Performance Improvement and Appraisal for Employees

chillibreeze writer Tanya Ganola

Objectives 1. Evaluate the role of performance counseling in performance improvement. 2. Identify the need for performance counseling and potential appraisal. 3. State the importance of performance counseling and potential appraisal. 4. Enumerate the objectives of performance appraisal. 5. State the traditional and modern methods of performance appraisal. Introduction: It is very important for employees to know the level of their performance and the area in which they need to improve. Performance counseling is a very useful activity provided both the counselor and the counselee take it in the right spirit. It helps the employee as well as the organization to identify weaknesses and then to formulate strategies to improve the performance. Performance improvement ultimately helps the organization to meet its goals and objectives. It is always important to evaluate the performance of the employees periodically to find out their level of efficiency. Some standard methods have been devised to make employees understand how far they are from the expected standards so that their performance can be improved. Those employees who lag behind in certain key performance areas must be assisted to analyze and improve their performance levels. Therefore the process of performance appraisal helps to evaluate and improve the performance of the employees so that they can give their best to achieve the goals of the organization as well as achieve better career satisfaction. What is Performance Counseling? Performance Counseling is a very important activity that helps employees to know themselves better. Performance Counseling refers to the help provided by a manager to his subordinates in objectively analyzing their performance. It attempts to help the employee in: 1. 2. 3. Understanding himself - his strengths and weaknesses. Improving his professional and interpersonal competence by giving him feedback about his behavior. Setting goals and formulating action plans for further improvement.

Features of Performance Counseling (1) Conditions for effective counseling (a) A climate of trust, confidence and openness is essential for effective counseling. Counseling cannot be effective if the subordinate does not trust his boss. (b) It is necessary that the subordinate should feel free to participate without fear or inhibition as it is a dialogue between supervisor and subordinate and hence should be a two way

communication. (c) The main purpose of counseling is employee development. (2) Performance Counseling Phases (a) Rapport Building: In the rapport building phase, a good counselor attempts to establish a climate of acceptance, warmth, support, openness and mutuality. This phase involves generating confidence in the employee to open up frankly, share his perceptions, problems, concerns, feelings etc. The subordinate must be made to feel wanted and that his superior is genuinely interested in his development. (b) Exploration: In this phase, the counselor should attempt to help the employee understand and appreciate his strengths and weaknesses. He should also understand his own situation, problems and needs. Questions should be asked which help the employee focus on his problem. For example, if an employee feels that his problem is that others do not co-operate with him, the counselor may ask questions to narrow down the problem to the employees relationship with a few individuals. Then the superior may ask questions to help the employee understand what he does (or says) to his colleagues that is making it difficult for him to win their co-operations. Problem identification is a critical step in planning for improvement. To help the employee make a correct diagnosis of the problem, open-ended questions may be asked. (c) Action Planning: Counseling interviews should end with specific plans of action for development of the employee. The main contribution of the superior in this phase is in helping the employee think of alternative ways of dealing with a problem. For example, in case of an employee whose relationships with colleagues are poor, the superior may suggest What three things can you do in the coming week to improve your relationship with X? After helping the employee brainstorm, the superior may also add more alternatives to the solutions already generated. Finally the superior may render some assistance in helping the employee implement the agreed upon action plan. Often good counseling sessions fail to produce effective results due to lack of follow Processes in Performance Counseling:(1) Feedback: It is extremely important that the feedback is communicated in a manner that produces a constructive response in the subordinate. Given below are some guidelines that could be followed in giving feedback: (a) Feedback should be descriptive and non- evaluative. Rather than putting the employee in a defensive position by telling him Your coming in late convinces me that you are not serious about your work, a manager may say, I notice that you have been regularly coming late and I am deeply concerned about this.

(b) It should be focused on the behavior of the person rather than on the person himself. It is necessary to distinguish between the individual and his behavior in conveying the negative feedback. It should be clear to the employee that what is being rejected or criticized is some specific behavior of his. The intent is not to condemn the employee as an individual. (c) When conveying feedback, it is generally desirable to back it up with few examples of actual events. Care must be exercised not to overdo this as the subordinate may misinterpret it that the superior is systematically building up a well-documented case against him. (d) Feedback should be given timely. It should be given at the first opportunity when the employee is in the receptive mood. (e) Feedback should be continuous. It should become a regular practice so that the subordinate develops an ability to accept and act upon the feedback. (f) Feedback should be checked and verified. This will ensure that the subordinate has not misinterpreted the feedback received from his superior. (2) Pre-Interview Preparation: (a) Make sure you know what was mutually agreed in terms of job responsibilities (b) Review the employees background, education, training and experience. (c) Determine the strengths and development needs to be discussed with the employee. (d) Identify areas that need attention during the next review period. (e) Make sure that the employee has sufficient advance notice for the interview so that he has time to do his own preparation. (f)It is always useful to note down the key points on a piece of paper. (3) Interview (a)Be sincere, informal and friendly. Explain the purpose of the discussion and make it clear to the subordinate that the interview is a two way communication. (b)Encourage the employee to discuss how he appraises his own performance. (c)Before discussing suggestions you have for his development, encourage the employee to tell his own plans. (d)Make a record of plans you and the employee have made, points requiring follow-up.

