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Event ManagementTraining & ConferencesKnowledge Development Center
HR Expo 2009(Conferences & Exibitions)Peran Strategis Manajemen SDM dalam Kepemimpinan dan PerubahanStrategi Perusahaan.
Auditorium BidakaraRabu‐Kamis, 9‐10 December 2009
by: Bekti Harsono
Pokok Bahasan
Teknik Coaching dalam peningkatan Kinerjakaryawan.Langkah‐langkah Coaching yang efektif.Peran Manajer Lini dalam Coaching Kinerja(Performance Coaching).
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The Functions of Appraisal
The Functions
of Appraisal
Improvement
Coaching & Guidance
Feedback & Communication
Staffing Decisions & Professional Development
Termination & Legal
Documentation
Compensation
Stages of Performance Management
Start YearPerformance Agreement
End YearMain Performance Review
During YearMonitoring and review against Performance
Agreement
ImprovedPerformance
ActualPerformance
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PM as a focal point for integrated HR Activities
The PM Cycle
Plan
ActReview
Monitor
Role Definition
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Contribution of organization and individual to PM
Defines mission, values, strategies and goals
Defines roles, standards, capability requirements and performance
measures
Develops team and individual performance. Supports self‐managed
learning
Monitors organizational, team and individual performance
Understands and agrees objectives
Understands and agrees roles, standards, capability requirements and
measures
Monitors own performance
Develops own performance (self‐managed learning)
Organization Individual
Focus for Performance Measures
Senior ManagersManagers, Team
Leaders & Professional Staff
Administrative and Support Staff
Production Workers
Main Tasks StandardsKey Result Area (KRA)
Objectives
CapabilitiesTask
StandardsWork Outputs
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Integration of ObjectivesInfluences:Key resultsCustomer feedbackMarket circumstancesExternal factors, eg. LegislationEmployee feedback
Corporate Goals
Senior Management Goals
Department/Functional Goals
Team Goals
Individual Goals
SMART, Characteristic of Good ObjectivesS
Specific/stretching: clear, unambiguous, straightforward, understandable and challenging.
MMeasurable: quantity, quality, time, money.
AAchievable: challenging, but within the reach of a competent committed person.
RRelevant: relevant to the objectives of the organization so that the goal of the individual is aligned to corporate goals.
TTime‐framed: to be completed within an agreed timescale.
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PM at the Organizational level
Critical Success Factors Strategies Objectives Plans
Mission
Values
Internal Appraisal
External Appraisal
Review Feedback
Action
PM at the Individual Level
Corporate and Unit Objectives
Core Values
Individual Objectives
Action Plan Feedback Review
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Mission‐Related Work Efforts
Major Organizational Objectives
Mission
Responsibilities and Duties of CEO
Major Division/Unit Goals
Department/Work Group Goals
Individual/Incumbent Goals
Functional Activity Statements
Individual Incumbent Job Requirements
Individual Job Activities (Job Design)
Analysis of Subordinate Responsibilities and Duties
and Supervisory Requirements
Program & Budget Development
Translating means to Result‐Relating Job Responsibilities and Duties to Organizational Desired Objectives and Goals
Cascade of GoalsBottom Up Integration of Responsibilities and Duties
WHAT NEED TO BE DONE
LINKING PINS:‐Performance Dimension‐ Performance Standards‐ Performance Goals
Mission vs Workforce ProductivityMission
Appraisal of Demonstrated Job Performance
Workplace Behavior
Compensation, Job Growth and Development, and Job Movement
Decisions
Assessment Potential
Performance Information Feedback to Appraisee
Objectives and Goals
Responsibilities and Duties
Situational and Contingency Variables Affecting
Performance
Performance Dimensions and Standards
Performance Goals
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Dictionary of HR
CoachingA face‐to‐face instruction where a subordinate is shown how to change their behavior.
CounselingThe act of giving professional advice to others on personal matters.
MentoringA form of training or employee development in which a trusted and respected person with a lot of experiences ‐ the mentor – offers special guidance, encouragement and support to a less experienced employee.
Differences between Mentoring and Coaching
MENTOR COACH
Focus Individual Performance
Role Facilitator with no agenda Specific agenda
Relationship Self selecting Comes with the job
Source of influence
Perceived value Position
Personal returns Affirmation/learning Teamwork//performance
Arena Life Task related
Mentors in either a formal mentoring program or informal relationship focus on the person , their career and support for individual growth and maturity while coach is job‐focused and performance oriented.
