人力资源职业生涯工具（1）(英)
- 1. Author:Reviewer: bcDevelop the IndividualsDecember 1998Copyright© 1998 Bain & Company, Inc. Jacintha PeerisDianna Magnani1DeveloptheIndividuals
- 2. Key Elements of Effective LeadershipCreate a shared visionMobilize and inspireManage for resultsDevelop the individualsEffective leadership encompasses four core elements.Understand the big picture Plan in advance Align the team Maintain directionBuild enthusiasm Motivate the team Enable the individualsStick to a rigorous upfront plan Manage aggressively Troubleshoot Change behavior in response to feedbackDevelop an exciting plan for growth Be the coach Measure and communicate performance2DeveloptheIndividuals
- 3. Overview How to Develop the Individuals Develop an Exciting Plan for Growth Be the Coach Measure and Communicate Performance Key TakeawaysAgenda3DeveloptheIndividuals
- 4. The Importance of Developing PeopleSource: Bain Worldwide Employee Satisfaction SurveyOpportunities for professional and personal development are critical elements of overall employee satisfaction.Importance“How important is each of the following?”4DeveloptheIndividuals
- 5. BenefitsDeveloping people has some obvious benefits.Enhance Ongoing Team ProcessStrengthen Quality of Results for ClientsContribute to Long-term Growth in the Business Through RetentionSatisfied Employees5DeveloptheIndividuals
- 6. AgendaOverview How to Develop the Individuals Develop an Exciting Plan for Growth Be the Coach Measure and Communicate Performance Key Takeaways6DeveloptheIndividuals
- 7. How to Develop PeopleExcellence in developing people can be achieved through three major activities.Be the CoachDevelop an Exciting Plan for GrowthMeasure and Communicate PerformanceReassess7DeveloptheIndividuals
- 8. AgendaOverview How to Develop the Individuals Develop an Exciting Plan for Growth Be the Coach Measure and Communicate Performance Key Takeaways8DeveloptheIndividuals
- 9. Plan for GrowthReview capabilities required for a person at their level Solicit input from the individual Read previous performance reviews (with the individual’s permission) Talk to the person’s other managers Review allocated workstream against capabilities and development needs and adjust as necessaryAt the beginning of a case, the caseteam leader should develop a case-specific skill plan for each team member.Write a skill plan with the individual’s help Discuss the plan in a one-on-one conversation with the individual to ensure buy-in and enthusiasm for it9DeveloptheIndividuals
- 10. Skill Plan MythsThe following are some common myths and realities about skill plans.The skill plan found on the consensus review form is sufficient for helping people develop Skill plans are disruptive because workplans rarely match development needs Skill plan discussions are very time consuming Skill plans should be filed away at the beginning of a case for review at the end of the case The consensus review form highlights a generic list of development needs for an individual. A case-specific skill plan focused on the individual’s workstreams for a particular case is an important supplement. There are usually a number of ways to meet a generic development need regardless of the case - e.g., a client experience need on a market overview stream could be accomplished through expert and competitor interviews. Once the workplan has been described, individuals should be asked to draft skill plans. A skill plan should focus only on the two or three most important needs. Reviewing and discussing the plan typically takes less than an hour. The whole point of a skill plan is to provide an ongoing focus for development needs. Skill plans should be referred to during coaching meetings and regularly reviewed and revised during the case.MythReality10DeveloptheIndividuals
- 11. Skill Plan ImperativesTo get the most out of skill plans:Everyone should have oneSkill plans should be specific and actionableEnsure that the skill plan includes specific HLAs that tie to the major developmental needs identified in the individual’s latest review. Test HLAs for reasonableness. Unrealistic goals set people up for failure and disappointment. The end of case review should show achievement on many of the HLAs.Skill plans should drive regular PD discussionsClearly identify your expectations for the content, frequency, and method of updates. Review progress against their skill plan periodically with each team member.Everyone should have a skill plan that you review and discuss. This is your opportunity to ensure that team members’ expectations are in alignment with yours. For new people, you should take the first cut at the plan and review it with the individual. For experienced team members, they should take the first cut, and then review it with you.11DeveloptheIndividuals
