Performance Development

Editor's Notes

• #3: HOUSEKEEPING: BUILDING REGULATIONS: Fire alarm(test times) Location of fire fighting equipment Escape routes Muster point Mobile phones Toilets Smoking area Break times (not sure yet to start off with, see how we go) Complete attendance list (send to cabin services admin, TBA) Ensure crew have signed in Anything else relevant to classroom or building. GET THEM ALL TO WRITE WHAT THEY WOULD LIKE TO LEARN TODAY ON A POST IT AND STICK THEM ALL TO THE WALL. (NAMES TO BE WRITTEN ON POST IT’S. TELL THEM NOT TO WORRY, THEY’LL BE BINNED AT THE END OF THE DAY) AT THE END OF THE COURSE, GO THROUGH ALL OF THE POST IT’S AND ASK THEM WHETHER THEIR OBJECTIVES HAVE BEEN ACHIEVED.
• #4: They should all have experience: even main crew would have given feedback to new crew Have a discussion on whether they think this course will give them confidence to give feedback
• #5: We’ll be talking about accountability later on. One of the elements related to accountability is the way we communicate and how our tone of voice is perceived by both internal and external customers. This slide shows 5 words we don’t want to hear or use today. Whenever any of these are used you will be accountable for looking after “Jonny”. As soon as you hear one of your colleagues use any of these words, throw Jonny to them and they will subsequently be accountable for Jonny’s welfare
• #6: What about – what is the most dangerous phrase when faced with change? WE’VE ALWAYS DONE IT THIS WAY
• #7: What about – what is the most dangerous phrase when faced with change? WE’VE ALWAYS DONE IT THIS WAY
• #8: Although 360° feedback is not due to be introduced yet, it is a project the Co is keen to introduce. This is not a system designed for someone to get their own back on their manager. It is a fair process where feedback is obtained from colleagues of the same rank, senior crew, managers and customers. When a crew member receives constructive feedback from a senior colleague, it is not up to the crew member to give them feedback in return just to get their own back. Behaviours/competencies can be assessed in a number of ways: Through observation of the employee by the Line Manager (both formally and informally) Through feedback from others, such as colleagues From the employee being appraised, by discussion.
• #9: PREPARATION (YOU BOTH HAVE TO DO IT. SOMETIMES JUST THE APPRAISEE HAS PREPARED AND THE SENIOR HASN’T. IT IS IMPORTANT FOR BOTH PARTIES TO BE HONEST(CANDID) IN THEIR FEEDBACK. BE HONEST ABOUT YOUR WEAK POINTS. THINK OF IT AS A COLLABORATIVE SESSION. STICK TO THE AGREED ACTION POINTS. YOU SHOULD ONLY SPEND ABOUT 30% OF THE TIME DISCUSSING THE PAST AND 70% THE FUTURE. SPENDING TOO LONG ON STUFF WHICH HAS ALREADY HAPPENED MAKES IT SOUND MORE LIKE A TELLING OFF, WHEN THE OBJECTIVE OF AN APPRAISAL IS TO RAISE PERFORMANCE IN THE FUTURE. DE-MOTIVATING OR TURNING IT INTO A REPRIMAND MOVES IT AWAY FROM THE CORE OBJECTIVE WHICH IS TO DEVELOP PEOPLE) With the above in mind…… PREPARE: Completed two weeks before your PDR flight and posted to your SEM/Senior Work in conjunction with Role profile, Group Strategy, Vision and Mission, Company Credos, and World Host Training Reflect on your own performance and where you are on the track to WOW!! An opportunity to showcase your achievements to date Provides a platform for any possible training requirements that may enhance your performance Will support your objective setting for the next period- working towards WOW!! DEPLOY: Complete rostered flight with SEM or Senior Actions, behaviours, attitude and performance all measured and specific examples recorded. Focussing on the WHAT we do and HOW we do it Strive for WOW moments where service excellence has gone over and above. SEM/Senior will use SMART to format the goals for the next period  - Must be Specific  - Be measurable  - Be achievable  - be realistic - Given a time frame Don’t talk in depth about SMART objectives as this will be covered later in the course. The goal is WOW...To be the best. World Host Standard. Use Role profile, Group Strategy, Vision and Mission, Company Credos, and World Host Training to show ‘What good looks like’ To be the best. REINFORCE: Use effective and Empathetic listening skills for optimum performance Self analysis leads the discussion Performance is measured against Role profile and flight examples Achievements are recognised and factored Previous objectives discussed and new ones reset using SMART Time mutually agreed to revisit performance Training opportunities discussed Nearly at WOW..Great! You are on track for World Host standard. Not quite there?…no problem, lets work together to get you there. Performance that is of a WOW standard is considered faultless and could be filmed for Crew training. EVALUATE: Self analysis of performance to be a constant factor. Thrive in working towards WOW and seek every opportunity to gain feedback and to work on objectives set Once WOW is achieved…great!! Now start the process again to remain consistent and improve…to be constantly the best. Look for ways to go over and above. Recognise and reward those that do. Share team success as well as individual.
