cc Lew, 2 0 oy @BPI We'll take you farther. GOLD Standards of Leadership Performance Alignment, | Conversations and | Total Development Participant’s Fieldbook Updated as of 02.17.2010 S78 Carlin Quley 7, W710SBPI We'll take you farther. Participant's Fieldbook This Participant's Fieldbook serves as your interactive guide to the BPI Performance Alignment, Conversations and Total Development (PACT) Module. For your easy use of this resource, the following margin icons are indicated to signify the type of materials presented in the fieldbook: tools, processes - that you are expected to learn from the lectures These principles are represent the main ideas - theories, concepts, and discussions. Guiding Principles 66 R These are insightful words by famous people, which are meant to deepen your understanding of the material. Quotable Quotes You need to complete these sections in the fieldbook. “Time to Reflect” requires you to share your views and perspectives in relation to the topic. Individual Exercise “Take Action” asks you to put the concepts into application. “Pop Quiz” and “Fill In the Blanks” encourage you to listen actively to the facilitator’s lecture by asking related questions. The facilitator may then ask you to share your answers to the class or to your seatmate. PACT © Performance Alignment, Conversations and Total Development 2 PARTICIPANT'S FIELDBOOKBPI We'll take you farther. [ Unit 4: ] Introduction to the Module - Getting Started J 2 Time to Reflect Complete this sentence — “I perform BEST when I...” — Aamk thy pucurey perme dvi nr tank ~ hw Jelena htae a7 hay Lome BPI-PACT Module Objectives performing organization. This can be done through the implementation of an effective Performance Management System (PMS). As a people manager, you take an active part in implementing the PMS, and it starts with your attendance to this PACT Module. é BPI is setting its sights on building, nurturing and sustaining a high- By the end of this module, you will be equipped with the knowledge and skills to: * Ensure “Performance Alignment” by © Linking the goals and strategies of your functional unit with the BPI strategy. © Linking the performance goals of each direct report to the goals and strategies of the functional unit. * Provide timely “Coaching” and feedback — so that employees know how they can correct their behaviors and improve performance to achieve set objectives. * Serve as mentors to our employees for their “Total Development’ — helping them succeed in their current roles as well as preparing them for future responsibilities. PACT © Performance Alignment, Conversations and Total Development 3BPI We'll take you farther. Unit 2: The Value of a “Performance Management System” | Unit Objectives: At the end of this unit, you will be able to: 4, 2. Define “Performance Management System” (PMS). Relate a good Performance Management System to “discretionary performance’. Enumerate the characteristics of an “engaged employee”. Identify the determinants of “employee engagement’. Describe “discretionary behavior’ and “discretionary performance’. PACT © Performance Alignment, Conversations and Total Development 4 PARTICIPANT'S FIELDBOOK«BPI We'll take you farther. Unit 2: ] The Value of a “Performance Management System” | Alice’s Adventures in Wonderland by Lewis Carroll “Cheshire Puss," she began, “Would you tell me, please, which way | ‘ought to go from here?” “That depends a great deal on where you want to get to,” said the Cat. “| don't much care where..." said Alice “Then it doesn't matter which way you go,” said the Cat. “...80 long as | get SOMEWHERE" Alice added as an explanation. “Oh, you're sure to do that,” said the Cat, “if you only walk long enough.” 