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What do we mean by COACHING(1/2)
Providing and clarifying directionEncouraging the development of performance goalsGiving feedback and listeningServing as a source of expert guidance and adviceMaking suggestions for improvementHelping people with their work.
What do we mean by COACHING(2/2)
Providing encouragement and building self‐confidenceMotivating and keeping up moraleRemoving barriers and providing resourcesProviding technical training (develop skills, knowledge, abilities)Assisting and guiding career development (advancement and education)Supporting people in personal development (e.g., relationship, political issues)
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Coaching, Tasks and intended Effects
TASKS EFFECTS RESULTS
Guidance and Direction
Goal Setting
Feedback
Development
Training and Assistance
Alignment
Motivation
Increased Capability
Performance
Improved PerformanceIncrease net contributionIncrease value of the work.
Alignment
Ensuring that the right tasks are being done, the targets and priorities are clear, and the work correlates and meshes effectively with other work.
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Motivation
Building confidence, providing encouragement, challenging people to put forth their best efforts, and attaining unfeigned (genuine) commitment to do the work.
Increased Capability
Encouraging and helping employees to develop the knowledge, skills, abilities, competencies (soft), and healthy mental outlook needed now and in the future.
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The changing role of Supervisor
In most workplace: Deliver the full range of employee coaching needs.Now:
Administer appraisal process (ratings)Improvement goalsDevelopmentTraining planPay raise decisionTriggering of disciplinary measures
The changing role of Supervisors
No. The Past Now and Emerging
1 Supervise few people Supervise many people
2 Supervise at same location Commonly supervise from afar
3 Experience and expertise in subordinates’ work
Little or no experience or expertise in some subordinates’ work
4 Primary role is supervisor Primary role often is not supervision
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Differences between Mentoring and Coaching
MENTOR COACH
Focus Individual Performance
Role Facilitator with no agenda Specific agenda
Relationship Self selecting Comes with the job
Source of influence
Perceived value Position
Personal returns Affirmation/learning Teamwork//performance
Arena Life Task related
Mentors in either a formal mentoring program or informal relationship focus on the person , their career and support for individual growth and maturity while coach is job‐focused and performance oriented.
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Performance Interviewingand Couching
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Effective Appraiser, must be able to asses and understand
Job requirementsShort‐ and long‐term job‐related goalsEmployee capabilities and energy levelsEmployee goals and demands, andOn‐ and off‐the‐job conflicts that affect workplace behavior
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Initiating and Carrying Successful Appraisal
RequiresInterviewing skills – focus on the ability to gather and asses information relating to job performanceCoaching & Counseling skills – aim at facilitating the achievement of change and the redirection of job behavior so that it is beneficial to both the individual and the organization.
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Preparing for a PA ReviewBe prepare properly (review P related‐info)Allocate enough time (develop agenda)Knowing what information wantedGather all information during sessionCarefully analyzedVarious event must be identifiedProvide an overall picture of the employee behavior
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The Appraisal Session
Successful Interviewing & Counseling, appraiser must have knowledge and skills of
Asking the right question at the appropriate time andBeing a constructive listener
FOCUS :types of Q, when to ask, when to listen, and how to stimulate appraises responses
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Behavior‐Influencing Information Acquired in a Performance Review
Distinguish between cause and effect of behaviorIdentify factors leading to certain behaviors, such as peer pressure resulting in reduced quantity of outputSeparate internal and external pressuresAsses employee strengths and weaknesses
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Behavior‐Influencing Information Acquired in a Performance Review
Indicate employee’s potential for success and failure.Identify the capability of the employee to tolerate or resolve stress‐related issuesIdentify opportunities for supporting employee and directing behavior so that it benefits both the employee and the organization.
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P Review session should provide knowledge that assists in
Better understanding employee feelings, attitudes, and situationsDetermining courses of action that are most beneficial to the employeeRelating rewards to demonstrated workplace behavior.
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Approach to Interviewing‐Counseling/Coaching
Directive A.Do you like your job ? Yes‐‐‐‐‐No‐‐‐‐‐Can you identify one thing that you find enjoyable in doing your job ?
Nondirective A.What do your co‐workers do that assists you in performing your assignments ?