• #11: In what situations are you required to give candid feedback? What do you find most challenging about it? Wait to put next slide up
• #12: Facilitate: ask 2 groups to write down their understanding of both candid feedback & criticism
• #13: Ask both groups to pick one subject each and explain Explain why candid feedback is an integral part of managing performance effectively Identify the importance of ‘recognising good‛ Understand the difference between Reinforcement, Corrective and Developmental styles of candid feedback Demonstrate the skills and process required to hold a successful conversation in a difficult context Describe how to gather examples of candid feedback and use them to prepare for a quality feedback conversation Identify the potential responses to different types of feedback Deliver a high quality candid feedback conversation delivering positive results Observed what works well and what does not work Gain more empowerment & confidence to hold these conversations with an employee
• #14: Facilitate: Flip Chart. Ask crew for their opinions as to why there is a reluctance to offer feedback and discuss. WE NEED TO EXPLAIN THAT IN ORDER TO MOVE THE PDR SYSTEM FORWARD WE NEED A MASSIVE CULTURE CHANGE. WE KNOW A LOT OF OUR SENIOR CREW ARE RELUCTANT TO GIVE FEEDBACK. IF YOU DON’T GIVE FEEDBACK TO SOMEONE THAT’S NOT UP TO STANDARD…THAT CUSTOMER WON’T COME BACK! IN ORDER TO STAY AHEAD OF OUR COMPETITORS WE NEED TO BE ABLE TO GIVE DEVELOPMENTAL FEEDBACK. IT IS NOT GOOD ENOUGH TO BE ON TRACK, WE NEED TO WOW! SOME SENIORS TOLD US THEY PREFERRED TO TAKE VR RATHER THAN DOING ANNUAL APPRAISALS. WHY???????????????????????
• #15: Think of a feedback situation which stands out in your mind – positive or developmental - facilitate 1.Describe the context 2.Describe how the feedback was given 3.Describe how the feedback was received. What happened as a result? What changed? BASED ON YOUR PREVIOUS ANSWERS: 1.What worked well? 2.What didn’t work well? 3. What have you learned from this? 4. How could you have improved your feedback? 5. What would you have done differently?
• #16: Feedback – it’s a two way thing. It should involve 50% talking and 50% Listening.
• #17: Choosing the right mechanism Understanding when to use different types of feedback is essential to us conveying the correct message and getting the best results. Ask: Corrective feedback … is this a more prescriptive/directive or collaborative type of feedback? (Answer is prescriptive) When should your feedback be more corrective/ prescriptive? Developmental feedback - we are talking about good people we are trying to help get better. We are still talking about observable behaviors that can be improved. When you think about it, most of our employees are solid performers. We should therefore be spending more time doing Developmental Feedback than Corrective Feedback. Reinforcing Feedback is unique in that it focuses on strengths and observed successes and attempts to direct the person to employ those strengths in other areas of opportunity – it is about ‘maintaining’ the high levels and successes that are being achieved.
