The performance management process is only useful in improving employee performance if feedback is fair, consistent, and constructive. Chapter 9, Performance Management Skills, in the course text introduces you to methods for effectively managing employee performance, and using skills in coaching and giving feedback to conduct effective performance review conversations and meetings.
In your career in human resources, you will likely be in a position to facilitate performance review conversations and meetings, and/or coach managers on how to conduct them. This assignment will provide you with the practice necessary to be effective at providing feedback and is comprised of two parts. Part I is a video submission and Part II will be a written assignment submitted through Waypoint. Both parts are required to complete the assignment.Review Case Study 9-2, “Dealing with Defensiveness� in Chapter 9. In this case study, you will review a dialog between Jeff and his manager, Spencer, as they discuss Jeff’s performance over the previous quarter. Reflect on what Spencer could have done differently to prevent Jeff’s defensiveness and to more productively engage him in a performance discussion.
As the HR director, you will be meeting with Spencer to provide coaching on delivering performance feedback more effectively in future conversations. Consider what you have learned in Chapter 9 about the characteristics of effective feedback. Click the Submit Assignment button to begin your video response as if you were speaking with Spencer directly.
Your video feedback to Spencer should
- Describe Spencer’s performance.
- Evaluate how Spencer interacted with Jeff and responded to his defensiveness.
- Provide a statement of confidence in support of Spencer.
- Involve Spencer in determining how to improve his performance in the future.
- “Chapter 9 Performance Management Leadership249Consequently, too much time may elapse between the assignment of the activity and when there is a check on the employee’s progress.• Situational constraints.Managers are often unable to observe employees as they engage in developmental activities and therefore may not have firsthand knowledge about their performance. For example, managers do not observe the extent to which an employee enrolled in an online course is an active participant and contributor or is a passive learner. In this context, it may be appropriate to gather performance data from peers or others who are able to observe performance directly.• Activity constraints.When the developmental activity is highly unstructured, such as an employee’s reading a book, the manager may have to wait until the activity is completed to assess whether the activity has been beneficial.How can we address these constraints and make sure that a manager will be able to observe and evaluate an employee’s performance regarding developmental activities? The recommendations provided in Chapter 7 regarding the observation and evaluation of performance, in general, apply here as well. Specifically, a good communication plan should explain the benefits of implementing a developmental plan effectively. This helps managers accept the plan. Also, managers should be trained so that they minimize errors (i.e., rater error training), share notions of what it means to complete developmental activities successfully (i.e., frame-of-reference training), and observe performance accu-rately (i.e., behavioral observation training). As an example, Company Spotlight 9.2 includes a description of how managers are trained at Hallmark.COMPANY SPOTLIGHT: TURNING MANAGERS INTO PERFORMANCE MANAGEMENT LEADERS AT HALLMARKHallmark sought to improve management communications with employees and ini-tiated a training program that has been well received and viewed as a strategic benefit to the company. U.S.-based Hallmark is a retailer and wholesaler of greeting cards, stationery, flowers, and gifts with operations in the United States and Great Britain. The company initiated training to help managers become performance management leaders. The training program sought to provide skill development in increasing two-way communication, with a greater frequency of communication and increased interaction of managers with employees. Training sessions included self-assessment, small group role-playing, and viewing video clips to enhance understanding of the role of communication. Engagement training focused on gaining the trust of em-ployees as well as their involvement and ownership in business outcomes. Follow-up resources were also made available for managers to continue to improve their leader-ship competency. Following the training in this area, managers gave positive feed-back, and employee surveys have shown that employee engagement has increased at all levels of the organiza”
- Part II: Written AnalysisIn Week 3 – Assignment Part I you submitted a video recording to provide Spencer with feedback regarding his performance.Consider the suggestions presented in Chapter 9 of the course text for minimizing defensiveness: (a) establishing and maintaining rapport, (b) being empathetic, (c) observing verbal and nonverbal cues, (d) minimizing threats, and (e) encouraging employee participation. For the second part of your assignment:
- Reflect on your video recording by generating alternative statements or actions that you would make.
- Evaluate your verbal and nonverbal response by identifying strengths and areas of opportunity.
- Identify ways of minimizing defensiveness that were not presented satisfactorily.
The Conversation Activity and Written Analysis paper
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