- 12. Skill Plan FormTeam Member: Caseteam leader/Manager: Case Code: Date:Scheduled Updates:Value AdditionClientTeamGeneric SkillsSpecific HLAs for This CaseMust be specific to workstream activitiesValue AdditionClientTeam12DeveloptheIndividuals
- 13. AgendaOverview How to Develop the Individuals Develop an Exciting Plan for Growth Be the Coach Measure and Communicate Performance Key Takeaways13DeveloptheIndividuals
- 14. How to Be a Coach“Tell me and I’ll forget, show me and I’ll remember, let me do it and I’ll really learn.” Chinese Proverb14DeveloptheIndividuals
- 15. Be the Coach“Coaching is unlocking a person’s potential to maximize their own performance. It is helping them to learn rather than teaching them.” Timothy Galwey, The Inner Game of Tennis “Effective coaching challenges peoples’ beliefs and changes their behavior.” Dean Berry, Founding Father of INSEAD15DeveloptheIndividuals
- 16. Effective CoachingWhere you say it When you say it How you say itCoaching involves attention to both content and process.What you sayContentProcess16DeveloptheIndividuals
- 17. Coaching ContentEffective coaching leaves the individual clear about the changes needed and motivated to make them.Specific - give examples, describe specific behaviors and reactions, use quotes or written examples Factual - do not make it personal; discuss facts, events, examples Objective - do not be influenced by previous performance or hearsay from other cases; base feedback on direct experience Descriptive - be descriptive, not judgmental Balanced - always give both positives and areas for improvement Actionable - discuss specific action steps for improvementFrom your perspective - speak for yourself, not for others Open/honest - do not pull punches, do not sugarcoat, and do not overstate Sensitive of feelings - criticize actions, not the person; use careful language Positive - express confidence that the person can succeed Non-discriminatory - avoid any language that suggests racial/gender or other biases Tentative - be mindful that you are presenting perceptions, not absolute truth Sincere - understand that change is difficult; be tolerant and willing to helpClearMotivated17DeveloptheIndividuals
- 18. Coaching ProcessWhere you say itWhen you say itHow you say itThe process of coaching is as critical as the content.Appropriate location give negative feedback in private, not in front of caseteam or client give positive feedback in public, whenever possible In person - avoid voicemail, especially for negative feedback Coaching is an ongoing process; day-to-day feedback is critical Feedback must be timely Schedule sufficient time and do not allow interruptions Prepare - keep a journal of specific examples Separate positive from negative, and give positive feedback first Make it a discussion, not a speech Listen/question understand their perspective probe for background issues/concerns give them opportunity to ask questions and respond Check for understanding - summarize and agree on key points 18DeveloptheIndividuals
- 19. Positive FeedbackRegular positive feedback is a big part of successful coaching.Why is positive feedback important?Motivational: increases individual satisfaction, willingness to continue contributing Reinforcing: explicitly acknowledges behaviors that are good; encourages continuation of positive behaviors Creates greater openness to negative feedback: builds credibility and trustWhen is it appropriate?Upon completion of a good piece of analysis After an effective meeting After a good presentation Anytime positive feedback is given by a third party (e.g., a client, an expert)How do you give it effectively?Be specific, provide detailed feedback. Explain why the work was effective in obtaining results for the client Separate it from negative feedback so it is not diluted/overshadowed Acknowledge publicly, whenever possible19DeveloptheIndividuals
- 20. Tips for Receiving FeedbackAs part of the coaching process, it may help to review with the team member these tips for receiving feedback.Receiving feedback will allow you to see things about yourself that you could not see in any other way. You will then be able to correct behaviors that are inhibiting your growth. Constructive feedback is an important gift. Every time you are able to use it wisely, you will have taken another step in your own development.1. Listen closely to the person giving you the feedback, and try not to interrupt. 2. Avoid being defensive. This can be difficult, especially if the person giving you the feedback is not highly skilled. You may have different perceptions of yourself, but it is important that you understand the perceptions of others. 3. Assume the feedback giver is trying to be helpful. 4. Try to understand the feedback. If the feedback is not clear, ask for clarification and examples.20DeveloptheIndividuals