4 Time to Reflect What lessons can we leam from this conversation between Alice and the Cat? we Te Ayfeur btuen apo. PACT © Performance Alignment, Conversations and Total Development 5 PARTICIPANT'S FIFL ROOKSepl We'll take you farther. Unit 2: The Value of a “Performance Management System” What is a “Performance Management System” ®@ (PMs)? PMS is a systematic and year-round process of: + Identifying, aligning, and agreeing on unit and individual goals and objectives. + Helping employees achieve the agreed goal through coaching and development Monitoring employees’ achievement Providing feedback to employees. Assessing unit and individual performance. Recognizing and rewarding deserving groups and individuals. Why the Need for a “Performance Management System” (PMS) PMS answers the three most basic yet important questions for all employees: «What am | supposed to be doing? + How well am | doing? © Does what | do matter to the organization? & Time to Reflect Take a minute now to write your response to each of the three questions mentioned above. PACT © Performance Alignment, Conversations and Total Development 6 PARTICIPANT'S FIELDBOOKS BPI We'll take you farther. Unit 2: The Value of a “Performance Management System” The Importance of PMS and Strategy Alignment @ An effective Performance Management System strongly contributes to higher “employee engagement’. A higher “employee engagement’ leads to “discretionary performance" Engaged employees have... hry Ff) Belief in the organization 4“ Willingness to ‘go the extra mile’ for the customers and the company Initiative to keep oneself up to date with developments in the field * Desire to make things better + Understanding of business context and the ‘bigger picture’ 1). ae ay dH + Demonstration of respect and support for colleagues ~ willy 0 ai 4 Time to Reflect Are you “engaged”? On a scale of 1 to 10 (10 being the highest), what is the level of your engagement? What influences your current level of engagement to the organization? PACT © Performance Alignment, Conversations and Total Development 7SBPI We'll take you farther. Unit 2: The Value of a “Performance Management System” | ® Determinants of Employee Engagement The level of employee engagement is influenced by the following factors: * Clarity of organizational goal and strategy Company reputation (i.e., the trust and integrity displayed by the company) * Challenging work for the individual * Management's concem for the employees’ well-being * Appropriate decision-making authority and respect for input of employees * Available resources for employees to do their work well + Employee development * Relationship with the immediate boss PMS + Strategy Alignment = Employee Engagement (Taken from Towers-Perrin Study 2003) Survey Items. Employees Who Responded Positivel 4. ‘lunderstand how my unit/department contributes to company success”. 2. “l understand how my role relates to company goals and objectives”. There should be a line of sight between employee performance and company performance. An important question here is: Does the employee understand how their work contributes to the company’s performance? PACT © Performance Alignment, Conversations and Total Development 6 PARTICIPANT'S FIELDBOOKBBP We'll take you farther. Unit The Value of a“ formance Management System” | 66 9) What is “Discretionary Performance” all about? “The choices that people make about how they carry out their work and the amount of effort, care, innovation and productive behavior they display. it is the difference between people doing a job and people doing a great job.” Prof. John Purcell @ Discretionary Performance would then mean freely giving an extra effort or going the ‘extra mile’ forthe customers and for the company on an ongoing basis The Challenge of Performance Management Creating a work environment or setting in which people are enabled to perform to the best of their abilities. >. @ Take Action What are 2 specific action items you will do so your employees will be more “engaged” to BPI? Aen Lrnt Q fect, ht Ker pendgenrpirr tit abin, O Hane protinn fuktiek @ Corfe why #4 Pets PACT © Performance Alignment, Conversations and Total Development 9 PARTICIPANT'S FIELDBOOKBI We'll take you farther. [ Unit 3: Components of PMS Unit Objectives: At the end of this unit, you will be able to: 4. Identify the components — the “whats” and the “hows” — of a Performance Management System. 2. Explain the BPI Strategy for 2010-2012. 3. Recall the four (4) phases in the Performance Management Cycle. 4, Enumerate the milestones in the BP! Calendar of Conversations. PACT © Performance Alignment, Conversations and Total Development 10 PARTICIPANT'S FIELDBOOKa BPI We'll take you farther. Unit 3: Components of PMS & What is a “System”? 