Performance Appraisal Features of Performance Appraisal: (1) Advantages of Performance Appraisal: (a) To enable each employee to understand his role better and become more effective on the job. (b) To understand his own strengths and weaknesses with respect to his role in the organization. (c) To identify the development needs of each employee. (d) To improve relationship between the subordinate and the superior through the realization that each is dependant on each other for good performance and success. (e) To provide an opportunity to the employee for introspection, self-evaluation and goal setting so that he remains on the path of development. (f) To prepare employees for higher jobs by continuously reinforcing development of behavior and qualities for these higher-level positions. (2) Format: A comprehensive format for performance appraisal should contain the following components: (a) Identification of Key Performance Areas (KPA) and target setting through periodic discussions between the superior and the subordinate. (b) Identification of attributes required for the present and future jobs in the organization. (c) Self appraisal by the appraisee. (d) Performance analysis to identify factors that have facilitated and factors that have hindered the performance. (e) Performance counseling and discussions. (f) Identification of Training needs. (g) Action setting and goal planning for the next year. (h) Final assessment by the superior for training and development as also rewards and punishment.

Summary: Performance counseling refers to the help given by a manager to his subordinates in objectively analyzing their performance. Rapport building, exploration and action planning are the various phases in the process of performance counseling. Assessing the potential or capabilities of the employees is important for promotions as well as for performance improvement. Analytical power, creative imaginations, sense of reality, capability of taking holistic view from a detached position and effective leadership are some of the qualities that determine the potential of an employee. Performance Appraisal is a process to let the employee know his strengths and weaknesses in his performance. By knowing this he can bring out a change and improvement in his performance so that he can meet the organizational needs.

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Performance Counselling - Presentation Transcript

1. PERFORMANCE COUNSELLING CREATIVE GROUP BINAYAK MAHAPATRA (11) SABYASACHI ROUT (38) SURJYA KUMAR DAS (55) PERFORMANCE MANAGEMENT Managers provide leadership and integrate performance management with other aspects of their work in managing people. People understand that their performance directly contributes to the ongoing success and viability of their agency. Individual and team responsibilities and their performance are clearly linked to the attainment of program and corporate goals and the needs of clients. Individuals and teams have a clear understanding of their work responsibilities and the standards of work expected of them. Managers monitor and assess the performance of their people. Individuals and teams receive regular feedback on their performance against program and corporate goals. Managers make use of the potential of all their people and develop their skills in encouraging individual career planning. Improved and valued performance is recognized and rewarded. Managers seek to improve poor performance and address continuing poor performance.

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FEEDBACK & COUNSELLING The purpose of both counseling and feedback is to provide your staff with the information, advice and assistance they need to contribute fully to the achievement of your organization's objectives and, where a person fails to make the required contribution, to demonstrate that you have made an appropriate effort to assist them. situations where counseling and/or feedback may beappropriate as part of a regular system of performance feedback. assessing the performance of a probationer. in the context of performance appraisal. assessing staff training and development needs. in connection with a referees report. after a selection process. if a person is planning to retire or resign from the service. where there is a decline in work performance. where the standard of conduct is not being met. where there has been particularly good performance. where a difficulty has been overcome. to maintain continuing good performance. Objective Helping him to realize his potential as a manager. Helping him to understand himself-his strengths and his weakness. Providing him an opportunity to acquire more insight into his behaviors and analyze the dynamics of such behaviors. Helping him to have better understanding of the environment. Increasing his personal and inter-personal effectiveness by giving him feedback about his behaviors and assisting him in analyzing his inter-personal competence. 6. Encouraging him to set goals for further improvement. 7. Encouraging him generate alternatives for dealing with various problems. 8. Providing him empathic atmosphere for his sharing and discussing his tensions, conflicts, concerns and problems. 9. Helping him to develop various action plans for further improvement. 10. Helping him to review in a non-threatening way his progress in achieving various objectives. FEEDBACK Feedback is generally informal and involves you and your staff member

exchanging information in a broad range of situations about how you can best work together to achieve the goals of your organization.

Feedback ranges from oral comments on a persons performance to written

reports, such as probation, performance appraisal or referee reports. 10. providing effective feedback To be fully effective, feedback should be: based on open, two-way communication; timely and regular; factual and specific; understood;