• #18: Choosing the right mechanism Understanding when to use different types of feedback is essential to us conveying the correct message and getting the best results. Ask: Corrective feedback … is this a more prescriptive/directive or collaborative type of feedback? (Answer is prescriptive) When should your feedback be more corrective/ prescriptive? Developmental feedback - we are talking about good people we are trying to help get better. We are still talking about observable behaviors that can be improved. When you think about it, most of our employees are solid performers. We should therefore be spending more time doing Developmental Feedback than Corrective Feedback. Reinforcing Feedback is unique in that it focuses on strengths and observed successes and attempts to direct the person to employ those strengths in other areas of opportunity – it is about ‘maintaining’ the high levels and successes that are being achieved.
• #19: Praise loudly, blame softly   Can you give me an example of when that has not happened to you?  
• #20: When people use spoken languages to communicate, they do not just listen to what is said in order to understand the message. They also look at the person who is speaking to see what their body is doing, and listen to the way they are saying the words to understand their full message. Studies have been done that show us the percentage of understanding that is gained from the spoken word. It is considerably less than the meaning that people gain from listening to a person's tone of voice and looking at their non-verbal communication. 7% Spoken words38% Tone of voice55% body language
• #21: Facilitate first then reveal.
• #22: Facilitate then reveal Be aware of the benefit Listen Clarify and check understanding Request feedback Wealth of experience within Monarch We are all always learning Learn from the mistakes of others
• #29: discuss
• #30: OUR WINNING ATTITUDES THAT OPTIMISE WONDERFUL EXPERIENCES(in conjunction with the World Host buzz word phrases)ALL CREW I have the self-confidence, energy and enthusiasm to be the best that I can be. I align my personal values to the core company narrative to achieve amazing (wow)results I have a positive, can-do attitude and act with energy, pace and passion I embrace business change and trust the intent of Monarch Airlines in what we are trying to achieve as an organisation-our end goal Mission. I ask questions if I am unclear or to fully understand I am proud to be a Monarch Airlines colleague, I show passion for our service excellence I understand our company narrative, Vision Mission statements, customer promise and strategy and I tell it in my own way. I work well with others and contribute to the team atmosphere on board and respect others I am never afraid to communicate with my manager or ask for help to get support when I feel under pressure. I always deliver when personal objectives are set I always put the customer before myselfFLIGHT/PEOPLE MANAGERS I adapt to change and inspire my team to do the same I ensure my team always have a clear picture of the company narrative I encourage my team to work independently to anticipate and respond to customers’ needs and expectations I coach and guide my team giving developmental feedback at every opportunity and manage underperformance effectively I provide recognition of crew performance in line with the company Ecard/Ivalue system I am proud to lead my team and contribute to the Monarchs overall success I communicate effectively to inspire colleagues I take part and pride in building a customer centric culture where we all share the passion of offering Service Excellence to the World Host standard
• #31: Explain that every single person in the company is accountable to someone. Empowerment: in the 2 groups: one group to defend the importance of empowerment, the other group attempts to argue against it. Accountability – general discussion - Accountability Firstly lets talk about what accountability means – By definition accountability means: you have to accept responsibility and to account for your actions.   Ask: How important is individual accountability to your success of your PDR (performance discussions in the workplace)?   Ask: How important is it to accept responsibility/ accountability for individual actions in the day to day decisions, tasks, behaviours exhibited in the workplace?   Ask: What happens if individual responsibility/ accountability does not happen?   HOW CAN WE BE ACCOUNTABLE FOR OUR OWN PERFORMANCE?   -Ask for feedback after every flight. -If areas for development, ask how you can improve and what you need to help you improve. -Set yourself a goal to achieve. -Make sure you visit PMs for reviews. -Never take it personally. -If you feel that any development areas have now been addressed and improved ask for feedback on this area again.
• #32: Accountability – General discussion Firstly lets talk about what accountability means – By definition accountability means: you have to accept responsibility and to account for your actions. Ask: How important is individual accountability to your success of your PDR (performance discussions in the workplace)? Ask: How important is it to accept responsibility/ accountability for individual actions in the day to day decisions, tasks, behaviours exhibited in the workplace? Ask: What happens if individual responsibility/ accountability does not happen? HOW CAN WE BE ACCOUNTABLE FOR OUR OWN PERFORMANCE? -Ask for feedback after every flight. -If areas for development, ask how you can improve and what you need to help you improve. -Set yourself a goal to achieve. -Make sure you visit PMs for reviews. -Never take it personally. -If you feel that any development areas have now been addressed and improved ask for feedback on this area again.