2 A ‘system’ is a structure whose parts are interrelated. What happens to one part of the system affects all other components. Examples of systems include: ‘The human body A computer Acar Our environment or the eco-system Performance Management System Performance Management System Components «The PMS is rooted on the ‘Company's Vision and Mission’. From the ‘Vision and Mission’ flows the ‘Business Strategy’ * The “Business Strategy” represents ‘what the organization should achieve’. + Parallel to the ‘Business Strategy’ and also originating from the ‘Vision-Mission' is the ‘Cultural Strategy’. + The ‘Cultural Strategy” represents ‘how the organization should achieve its vision-mission’. PACT @ Performance Alianment. Conversations and Total Develooment 1+— @BPI We'll take you farther. | Unit 3: |Gomponents of PMS /0: 75 ® ITRATEGY, 2010-2012 G12 Revised November 16, 2009 WIN as the primary bank of financially-progressive Filipino individuals (40% share of wallet) and entities (30% share of wallet) at home and abroad, and the primary local bank for foreign individuals and entities resident in the Philippines. GROW organically to minimum 5M customer base by 2011 within total addressable market of 18-27M, across two zones: Zone 1 — The Lifeblood (must win) - incremental net new 450K; and Zone 2 - The Future (must gain share) - 850K; Zone 3 ~ The Investment (1M BPI Globe BanKO) Zone 1: Serve top 20% customers through RMs (4/6 products minimum). Zone 2: Cross sell through branches, online, call centers, and field sales force (2 products minimum). Delivered by a dynamic customer-centric organization, comprising world-class relationship management capabilities, efficient multi-channel processes and systems, and governed by prudent risk management ‘idrisilry principles. ; ful a antares MO age Ut Oe a ¥ y bebefr 7 Th. wt 4 pee acl wea PACT © Performance Alignment, Conversations and Total Development oduct t 12 PARTICIPANT'S FIELDBOOK@ BPI We'll take you farther. Unit 3: ] Components of PMS Fill in the Blanks Based on the facilitator’s lecture, what are the 4 things we need to do to align business unit and departmental goals and structures to strategy? A. PACT © Performance Alignment, Conversations and Total Development 13. PARTICIPANT'S FIELDEOOK— @ BPI We'll take you farther. Unit 3: | | Components of PMS N The Performance Management Cycle Phase 1 PERFORMANCE PLANNING Phase 4 Phase 2 EVALUATION AND DEVELOPMENTAL RECOGNITION PLANNING Phase 3 ya | MANAGING PERFORMANCE nat Mons ot 1 BPI’s Performance Management System consists of the following scheduled activities and conversations between the immediate superior and direct report: nod, * October to November dg In be + January tok, Jared diy pelt © February & + March Kak Basntagrrirtd Thar, «July Vinekaypen Jorg - Rar Tramardeg % Condensate Fink tetey PACT © Performance Alignment, Conversations and Total Development 14 PARTICIPANT'S FIELDBOOK& BPI We'll take you farther. Unit 4: Performance Planning Unit Objectives: At the end of this unit, you will be able to: 1. Describe the elements of “Performance Planning”. 2. Explain and give examples of “Key Results Areas" (KRAs) in different functional areas. 3. Identify KRAs in one's functional responsibilities that are aligned to the overall business strategy. PACT © Performanee Alignment, Conversations and Total Development 15 PARTICIPANT'S FIELDBOOKSBPI We'll take you farther. Unit 4: Performance Planning Phase 1 of PMS @ “Performance Planning” * Ensures clear accountability. «Focuses on critical business issues. ‘+ Provides the “whats” and “hows” of Performance Management. + Facilitates development planning. + Leads to high involvement/ sense of ownership of the objectives. «Implemented in the “spirit of dialogue”. @: Pop Quiz What are Key Result Areas (KRAS)? @ Criteria for Key Result Areas + KRAs must support the corporate vision and strategies. + Same jobs must have similar KRAS. «KRAs do not indicate how much or by when (i.e., no verbs, no dates, no standards, no measurements, no directional indicators such as increase, reduce, etc.) * Business unit members must have similar KRAs. PACT © Performance Alignment, Conversations and Total Development 16 PARTICIPANT'S FIELDBOOK@ BPI We'll take you farther. Unit 4: Performance Planning & Pop Quiz What sample Key Result Areas (KRAs) did the facilitator mention in his lecture? 