constructive; and followed up. 11. 1.feedback should be a two-way process Firstly, a feedback discussion should also give a staff member the opportunity to express his or her views on your performance. You need to receive upwards feedback from your staff in order to accurately gauge how well you are fulfilling your own responsibilities. Secondly, if you have a concern about a persons work performance it is usually more effective to work with the person to develop a solution rather than attempt to impose one from above. 12. 2.Timely and regular Feedback is more effective if given on a regular, continuing basis. It need not, and should not, be limited to structured processes. Any concerns you have about a persons performance or conduct should be addressed promptly. Early intervention can often prevent more serious problems developing. Similarly, good performance should be promptly recognized. 13. 3.Factual and specific You should focus on measurable performance. Avoid making unsubstantiated judgments. Give tangible, specific examples whenever possible rather than generalizing. You should also ensure that any information that you provide, e.g. concerning entitlements, is accurate. 14. 4.Understood Your staff need to understand why you are giving them feedback: that their individual performance is linked to the achievement of corporate objectives. It is also important, if you identify an aspect of a persons performance that requires improvement, that you make the person clearly aware of the established standards and in what way you consider that they are not being met. When you talk to staff about their performance you should clearly articulate your reasons for doing so and outline possible action that may result if there is no improvement. 15. 5.Constructive You should be honest, but not coercive or offensive. Frame the discussion around ways to improve performance rather than focusing solely on problems or perceived shortcomings. In many cases, even when a person is experiencing performance problems, there will be particular tasks which they still perform well. open the discussion by touching upon these positives, and then move on to the areas which require improvement, frequently a more constructive outcome can be achieved. 6.Follow up You need continually to monitor and evaluate the performance of your staff. When, following a feedback discussion, you agree on a course of action to improve a persons performance, e.g. to investigate the possibility of providing training or developmental opportunities, it is important that you follow up your commitment. It is equally important for staff to be committed to improvement and to follow up the actions to which they have agreed.

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17. counselLing COUNSELLING is a formal process, initiated when a person has not responded to advice and assistance you have provided on a less formal basis, and will usually involve your taking the following steps: Advise the person in advance that a discussion about his or her work performance or conduct is to be held at a given time and place, with sufficient notice to enable you both to come to the discussion prepared; Arrange for the meeting to be held in private, although a support person for the person being counselled may be present, as well as someone you may have asked to attend as an observer; and Keep a brief record of the meetingthis could be a diary note. 18. SEQUENTIAL OUTLOOK RAPPORT BUILDING EXPLORATION ACTION PLANNING

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Attending Listening Acceptance Exploring Problem- Identification Diagnosis Searching Decision making Supporting 19. when to counsel ? It is not always easy to decide when to move from providing informal comments on a persons work to a more formal approach. By intervening at an early stage you can often prevent a problem escalating and requiring more serious and possibly disruptive action further down the track. If you encourage a free flow of information in the workplace and open, two-way communication is the norm, it will be easier for you to identify performance problems when and if they do arise, and deal with them promptly. 20. who should give the counselling? In most cases it is your responsibility as a manager to provide counselling to your staff in relation to work performance and conduct. However, in circumstances where performance is affected by factors outside the workplace, for example if a person has a problem with drugs or alcohol or has difficulties in their private life, it may be appropriate, after an initial discussion, to refer the person to a staff counsellor or counsellor from an Employee Assistance Program (EAP).

21. For instance, if you are faced with having to give a person critical feedback about their performance and you feel uncertain about your approach, you may wish to contact the EAP to obtain advice on how to best frame the discussion. You may also wish to consult a more senior manager or contact your human resources area for advice. In some cases it may be appropriate to involve a professionally qualified counsellor outside your agency. A referral should be arranged only with the persons consent. 22. where should you counsel ? Generally, people should be praised in public and criticised in private. It is advisable first to let a person know they have done a good job and then, for example, to tell them that you intend to mention this at the next meeting. Where formal counselling is to be done, the discussion should ideally be held in a place which is private and free from distractions. Your office, if you have one, may be appropriate but, in some situations, a more neutral meeting place away from the immediate work area may be preferable. Where possible, a suitable time for the discussion should be agreed in advance and sufficient notice given to allow both yourself and the staff member to prepare adequately. 23. who should be present? A counselling discussion usually involves a manager or supervisor and a staff member but, in some situations, you may find that a person requests the presence of a support person or independent observer. A person or persons attending a session in this capacity would not normally take part in the discussion and their presence and role should be clarified before the session commences. 24. the importance of agreed outcomes. To achieve the best results, counselling, like feedback, should be based on open, twoway communication. You should work with a person to generate an agreed plan of action, establishing and articulating the needs of both the manager and the staff member. Focus on future outcomes rather than dwelling too much on what has happened in the past. 25. Your aim is to produce an improvement in the persons performance or conduct and for this to happen you should, first, agree that an improvement is required and, secondly, agree on the steps which should be taken to achieve it. It is also important that you establish a time frame to achieve your agreed goals and to review the success of your strategy. 26. what are the options if counselling doesnt achievethe expected outcome? The expected outcome of counselling is in most circumstances an improvement in work performance or conduct. If a persons conduct or work performance does not improve in response to counselling there are a number of options available. These include: re-arranging the persons duties; movement to an area where a persons skills may be better utilized. procedures for dealing with underperformance; or misconduct procedures.