- 21. The Learning DilemmaSource: “Teaching Smart People How to Learn,” Harvard Business Review May-June 1991Sometimes overachievers find it difficult to accept negative feedback. Overachievers are unaccustomed to failure They may exhibit defensive behavior:Rationalization Aggressiveness Rejection CynicismAre unwilling to “hear feedback Fail to change behaviorsDenialBecome depressed, withdrawn Shift behavior from “guardrail to guardrail” (i.e., from one extreme to the other)Reluctant acceptanceThese behaviors are a signal that the benefits of receiving feedback need to be reinforced.21DeveloptheIndividuals
- 22. Reactions to FeedbackAs a caseteam leader, you should encourage reactions to feedback that demonstrate maturity and an interest in improving.Deny the feedback Attribute mistakes to external factors Assume coach has negative feelings about the direct report Express passivity - have no reaction Take an aggressive stance toward the coach Laugh it off Reject coach's authority to give feedback Show cynicism about improvement suggestions Accept responsibility for the behavior or understand the coach’s perceptions Analyze why behavior was shown Understand the coach's point of view Ask for more information Enlist coach’s to help in understanding the feedback Show concern for improvement Listen carefully to feedback Accept feedback and check in with othersDefensive ReactionsDesired Reactions22DeveloptheIndividuals
- 23. Handling Pushback (1 of 3)Source: Adapted from The Developing People Workbook, Forum CorporationThe first step in handling pushback is to gain a better understanding of the other person’s point of view.EncourageConfirmResist the temptation to restate your feedback, defend your points, or jump in with more examples. Encourage the team member to say more about how he or she sees the situation. Encourage with verbal and nonverbal signals (lean forward, nod, say “uh-huh”). Recognize that the root cause of the team member’s objections may not be what you think. You may be missing some important facts or context. Listen for both facts and feelings to understand the root cause of the issue. Use open-ended questions to uncover the team member’s view. Open-ended questions begin with words like “What”, “How”, “Tell me”, “Describe” and “Explain.” Use silence - it gives the team member an opportunity to consider and expand on what has been said. Restate the team member’s observations - both facts and feelings. Summarize what you have heard, and ask if you are correct. Once you have encouraged, questioned, and confirmed, you will have a better understanding of the team member’s perspective and reactions. You may also have uncovered some additional facts you were not aware of.Question23DeveloptheIndividuals
- 24. After gaining a thorough understanding of the team member’s viewpoint, use these tips to provide helpful information and support.Disagrees with your description of the situation Agrees, but cites factors beyond his or her control Provide more accurate or objective observations that include the team member’s experiences, along with other facts the team member may not be aware of. Provide and ask for some suggestions for things to do that are within his or her control. Identify ways you can help. “So, what happens is that the other team gives you data that conflicts with yours, and you do not know how to reconcile them. This makes it hard for you to proceed on schedule. Is that right?” “I understand you feel you can not help it if the client does not provide the data. How about if you …? Maybe I could help by …” If the team member:Then you should:Example:Source: Adapted from The Developing People Workbook, Forum CorporationHandling Pushback (2 of 3)24DeveloptheIndividuals
- 25. Check to see if what you said makes sense and if you are both in agreement about what is going on and how to proceed. Continue by asking the team member for his or her suggestions for improvement going forward.Agrees, but does not see why it is important Agrees, but says his or her intention was differentDescribe the importance of the issue - how it affects the team, you personally, and/or the team member. Offer observations on the differences between the person's intention and the actual results of the behavior or performance.“I know doing a workplan does not seem important to you. The reason it is important to the team is that it allows us to …” “I see your intention was to be helpful, but when you … I saw it as you doubting the team. Maybe you can be more helpful by …”Source: Adapted from The Developing People Workbook, Forum CorporationHandling Pushback (3 0f 3)If the team member:Then you should:Example:Even when the team member agrees with what you have to say, he or she may benefit from receiving further information.25DeveloptheIndividuals