Combination A.Using the strengths of the two above
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The Physical Setting
Neutral meeting placePrivate room, confidentiallyComfortable chairs & table and no barrierNo outside interruptionsNo phone ringingProvide coffee andAshtray
Smoking should be permitted
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Introduction
Appraiser should put the appraises at ease as quickly as possibleStart with light discussion
You’re looking well todayCongratulate for …
Brief discussion what is to be accomplished during the sessionInvite appraises to share for the successful of the session
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Body
Employing EmpathyPenetrating QuestionsObjectivityProblem AnalysisConstructive ListeningKeen Observation
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Empathy
No time for sympathyNot the time to hide performance failureNot possible to eliminate sad storyUnderstanding why a person behaves in a certain manner, seeing something through the eyes of the other person ‐ gives the appraiser a better understanding of why and how certain things transpire to cause unacceptable workplace behavior.
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Penetrating Questions
Ask the right questions at the proper timeQ that may increase the accuracy scope, and relevance information fall into three major categories; Responsibilities & Duties, Job Stress, and Job Opportunities.Ask only one Q at a time; phrase the Q in simple, understandable words; keep the Q as brief as possible – a general rule is that any Q over two sentences is too long; be as specific as possible; keep the Q in as positive as possible; and when possible, avoid Q that permit a yes or no response.
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Example: Job Responsibility and Duty Related
Which of your job responsibilities and duties do you feel that you are unable to perform satisfactorily?What responsibilities and duties are you currently performing that are not included in your job description?What responsibilities and duties are you not currently performing that you feel that you should be performingWhat of your responsibilities and duties do you feel should be performed by someone else?
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Example: Job Stress Related
What do you like about your job?
What do you find most enjoyable in what you do?
What job activities do you find most difficult to perform?
What in your job is working against you?
What do you find most demanding about your job?
What do you dislike about your job?
What do you consider good about your job?
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Example: Job Stress RelatedWho provides you with the most support in doing your job?Where do you obtain job‐related support?What problems do you have in working coopera‐tively with other members of your work group?What troubles have you encountered in obtaining the cooperation of others in working toward group goals?Do your peers, subordinates, or supervisors cause you any undue, unnecessary stress?Is your job causing you any emotional or health‐related problems? – what is causing these problems?
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Example: Job Related Opportunities
What additional job‐related support from me would you like to have?What types of training would you like to receive?What additional resources or support can the organization provide?Do you desire or are you seeking a promotion? To what job? Where? When?Are you prepared/ready for a promotion?What promotion assistance do you need?What do you want from your job?
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Objectivity
Important but difficultDecide by factsPersonal feelings and prejudices must not cause the distortion of facts and unjust useMaintaining a non‐judgmental attitude is not always easyNot to ask Q that cause appraises to give the responses that they think the appraiser is seeking.
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Problem Analysis
A major purpose of the appraisal reviewThe appraises must realize that he/she is part of the problem as well as part of the solutionThe review session should build rapport and trustEncourage appraises to elaborate the problem area and develop their own solutions.
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Constructive Listening
When one person is talking, it is difficult to hear what the other person is sayingRule of thumb for interviewing and counseling – appraiser talk no more than one‐third of the total interview – still debateMajor purpose of the review session is to grant the appraises the time to discuss his or her Job and Job‐related problems. It is impossible to hear what the appraises has to say when the appraiser does most of the talking.
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Guidelines to Constructive Listening
When an employee has something on his/her mind, the listener should allow that person to talk it out
The listener should minimize, even set aside, the use of any clever retorts to an employee’s problem
The listener should restrain the natural impulse to be curious and to avoid asking Q that show a bias
If feelings or emotions become the center of discussion, they should not be abruptly dismissed
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Guidelines to Constructive Listening
Violent and deep‐seated negative expressions require understanding rather than judgmentAlthough it may be difficult to be silent, the listener should speak as seldom as possibleNew ideas should not be introduced nor should the direction of a conversation be changedThe listener should not moralizeAcceptance does not require agreement.A trap to be avoided is giving advice on personal matters.
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Keen (sharp) Observation
Appraises give both verbal and nonverbal clues regarding their understanding and acceptance of a specific topicThe appraiser must watch these clues in order to determine when further clarification is requiredThe appraiser’s actions affect the quality of the review. The appraiser’s question, responses, and body movements also send a special message that may intimidate or inhibit the appraise, which, in turn, may affect his/her response.
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Summary
What happenedWhat has been agreed toWhat recommendations are to be madeThe accuracy of the identified behaviors, andWhat will take place from now until the next performance review session.
Usually used Checklist
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Checklist
Were job requirements reviewed?