27. counselling for poor performance Good practice suggests that, before any written warning is issued to a person about underperformance, counselling should take place, observing the following points: you should discuss the work standards expected of the person and provide appropriate assistance to enable the person to meet those standards; you should make clear to the person where their work is below standard and set goals for improvement over an agreed period; you should make records of counselling sessions, signed by both parties; and you should give the person the opportunity to explain any reasons for underperformance. 28. You must use your own judgment to determine the length of time allowed for improvement once you have identified a performance problem but it is best to deal with the issue in a proactive way. There needs to be a balance between the need to treat people fairly and equitably and your responsibility for maintaining the effectiveness of your workplace, bearing in mind the impact one persons underperformance may have on other members of your staff. 29. counselling and misconduct If you believe that an employee may be breaching or may have breached the Code of Conduct in some minor way, you should first raise the issue informally. Drawing a persons attention to the problem may be all that is required. If, however, the behavior in question is more serious or does not subsequently improve it may be necessary to arrange a more formal discussion to ensure that the person clearly understands what the expected standards are and how he or she may have fallen short of those standards. 30. You should also make the person aware of the possible consequences if there is still no improvement, i.e. the legislative force behind the misconduct procedures, including possible sanctions. If the persons conduct still does not improve it may be necessary to consult your agencys human resources area regarding formal misconduct action. These procedures do not apply to an episode of serious misconduct where you must take appropriate action immediately.

Performance Counseling
Supervisors are involved in the day to day management of their departments, work groups, and teams. It is important for all supervisors to create an environment where feedback is routinely provided as well as solicited, through formal and informal performance counseling. Feedback, counseling, and evaluating employees is an important part of the supervisors job. Failing to address an employees performance deficiencies can lead to more serious issues and decreased morale. Timely action is necessary to maintain a productive working environment. Counseling for Poor Work Performance, Habits, or Conduct Serious Conduct Problems When Performance Counseling is Not Enough

Counseling for Poor Work Performance, Habits, or Conduct

Counseling for Poor Work Performance, Habits, or Conduct Performance Counseling is especially important when an employee exhibits poor work performance, poor work habits, or unsatisfactory conduct. Supervisors can solve most work performance or behavioral problems by appropriately counseling an employee. When a supervisor recognizes the need to address a work performance or behavioral problem, he or she should consider the following: Meet with the HR Client Partner to discuss the performance habits, conduct, or concern Have a confidential meeting with the employee to discuss the performance issue Outline the problem and explain how it affects department operations Explain how the employee's actions fail to meet performance expectations Provide the employee an opportunity to explain his or her behavior Clearly outline what the employee is expected to do and how he or she is expected to perform Clearly outline the consequences of failing to resolve the problem Establish a timeline for improving performance/behavior Give the employee a written summary of the confidential meeting, including the performance improvement plan Offer reasonable support for a successful outcome Follow up with the employee to determine if the situation is resolved or if further corrective action is required
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Serious Conduct Problems More serious conduct problems could require a supervisor to impose stronger and immediate corrective action than counseling, including, but not limited to removing the employee from the workplace. For instance, if an employee's conduct is considered a threat to the health and safety of other employees, a supervisor should impose the corrective measure and contact their HR Representative as soon as possible. For any questions on how to address a serious conduct problem, please contact your HR Representative.
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When Performance Counseling is Not Enough If poor work performance or a behavioral problem continues after an employee is given a reasonable amount of time and support to correct the situation, supervisors are responsible for employing theProgressive Discipline Processto address the problem. In addition to counseling, there are several forms of progressive discipline available: Issuing a Written Warning Probation for Poor Work Performance or Work Habits Disciplinary Suspension Termination

Supervisors should be familiar with all forms of progressive disciplineand should consult with their HR Client Partner about when and how to correctly apply each form of progressive discipline. It is important to address a performance or behavioral problem as soon as possible.

Performance Counseling Activities

Objective: Conduct a performance counseling session. Note: Before performing this activity perform the Confrontation Counseling Activity. Procedures: Break the class into groups of three. Each learner within the groups will rotate through these three roles:

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The supervisor performing the counseling session. An employee with a behavioral problem. A facilitator to provide feedback and coaching to the supervisor.

There are five role play exercises listed below. Each learner within a group will practice each role in every activity. For example, in exercise one, the first learner will be the supervisor, the second learner will be the employee, and the third learner will be the facilitator or coach. After completing the exercise, they will then rotate roles and repeat exercise one. This process will be repeated a third time so that they all get to role play the supervisor, employee, and facilitator in exercise one. Once each learner has played all three roles in exercise one, the group will then move on to exercise two, and repeat the process. They will then continue on to exercise three, four, and then five by using the same procedure. It is important that each learner performs at least the role of supervisor in each exercise as they build upon each other and this is the main goal of the activities to become an effective performance counselor in a leadership position. Allowing each learner to perform all three roles has several advantages. Each learner gets to:

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practice it (we learn what we do). coach it (we gain a deeper understanding by teaching others). be on the receiving end of it (Great Spirit, help us never to judge another until we have walked for two weeks in his moccasins).