- 26. Coaching Examples (1 of 2)“Dave, I noticed on the following occasions, you put down the QA manager’s analysis in front of her boss…” “Dave, your cockiness in front of clients borders on rudeness.” “Jan, you should use open-ended questions to explore the plant manager’s objections. This will give you information you can use to influence him.” “Jan, in the future, you should capitalize on your natural charm to influence the skeptical plant manager.”Do this: Avoid this:Do this: Avoid this:The objective of coaching is to improve a person’s behavior.26DeveloptheIndividuals
- 27. Coaching Examples (2 of 2)“Steve, I’d like to give you some feedback on something you said about our billing procedures to the plant manager during today's tour.” “The team thought you were pretty out of line today when you blurted out that billing comment.” “Donna, I get frustrated when I’m trying to make a point in case team meetings and you finish my sentences for me.” “Donna, stop trying to step on me just to get promoted.”Do this: Avoid this:Do this: Avoid this:27DeveloptheIndividuals
- 28. AgendaOverview How to Develop the Individuals Develop an Exciting Plan for Growth Be the Coach Measure and Communicate Performance Key Takeaways28DeveloptheIndividuals
- 29. Goals of the Written Performance ReviewThe written review is the primary mechanism for measuring results.Measure performance against goals and objectives Establish new goals Identify training needs Ensure consistency between evaluations and salary increases and promotion recommendations Provide documentation29DeveloptheIndividuals
- 30. Performance Review ContentPerformance reviews include:Clear and concise Consistent with rating, salary increase, and promotion recommendationMost Important MessageMost important points reviewee should take awaySpecific examples, not assumptions Balanced - both positive and negative feedback Own observations - speak for yourself, do not speak for others Situations beyond reviewee's control, if appropriateHistorical DescriptionBasis of most important message and development objectivesClear, specific action steps Prioritized based on importance of skills and size of gap "Start, stop, and continue" format (optional)Development ObjectivesKey to skill plan development30DeveloptheIndividuals
- 31. The Performance Review ProcessThere are four steps in the performance review process:Develop the ContentPrepare to Deliver the ReviewConduct the ReviewPrepare to Write the ReviewConduct an interim review Determine areas for improvement at the end of each case For consensus reviews, talk to input reviewersEvaluate performance gaps Determine improvement objectives Identify resources Develop most importance message supported by dataAnticipate areas of disagreement Think of how to establish a dialogue Schedule the meeting in advance Keep the appointment Do not allow interruptionsEstablish a positive and open climate Provide specific examples Listen Make sure the reviewee understands where to focus Check in with the reviewee31DeveloptheIndividuals
- 32. Prepare to Write the ReviewBefore writing the review...Conduct at least one interim review with the team member At the end of each case, determine key areas for improvement For consensus reviews, talk to input reviewers flag inconsistencies gain consensus on key messages include other reviewers’ examples and anecdotes submit draft to input reviewers for feedback32DeveloptheIndividuals
- 33. Develop the ContentWhen writing the review...Review development plan for previous six months Evaluate gaps between plan and performance Determine the most critical performance improvement objectives Identify resources the team member can tap to gain the required skills (e.g., BVU modules, training sessions, colleagues) Develop most important message tie to rating focus on expected behavior changes if appropriate, include promotion message Support most important message with data be specific cite examples and critical incidents include positive and negative feedback33DeveloptheIndividuals
- 34. Writing WatchoutsFollow these guidelines when writing the review:Think before writing Provide specific examples of behavior, not conclusions Include positive and negative feedback Be scrupulously honest Reflect accurately other reviewers’ comments Respect confidentiality Avoid jargon - use plain language adjective qualifiers - use active verbs assumptions about direct report's knowledge frequency statements relying solely on quantitative values - describe behavior and consequences Do not make commitments you can not honor If appropriate, describe situations beyond reviewee’s control34DeveloptheIndividuals