1. CBG 2. Executive 3. HR 4. Finance 5, Administrative 6. Sales Se ee ee earner PACT © Performance Alignment, Conversations and Total Development 17 PARTICIPANT'S FIEL DROOK& BPI We'll take you farther. Unit 4: | Performance Planning | y How to Identify Your KRAs @ + List down all the activities that you perform in your job whether on a daily, weekly, monthly or seasonal basis. «Identify the result of each of those activities. * Cluster together those activities that have similar results. + Provide a label (composed of one to three words) that corresponds to those activities that have similar results. These activities are then your Key Result Areas. Review Your KRAs * Review the BSC Strategy Map for your unit. * Review the Strategic Priorities. * Check which of the Strategic Priorities should be implemented within your Department. If these are not yet covered in your list, include them in your KRAs. * Review the Key Result Areas of your peers. They should have similar KRAs like yours. @ Pop Quiz What are the three characteristics of business groups and units dashboards? 1 PACT © Performance Alignment, Conversations and Total Development 18 PARTICIPANT'S FIELDBOOKBPI We'll take you farther. | Unit 5: | | Performance Objectives Unit Objectives: At the end of this unit, you will be able to: 1. Explain what “Performance Objectives” or “Key Performance Indicators" (KPIs) are, 2. Provide examples of “Performance Objectives" or KPIs in different functional units. 3. Identity SMART “Performance Objectives” or KPIs in one functional responsibility, aligned with set Key Result Areas. 4, Practice the 8 Tips in Goal Setting. 5. Avoid the 3 Errors in Goal Setting. PACT © Performance Alignment, Conversations and Total Development 19 PARTICIPANT'S FIELDBOOKBPI We'll take you farther. [Unit 5: | Performance Objectives What Are Performance Objectives! & Key Performance Indicators (KPIs)? + KPls are the specific things you need to achieve within your key result areas in a specific time period. «KPIs follow the SMART criteria. Sample KRA and Corresponding KPI: + KRA: — Cross-Sales « KPI Raise product hits per Personal Banking customer (10K ADB and up) to 2 by end of 2009 and 4 per Preferred Banking Customer } Fill in the Blanks Based on the facilitators lecture, what are other examples of KRAs and their corresponding KPIs? PACT © Performance Alignment, Conversations and Total Development 20 PARTICIPANT'S FIELDBOOKeel We'll take you farther. [Unit 5: | _Performance Objectives _ The Impact of Performance Objectives + Performance objectives give you clear accountabilities You will know what's expected of you and how your results measure up to such expectations at the end of the year. * Performance objectives enable you to easily track and document your performance. It is much easier for you to determine and monitor how you are doing in terms of your performance. + Performance objectives help ensure that your job is meaningful and manageable Since you have a clear idea of what you ought fo deliver for the ‘organization, you find work to be more worthwhile. You go to and leave from work everyday knowing how much contribution you have to BPI. * Performance objectives support the goals of your department/ functional area and the organization. You know that your objectives support your department's goals which in tum support BPI's goals. You know you impact on BPI’s success! Pop Quiz What are the three types of Performance Objectives? 1. PACT © Performance Alignment, Conversations and Total Development 21 PARTICIPANT'S FIFI NRANKBPI We'll take you farther. | Unit 5: ] Performance Objectives | 66 ¥ Why Stretched Objectives “In the long run, men hit only what they aim at. Therefore, they had better aim at something high." - Henry David Thoreau Components of Performance Objectives ® 1. WHO will accomplish the task? We need to know who is accountable 2. WHAT is to be accomplished? We need to be clear on what needs to be achieved. 