Exercise One
Most of your counseling sessions will be relative easy. A employee breaks a rule, such as being late or does not meet a performance standard, such as not completing a task correctly. The majority of employees try to

follow the rules and exceed the standards. But, like you, they are human and make mistakes. The main reason for conducting these counseling sessions is to get them documented. Then, if their performance begins to deteriorate, you have it on record so that you can legally take the appropriate disciplinary action. Sally has been an excellent employee who has not needed any performance counseling up to this point. But, when you review the time sheets for yesterday, you notice she clocked out 15 minutes early. You check your records and there is no record for a request to leave early. Using the following guide, conduct a counseling session:

Identify the problem - Sally left work early without giving any notice. A good rule for being objective is, if you have a problem but cannot describe it in measurable terms, you do not have a problem, you just think you do. Analyze the forces influencing the behavior - This is a time issue, which both you and the employee have control. You set the work schedule to meet all mission requirements and the employee meets the work schedule standards. Plan, coordinate, and organize the session - You arrange to meet with her in your office at 8:30. Conduct the session using sincerity, compassion, and kindness, but be firm and in control For example: Sally I have been very pleased with your performance. But, yesterday you clocked out 15 minutes early, which is in violation of our company policy. Determine what the worker believes caused the counterproductive behavior and what will be required to change it - For example, Could you please explain why you left early? Sally might reply, I'm so sorry, when I looked at my watch, I thought it was quitting time. It

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was not until I was on my way home that I realized I left early. Maintain a sense of timing of when to use directive or non-directive counseling: example - (Directive) From now on, please double check the time before you leave. or (Nondirective) How do you plan to ensure this will not happen again? Sally might respond I

will look at the time more closely to ensure I do not make the same mistake twice Make a decision and/or a plan of action to correct the problem. If more counseling is needed, make a firm time and date for the next session - Since this was not a serious violation, no further action is needed and you have no reason to believe that it was nothing more than human error. Example, Sally, I'm sure you will not let it happen again. Except for that one mistake, your performance has been great, your tasks are always on par and

on time, and this is the first rule you have broken. After the session, evaluate the worker's progress to ensure the problem has been solved.

Exercise Two
Tom has been a valued employee for you for the last 18 months. But, when you review the production report for last week, you discover that he was not up to standards for both Thursday and Friday. The standard is to assemble at least an average of 12 kits per hour. For Thursday, his average was 10 kits per hour and for Friday it was 11 kits per hour. You check the schedule and note that he was not away from the assembly line for training, meetings, etc. Using the following guide, conduct a performance counseling session:

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Identify the problem. Analyze the forces influencing the behavior. Plan, coordinate, and organize the session.

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Conduct the session using sincerity, compassion, and kindness; but remain firm and in control. During the session, determine what the worker believes causes the counterproductive behavior and what will be required to change it. Try to maintain a sense of timing of when to use directive or non-directive counseling. Using all the facts, make a decision and/or a plan of action to correct the problem. After the session and throughout a sufficient time period, evaluate the worker's progress to ensure the problem has been solved.

Exercise Three
Susan has worked in the company for three years and has been a very good employee. But, she has been late for the last three project meetings, which she is a key player. This has caused the meetings to run late, since she brings some critical decision making information and she has to be brought up to date. The first time, you let the incident go by, while the second time you explained the situation to her. Using what you have learned, conduct a performance counseling session. The only difference is, you want to use a more non-directive approach by having Susan make a firm commitment to correcting her behavior. For example, Susan, this behavior is very disruptive to the department. What are you going to do to correct it?

Exercise Four
The next two exercises are more difficult than the previous three. In the last three exercises, the employees knew they made mistakes, took the counseling in stride, and moved on. In this one, the employee is walking on an extremely thin line. His performance has extremely disintegrated and he is about ready to get fired. Sam has been an excellent employee since he started working in your department two years ago. However, in the last few weeks, he has not been performing up to standards:

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He has been late three times His production goals have been below standards on many occasions. Two of his coworkers have reported that he seems to be extremely agitated most of the time and in a very cranky mood. (You checked this out with some other employees and found it to be true.)

Today he was late for the forth time. You have called him into your office for a performance counseling meeting. 1. Start the meeting First, start off by being firm and confident. For example: Sam, I have called you in because there is a problem, and quite frankly the problem involves you. I have been going through the documentation on your performance over the last few weeks. Sam, you know that today is the fourth time you have been late and your production standards have not been up to standards. Recently it was report to me that you have not been getting along with your coworkers. Your unacceptable performance cannot continue. We are here to find out what you are going to do about it. (Notice it is not ourproblem)

2. Use your power base Your Power Base is in the documentation that you have built from the previous counseling sessions. Go directly to your power base and begin to lay it out. This is the first time Sam has the opportunity to manipulate the meeting. Sam tries to interrupt by making a excuse why he was late today, such as: My car had a dead battery this morning and my neighbor had to help me jump start it. Do not let this occur. If the employee tries to interrupt, stop him. For example: Excuse me Sam, I want to give you the opportunity to respond, but I feel it is important for you to see the entire picture. Once I lay out the pattern of your deterioration over the past few weeks, then I certainly want to hear from you. Be objective and specific. Avoid you always and you never traps. Remember if you have a problem but cannot describe it in measurable terms, you do not have a problem, you just think you do. Show and explain to Sam the following documentation:

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April 6 - Production 5% below standard April 17 - 30 min late April 20 - Production 12% below standard April 24 - Production 14% below standard April 29 - 25 min late May 5 - 35 min late May 8 - Yelled out to other worker that they were not doing their work correctly and was making his job harder to do. May 11 - Production 10% below standard May 20 - Used profanity when telling a coworker how to set up a line. May 26 - Production 15% below standard June 1 - 30 min late (today)

3. When in doubt, return to the facts Sam becomes very defensive, examples: I cannot meet my production goals because the other workers are getting in my way! or I been having car trouble! In spite of efforts to remain in control, you might feel you are being backed into a corner, you take on the defensive, you feel your emotions taking over, or you are about to loose control. If any of these happen, simply return to the facts. For example: Sam, you may feel that is important to the meeting, but the primary issue is... Get back to your documentation... show a pattern, that is your Power Base. 4. Move to Closure After the documentation and the issues have been covered, move to closure. This requires three issues to be addressed, you want the employee to own the problem, the reason for the decline in performance, and is it a personal problem. First, get the employee to own the problem, for example: Do you understand the problem I have just addressed?

This requires the subjective employee to become objective, for example: Yes, I understand the problem as you have described it Next, ask for the reason the performance has been poor, for example: What is the reason for your decline in performance? You will probably not get a good reason, you might only get a shrug, for example: I don't know. Do not worry about the answer unless it is really explained to you. What you are doing is reemphasizing the pattern of poor performance. If the employee did not explain to you in the step above, then you want to show concern about the problem, for example: Is there a personal problem causing your performance to deteriorate? do not wait for a response, continue by saying, Because if there is, we have assistance counselors and programs that can help. You might get a negative response to this question also. But, by asking this question, you show the employee your concern about the problems underlying the poor performance. Sam replies that he does not have any personal problems, he has just been having a string of bad lucks. 5. Commitment Now it is time to apply the Principle of Pain. This is a process in which people with a performance problem must make a choice between keeping their disruptive behavioral pattern or keeping their job. The pain of losing their job may be the pain that is necessary to make the choose. For example: Sam, what ever the problem is that is causing your performance to deteriorate, there is help if you want to deal with it. I want you to know that we so value your potential here that you have a job if you want to deal with your personal issues. However, if there is no problem or you choose not to ask for help then you leave me no choice other than to fire you strictly for your unacceptable performance problem. What is your choice? You may ask if the employee wishes to speak confidentially with a counselor, or you may wish to force the issue by silently waiting for an answer. If the employee ask for time to think it over, then give it, but no more than one or two hours. Always couple your offer of help with a firm and precise outline of the performance based consequences should the employee deny a problem exists.

Exercise Five
Judy started working for you three months ago. Since that time, you have counseled her on the following:

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Jun 8 - 20 minutes late for lunch Jun 23 - Did not have a hat on in the production area (health and safety violation) Jul 14 - 45 minutes late for work Jul 24 - 10 minutes late for break Aug 5 - Bumped into rack with a forklift (safety violation) Aug 13 - left 10 minutes early for lunch

Today, she left for her 15 minute break and was gone for 25 minutes. Using the following guide, conduct a performance counseling session:

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Start the meeting (being firm and confident). Use your power base (documentation). When in doubt, return to the facts. (Judy comments, I thought we were friends? Note: If they play on friendship then let them know that real friends do NOT let their buddies selfexit out of an organization, real friends help. Move to Closure: Get the employee to own the problem. Ask for the reason for the poor performance. Is there a personal problem? Get commitment!

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Next Steps

Employee Counselling - Presentation Transcript

1. 2. EMPLOYEE COUNSELLING COUNSELING COUNSELLING IS A THERAPEUTIC PROCESS OF PROVIDING HELP AND SUPPORT TO PEOPLE TO FACE AND SAIL THROUGH DIFFICULT TIMES IN LIFE. IT HELPS PEOPLE TO SEE THINGS FROM A DIFFERENT VIEWPOINT AND ENCOURAGE THEM TO DRAFT THEIR ACTION PLAN COUNSELING THERAPY GUIDANCE ADVISING COUNSELING SHARING CHANGE HELPING NEED FOR EMPLOYEE COUNSELING AT WORKPLACE Lack of awareness of policies Absenteeism and Late Coming Excessive Workload Unrealistic Targets WHEN & Career Problems Slipping Deadlines Performance Issues procedures

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Responsibility WHEN & Inter personal relations with superiors Lack of team spirit Accountability & Behavioral issues/tendencies Family Problems Problems in adjusting to organizational culture subordinates

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WHO IDENTIFIES THE NEED Counselor Centered Counselee Centered Counseling Counseling Line Managers/Human Individual/Employee Groups Resources Supervisor determined a Employee Determined the problem problem Supervisor has the solution Employee may have the solution Supervisor takes responsibility for success of counseling Needs a platform for session discussion Ensure employee follow ethical standards, company rules, common culture etc. Clearly define expectations Put problems on the table for open evaluation and draft resolutions Ensure transparent environment Growth for Employees Effective Communication Retaining Valuable Employees Chalk down the career path WHY

8.

9.