• #33: Accountability ladder Think about accountability as a ladder - the further you climb the more success and opportunity there is. Where do you consider you are on the ladder? On the bottom rungs – Waiting and hoping? Blaming and complaining? Or maybe not even aware?   On the upper rungs - Acknowledging reality, taking ownership, seeking solutions and making it happen?
• #34: ASK GROUP TO EXPLAIN DIFFERENCE BETWEEN COACHING & MENTORING. COACHING: Providing guidance to others in shaping their performance in specific areas towards achieving greater proficiency. Coaching in the workplace is based on the assumption that people are able to learn effectively by watching others perform a task and when given the chance to practise with feedback and encouragement, will themselves be able to perform to company standard. An analogy is the sports coach, who will demonstrate, observe, guide, instruct, monitor and give feedback.   MENTORING: Someone who has the competence to pass on knowledge and skills from a perspective of expertise, authority and credibility, i.e. the mentor speaks from experience. A mentor has already walked the path that their new colleague is about to tread, they’ve been there, done it. Some aspects of both will overlap.
• #35: ASK THE FOLLOWING QUESTIONS: (REFER TO LESSON PLAN) DO YOU FEEL PARTICULARLY STRONGLY ABOUT ANY OF THESE APPROACHES? WOULD YOU REQUIRE MORE TRAINING FOR ANY OF THESE APPROACHES? (YOU CERTAINLY WOULD FOR COUNSELLING) SOME REQUIRE A MORE INVOLVED RELATIONSHIP. DO YOU RECOGNISE ANY PARTICULAR BENEFITS OR RISKS WITH EACH APPROACH? SOME COULD HAVE A HIGHER RISK FACTOR IF MISTAKES ARE MADE. (COUNSELLING) HOW WOULD YOU DECIDE WHICH APPROACH IS BEST? YOUR OWN EXPERTISE & SKILLS VERSUS THOSE OF THE PERSON YOU ARE HELPING WHAT FACTORS WOULD YOU NEED TO TAKE INTO ACCOUNT TO DECIDE ABOVE? LEARNER’S NEEDS / CO’S NEEDS / LEARNER’S MOTIVATION TO LEARN / LEARNER’S LEVEL OF COMPETENCE AND FUTURE ASPIRATIONS. TELLING: good for IC / high level of risk / tight deadlines / H&S issues / SEP TEACHING: allow the learner to practise whilst teacher observes and corrects when necessary. The learner starts to have some input. MENTORING: on going relationship which lasts for the duration of the flight. Senior passes on knowledge and experience. The focus is on personal development. The agenda is likely to be set by the person being mentored, but the mentor will be giving information and offering guidance. COACHING: more of a shared process, where both parties have a joined commitment, desire and motivation for the learning. The coach will be asking questions, challenging thinking, encouraging creative alternatives and providing an opportunity for the learner to explore options and consider risks of each. New coaches will need to learn to keep quiet and not jump in with advice. FACILITATING: to make something easier for someone. It’s about helping, supporting, drawing out, encouraging. COUNSELLING: a process which enables someone to sort out issues and reach decisions affecting their life.
• #36: ASK GROUP: DIFFERENCE BETWEEN THEORY AND PRACTICE LEARNING. CLASSROOM = THEORY ON BOARD = PRACTICE WHAT A GOLDEN OPPORTUNITY TO DEVELOP YOUR SKILLS / KNOWLEDGE: 97% of time needs to be better utilised.
• #37: ASK GROUP: DIFFERENCE BETWEEN THEORY AND PRACTICE LEARNING. CLASSROOM = THEORY ON BOARD = PRACTICE WHAT A GOLDEN OPPORTUNITY TO DEVELOP YOUR SKILLS / KNOWLEDGE: 97% of time needs to be better utilised.