Does the employee understand job requirements?
Were areas of job conflict discussed?
Were job goals reviewed?
Were goal attainment steps analyzed?
Were performance standards discussed?
Was there a discussion of what the employee would like to accomplish from the job?
What was the appraisse’s reaction to the review?
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Review of Goals and Goal Attainment Steps
Using goals as the standards for identifying levels or quality of performance, both appraiser and appraises know the criteria for acceptable performanceHaving goal attainment step, it is easier to identify areas of weaknessOpportunities for arbitrary confrontations decrease.
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Goal Setting & Goal Attainment Steps Works
The supervisor and subordinate discuss the objectives of the business and workgroup in simple, straightforward language and relate the work activities of the subordinate to these objectivesThe subordinate sets one to three goals for the coming period. The subordinate and supervisor mutually agree on each goal, analyze all of them, and identify as many attainment step as possible that will lead to reaching the goals successfully.
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Goal Setting & Goal Attainment Steps Works
The subordinate and supervisor discuss the likelihood of successfully performing each attainment step and the priority that one step has over another
The supervisor tries to provide any information that the subordinate needs or wants to know
At all times, the supervisor must convey through demonstrated behavior that the goals are those of the subordinate
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Goal Setting & Goal Attainment Steps Works
Each goal should be specific, stimulating, achievable, and relevantEach goal and its attainment steps should be set in writing.
In the appraisal follow‐up session – analyze subordinate successes and failures – focus on the attainment steps, to be reviewed, to find the barriers to success
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Performance Review Hints
Plan the ReviewPinpoint Key InformationMinimize Wasted TimePauseListen and ObserveOrient and ClarifyKeep an Open MindSummarizeFollow‐upAvoid Bloodbaths.
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Conclusion
Conventional AssumptionsThe supervisor has the attributes and skills to be an effective coach.Supervisors have the knowledge to asses and guide improvement.
Alternative AssumptionsDepending on the situation, people, and particular need, an employee’s supervisor may or may not be effective coach.To fulfill their coaching needs, most people will require an array of coaching resources, including but not necessarily predominantly, the supervisor.
Conclusion
Conventional AssumptionsTo get alignment and desired performance, people require formal and specific direction.
Alternative AssumptionsAlignment and desired performance are enhanced by a shared sense of purpose and common vision for the future.If people have the right information and opportunities, they usually will perform their work in alignment with the organization’s and pressing priorities.Alignment is advanced by effective leadership, which may include both informal and formal direction.
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ConclusionConventional Assumptions
All people will perform better if they are held accountable through a formal process.Rating and ranking are effective motivational and coaching tools.
Alternative AssumptionsPeople will perform better if they have adequate direction and guidance.Under the right conditions, people will hold themselves accountable to do the work that is required.People are intrinsically motivated to do a good job.People will perform better when they feel trusted.People will use good information to improve their performance, if given the training and good opportunity.
Conclusion
Conventional AssumptionsA one size‐fits‐all coaching structure works well for all employees.
Alternative AssumptionsEmployee’s preferences and needs for coaching , direction, and support vary with the individual and the situation, and change over time.
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Conclusion
Conventional AssumptionsSupervisors in each organization want or need to use the same approach to guide, develop, and manage people.
Alternative AssumptionsSupervisor’s preferences and needs in supporting and managing people vary with the individual and the situation, and change over time.
Conclusion
Conventional AssumptionsHaving an annual conversation around improvement accomplishes improvement.
Alternative AssumptionsImprovement results from identifying the cause of a problem or specific opportunity for improvement and developing a plan to act on such information.Open conversation about performance issues, problems, and opportunities may lead to the development of helpful plans to achieve improvement.Improving processes and systems generates improvement.
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Conclusion
Conventional AssumptionsIndividual goal setting is an effective motivational tool and strategy for improving performance.
Alternative AssumptionsWhen individuals freely accept and commit to a goal, it can be an effective motivator.A group of people, as a work unit or organization, will performand align better with common goals.
Conclusion
Conventional AssumptionsThe organization and the supervisor are responsible for individual employees’ morale, performance, and development.
Alternative AssumptionsAs healthy adults, people need to be responsible for their own morale , performance, and development, with and without support from the organization.
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Conclusion
Conventional AssumptionsImproving individuals’ performance improves organizational performance.
Alternative AssumptionsImproving systems and processes improves the performance of the organization.
Thanks for your kind attention