COUNSELING MODES DEVELOPMENTAL DISCIPLINARY Face to Face Pre Penalization communication Conducted Human Conducted by Resource department Immediate Supervisor Starts with a Starts with a verbal warning/letter discussion Ends with draft plan Ends with draft plan of of action action Second action step (if First action step developmental counseling fails)

10. Line Managers role in Counseling Listen to problems/Address Issues Provide Feedback and help counselee to see a different view point Investigate problems/matters Avoid word of mouth and see the root cause with evidence Suggest/Recommend solutions Observe behavior and clarify expectations Determine right course of action and reach conclusion Draft plan of action and follow up 11. HRs role in Counseling Need for counseling can be identified by HR as well as supervisor. HR discusses the issue with the relevant supervisor and continuously ask for feedback Discuss and agree a plan of action with supervisor. Schedule and jointly conduct the counseling session Conclude the counseling session with warning (if required) Follow-up the action plan and feedback to the supervisor Monitor developments 12. COUNSELING STYLES EVALUATIVE REFLECTIVE PROBING COUNSELING STYLES INTERPRE SUPPORTIVE TATIVE

13. REFLECTIVE Try to feed back your listeners perception of what has been said in
order to checkPROBING Find out more information SUPPORTIVE Offer general sympathy INTERPRETAATIVE Interpret what you have heard without checking the accuracy of what you have heard EVALUATIVE Make judgments based on what you have heard and suggest answers COUNSELING STYLES 14. ASSES YOUR COUNSELING STYLES The best counselor uses a combination of reflective and probing responses as this encourages staff to think through a problem and come with own solution Ultimately, the best style is the one which suits your situation 15. COUNSELING PROCESS STEP 1 STEP 4 IDENTIFY THE FOLLOW-UP NEED COUNSELING PROCESS STEP 3 STEP 2 CONDUCT THE PREPARE FOR SESSION COUNSELING

16. Interactive session Focused and two way communication Compare the current
situation with the desired one Observe the situation, events or issues COUNSELING PROCESS STEP 1 IDENTIFY THE NEED

17.

Establish the right atmosphere. Plan your counseling strategy Outline the session components Organize Information Notify the concern members well in advance Select a suitable place and notify the time COUNSELING PROCESS STEP 2 PREPARE FOR COUNSELING

18. Recording and closing the session 19.

Developing the plan of action Discussing the

issue Opening the session COUNSELING PROCESS STEP 3 CONDUCT THE SESSION Measures after session include follow up Amend the plan of action if required Review plan of action to determine if the desired results were achieved Support subordinates to implement their plan of action COUNSELING PROCESS STEP 4 FOLLOW UP

20. ConnectingDecision Making Problem Solving Intelligent Questioning Appropriate

Body Language Active Listening COUNSELING SKILLS & ConcludingNot imposing superiority or patronage Reading Non verbal Behaviors Mutual Influencing Reflecting Back & Recommending 21. QUALITIES OF AN EFFECTIVE COUNSELOR Empathetic Respectful Warm Confidential Honest Attentive Listening Open Ended Unbiased Understandable Unhurried Authority

22. Absence of action plan

Loss of Emotional control Stereotypes Rash Judgments

Projecting personal likes, dislikes and biases Not listening Giving unnecessary or inappropriate advice Dominating the counseling session COUNSELING ERRORS & Neglecting privacy factor Using single counseling style Improper follow up

23. Motivates to search for alternate solutions to problems

Facilitates to look at the

situations with a new perspective Assist in understanding the situation more objectively Helps in superior decision making Manage behavioral problems brought about by organizational change Increase in productivity Improvement in employee performance Decrease costs related to turnover, absenteeism BENEFITS OF COUNSELING 24. THANK YOU

Performance Coaching & Counselling Workshop (2 days)

Appraisal Smart covers more than the Performance Appraisal or Review - it coversPerformance Managementin substantial detail... read more The conducting ofPerformance Appraisalsneed not be so stressful any longer... read more Interested in becoming aPartner to market Appraisal Smart in your country? Have a look at our Business Partner Plans... click here Client Technical Requirements

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what are the three performance counselling stages ? as smewhere i hav read it is 1)rapport building,2)exploration,3) action planning. and smewhere i hav read as 1)action planning, 2)rapport building & 30exploration. plz clarify me on this as wha is the right sequence.

Dear Friend Need not necessarily for performance counselling but this is applicable to any counselling Stage 1 Rapport building. Without the first stage you can not move to the next stage Stage 2 Exploration Exploring the issues involved alongwith the person Stage 3. Action Planning I think a few more steps are involved and the freshers can throw more light on the theory. But the sequence is rapport, Explore and then action plan Siva

The primary reasons for introducing Performance Counselling are to accelerate:

Improvement in performance Acquisition of skills Changes in behaviour Overcoming personal shortcomings

We work with individuals on behalf of the organisation to improve performance.