- 35. Prepare to Deliver the ReviewAnticipate potential areas of disagreement and friction envision reviewee’s defensive reaction and prepare to respond in a way that will help the reviewee understand and accept the feedback be aware of your own response to conflict - go for win-win Think of how to structure the coaching as a dialogue and how to create a climate of openness Schedule the review meeting several days in advance Keep the appointment Eliminate distractions and avoid interruptionsAfter you have written the review, prepare to deliver it.35DeveloptheIndividuals
- 36. Conduct the ReviewEstablish a positive and open climate Limit feedback to issues relevant to the job Discuss performance issues in descending order of importance Give concrete, behavior-based feedback on strengths and areas for improvement If reviewee disagrees, reflect your understanding of what he or she is saying Weight the validity of new information Avoid arguing Ask the reviewee to summarize the three most important areas for development Contact for follow-up, checkpoints, and assistanceHelp the reviewee learn and grow from the feedback.36DeveloptheIndividuals
- 37. Written Feedback Examples (1 of 3)“In client meetings, Steve did not defend his analysis. On KLM, he relied on a consultant to bail him out.” “Steve’s lack of confidence is a major concern of other team members.” “Anne failed to identify critical path issues on branding BDPs. She also produced her own slides on ZBD.” “Anne frequently mismanages her time.”Do this: Avoid this:Do this: Avoid this:Make your statements clear and back them up with examples.37DeveloptheIndividuals
- 38. Written Feedback Examples (2 of 3)“On the following occasions, Stacy presented to the client numbers she did not check for accuracy…. Our credibility with the client suffered as our conclusions changed and the numbers varied. ” “Stacy met only 80% of her deadlines with an accuracy of 85%.” “Ken failed to meet the deadlines for analyzing the productivity database because the client’s MIS Department missed agreed-upon targets.” “It wasn’t Ken’s fault that the he missed the database deadlines.” Do this: Avoid this:Do this: Avoid this:38DeveloptheIndividuals
- 39. “Chris’ very negative response to his end of case review did not help him to improve his performance or learn from the lessons of ABD.” “Chris is very defensive and he obviously does not want to learn and improve.” “Donna has successfully addressed performance issues by developing questionnaires, executing interviews, coordinating temporary staff, and conducting quantitative analysis.” “Donna does a good job of juggling competing priorities. She is a flexible team member.” “Mark initiated a disposal program that was approved and adopted by the client product manager.” “Mark knows how to structure his analysis and recommendations so that they will be readily accepted by the client.”Written Feedback Examples (3 of 3)Do this: Avoid this:Do this: Avoid this:Do this: Avoid this:39DeveloptheIndividuals
- 40. The desired behaviors and skills are clearly defined There is real motivation to change Sources of resistance are explicitly recognized Activities are aimed at making the change The individual trusts their coach to facilitate the change Other people support the change in visible ways The outcomes are visibleThe final outcome in all development-related activities is to help the reviewee to feel positive and willing and able to change.Point of Arrival40DeveloptheIndividuals
- 41. AgendaOverview How to Develop the Individuals Develop an Exciting Plan for Growth Be the Coach Measure and Communicate Performance Key Takeaways41DeveloptheIndividuals
- 42. Key TakeawaysHelping people to perform at their full potential is a critical part of overall employee satisfaction The benefits include higher quality results for clients, a better team process, and higher employee retention For professional development activities to be successful on an ongoing basis there should be a real motivation to change, a clear path to change, and a supportive environment to facilitate the change To develop people and help them reach their full potential: Develop an exciting plan for growth that enables the individual to know how to grow and gives them the motivation to achieve the necessary changes Act as a coach rather than as a supervisor - help individuals learn to change, do not just them what to do Measure performance and provide thoughtful feedback that is clear and actionable and provides a consensus picture of historical performance and objectives for the future 42DeveloptheIndividuals
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