35. Three Fundamental Questions for Improvement 1. What are we trying to accomplish? 2. How will we know that a change is an improvement? 3. What changes can we make that will result in improvement?
- 36. What are we trying to accomplish? How will we know that a change is an improvement? What change can we make that will result in improvement? Model for Improvement Act Plan Study Do Aim Measures Ideas Act Plan Study Do
- 37. Question 1: What Are We Trying to Accomplish? Aim: A written statement of the accomplishments expected from each pilot team’s improvement effort. Everyone on team has the same goals and expectations
- 38. Aim: What Are We Trying to Accomplish? Your team’s aim statement should be consistent with the mission of the improvement work and include: What is expected to happen The system to be improved Specific, numeric, stretch goals Time frame Guidance for activities, such as strategies for the effort, or limitations
- 39. Question 2: How will we know a change is an improvement? Requires measurement Can collect qualitative & quantitative data Test small first Test under a wide variety of conditions to make sure idea is robust enough
- 40. Types of Measures 1. Outcome Measures Results – system level performance How is the health of the patient affected? 2. Process Measures Inform changes to the system Are key changes being implemented in the system?
- 41. Question 3: What Changes Can We Make That Will Result in Improvement? Use change concepts, models, literature, shared experiences to develop specific changes. Test: good ideas, ready for use or ready for adaptation to your environment
- 42. The Cycle for Learning and Improvement Act • What changes are to be made? • Next cycle? Plan • Objective • Questions and predictions (why) • Plan to carry out the cycle (who, what, where, when) • Plan for data collection Study • Complete the analysis of the data • Compare data to predictions • Summarize what was learned Do • Carry out the plan • Document problems and unexpected observations • Begin analysis of the data
- 43. Use the Cycle for: Helping to answer the first two questions of the Model for Improvement Developing a change Testing or adapting a change idea Implementing a change