Typical Model for Performance Counselling

Step One: Understanding the Individual's Requirements

What issues and outcomes are you hoping coaching will help them overcome or achieve? What is stopping them, and what has stopped them from achieving or overcoming these issues in the past How will your organisation measure the results of the coaching intervention How will your organisation sustain the outcomes achieved by the individual from the counselling

Step Two: Initial Meeting with Individual

Explain the aims and goals of your organisation in relation to performance counselling. Explain what is involved in a counselling session, what the individual can expect, what the initial session will involve, what subsequent sessions will entail. Determine length and number of sessions, self monitoring, homework. Roles and obligations of both parties.

Step Three: Individual undertakes Thinking/Leadership Styles Profile Questionnaire

The more the individual knows about how they think and behave, the better prepared they are to improve their performance. The Thinking/Leadership Styles Profile and/or EXPERT Psychological Profiler for Business can help the individual create change through:

Identifying the unique thinking patterns that characterise their current behaviour; Understanding which of their thinking patterns are more effective, which arent and why; Helping the individual decide which thinking and behaving patterns they want to change

Step Four First Session

Typically the coach will work with the individual to:

debrief the results of the Thinking/Leadership Styles Profile and or EXPERT Psychological Profiler for Business.

Identify priorities for development and set targeted improvement goals.

Step Five: Regular Counselling Sessions

(Sessions usually run fortnightly, for up to 2 hours each session, over a 2 -3 month period)

Depending on the agreed upon period for the counselling assignment, varying amounts of time is typically spent on the following:

Formulating strategies to bring about change in behaviours and attitudes; Recognising, examining and challenging self limiting beliefs; Developing action plans- for achieving the goals and removing barriers to success.

Step Six: Managers as Coaches

(How to manage the individual now the performance counselling has ended) Long after the formal counselling relationship has ended the improvement seen in the counselling intervention can be built upon. Managers can be trained in recognising and managing the specific personal styles of the individual as depicted in the Profile.

MANAGEMENT ARTICLES Some Notes on Performance Counseling (Peter Frans - Managing Partner of Trimitra Consultants) The primary purpose of counseling is to define organizational mission and values, discuss individual job expectations and performance, reinforce good performance/work related behavior, identify and correct problem performance/work related behavior, and enhance the employees ability to set and reach career goals. The best counseling is forward looking, concentrating on the future and what needs to be done better. Counseling should be timely.

Counseling should begin with feedback from the employee about his/her performance before giving your feedback. Answer these questions: What worked? What did not? What would you do differently? Preparation 1. Schedule the counseling session and notify the employee; suggest the employee write down or be ready to discuss expectations and requirements. 2. Get a copy of the employees job description and appropriate counseling checklist & blank evaluation form. 3. Think about how each outcome or critical element of the performance plan supports the mission/objectives of the organization. 4. Decide what you consider necessary for success in each outcome or critical element. Be specific 5. Make notes to help you with counseling. During The Counseling Session 1. Discuss mission/objectives of organization and how his/her performance contributes to success of organization. 2. Discuss items that require top priority effort (areas of special emphasis) realizing this may change later. 3. Discuss what tasks and level of performance you expect for success. Review employees written input if he/she provides it 4. Discuss competencies needed to perform duties. Ask employee for ideas about what how he/she might perform assigned duties. 5. If you and the employee have different views, discuss them until you both are clear on requirements. Even if the employee disagrees, he/she must understand what you expect. 6. Emphasize the employees positive strengths. Give examples of what excellence performance is to give the employee specifics to aim for. 7. Ask the employee about career goals and training needs. After Counseling 1. Summarize key points of the counseling on relevant form 2. Give the employee the form to review/initial. 3. If the employee gave written input, attach it. 4. Give the employee a copy and keep the original to use for the next counseling session.

http://www.atypon-link.com/AAP/doi/abs/10.1375/ajgc.18.2.219
Author(s): J. Brad Shepherd 1 * | Paula J. Britton 2 | Victoria E. Kress 3 doi: 10.1375/ajgc.18.2.219 Prev | Table of contents |

Reliability and Validity of the Professional Counseling Performance Evaluation

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Australian Journal of Guidance and Counselling Print ISSN: 1037-2911 Volume: 18 | Issue: 2 Cover date: December 2008 Page(s): 219-232

Keywords counsellor trainees, competence, evaluation, Professional Counseling Performance Evaluation Abstract

The definition and measurement of counsellor trainee competency is an issue that has received increased attention yet lacks quantitative study. This research evaluates item responses, scale reliability and intercorrelations, interrater agreement, and criterion-related validity of the Professional Performance Fitness Evaluation/Professional Counseling Performance Evaluation, a measure used by counsellor educators to evaluate professional fitness. The results identified several scale items that were insensitive to substandard skill levels and indicated that university and site supervisors' trainee ratings did not agree. Both site and university supervisors did identify a majority of students demonstrating substandard skills, and when the site and university supervisors' ratings were combined, the supervisors identified 79% of the noncompetent trainees.

Author(s) affiliations
1

Kent State University, Stark Campus, United States of America. [email protected]

2 3

John Carroll University, United States of America.

Youngstown State University, United States of America. *Address for Correspondence: J. Brad Shepherd, Assistant Professor, Department of Psychology, 6000 Frank Avenue, North Canton, OH, USA, 44720.

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