3. WHEN is it to be accomplished? We need to know when the results need to be achieved so we can plan our initiatives and maximize our time. 4, HOW will the accomplishment be measured? We need to know how will the accomplishment be measured. PACT © Performance Alignment, Conversations and Total Development 22 PARTICIPANT'S FIELDBOOK& BPI We'll take you farther. Unit 5: _ Performance Objectives ® Performance Objectives Must Be SMART Specific / Observable The performance objectives should state exactly what is to be achieved. Significant! ‘Stretch! ‘Synergistic! Systematic! ‘Shitting! Specific! Measurable It is possible to determine whether or not the performance objectives have been achieved. At the same, it is possible to measure the extent or degree of achievement. © Measurable! © Meaningful © Memorable! © Motivating! ® Magical! Achievable but Challenging / Within Influence The performance objectives are realistic given the circumstances in which they are set and the resources available to the employees. Achlevable! Accountable! Acumen! ‘Action plans! ‘Agreed-upon! Relevant The employee's job was primarily created to achieve those performance objectives which support organizational goals. ‘© Relevant! @ Reascnable! Resonating! Results-oriented! Rewarding! Rooted in facts! Remarkable! eoccce. eoc0e ° ° ° ° Time-bound The performance objectives are set within a time-frame and with a realistic deadline. ° ‘Time-based! poo PACT © Performance Alignment, Conversations and Total Development 23 PARTICIPANT'S FIELDBOOKS& BPI We'll take you farther. Unit 5: 5 Performance Objectives i Fill in the Blanks Based on the facilitator’s lecture, define the following areas of measurement. Quality Quantity Cost Timeliness Efficiency When Writing Performance Objectives * Keep sentences short * Use few multiple-syllable words. ‘© Adopt common formats in your unit. What Are Initiatives Initiatives are specific actions that will be undertaken to support the achievement of Key Result Areas (KRAs) and Performance Objectives! Key Performance Indicators (KPIs). Sample Initiative: * KRA: Acquisition «KPI: Acquire 100,000 new customers by end of 2010. «Initiative: Launch a 3-day campaign in every university and college in the area. PACT © Performance Alignment, Conversations and Total Development 24 PARTICIPANT'S FIELDBOOKAPI We'll take you farther. Unit 5: | Performance Objectives %, @ Take Action Following the principles and tips just discussed, come up with your KPIs and Initiatives. Be ready to share this with the group. KRA1 KPI 4: Initiative 4: KRA 2: KPI 2: Initiative 2: KRA 3: KPI 3: Initiative 3: Lod PACT © Performance Alignment, Conversations and Total Development 25 PARTICIPANT'S FIELDBOOKSBPI We'll take you farther. Unit 5: Performance Objectives | & ® “Whatever you can do, or dream you can, begin it! Boldness has genius, magic, and power in it.” -Johann Wolfgang Von Goethe 8 Tips in Goal Setting 1 The goal is yours. You own the goal. Having a strong sense of ownership will make it so much easier for you to set the goal. Base your goals firmly in your values. Your goals must be in synch with your principles to endure the challenges that will come your way. Believe you can accomplish the goal. The battle is half won when you believe it. Without belief, you will not get anywhere near your goal. Paint a vivid outcome. You need to have a very clear picture of what you want fo achieve. Share your goals with people who are important to you. Being open about your goals increase your desire and motivation to work towards achieving them. Take action to identify and eliminate obstacles to goal achievement. You must take stock of any obstacles that will get in the way and find ways to overcome them. Adjust your goals if needed. Moving targets are common. Be flexible enough to adjust. Reward yourself and celebrate goal accomplishment. Celebrate your successes! PACT © Performance Alignment, Conversations and Total Development 26 PARTICIPANT'S FIELDBOOKBPI We'll take you farther. Unit 5: Performance Objectives & Pop Quiz What are the two types of errors in goal setting? 1 Time to Reflect Which errors in goal setting have we committed before? How can we avoid these errors in the future? Pd PACT © Performance Alignment, Conversations and Total Development 27 PARTICIPANT'S FIFI NRNNBPI We'll take you farther. Unit 6: | Identifying and Monitoring Measures Unit Objectives: At the end of this unit, you will be able to: 1. Differentiate “lag indicators” and “lead indicators”. 2. Monitor actual performance vs. performance objectives and implement the necessary action. PACT © Performance Alignment, Conversations and Total Development 2 PARTICIPANT'S FIELDBOOKABP We'll take you farther. Identifying and Monitoring Measures @ All performance measures or indicators can be classified Lag Measures / Indicators + They are outputs or outcomes. * They are measurements that reflect effective execution of strategy and for which managers are ultimately accountable. [ee buf mum + They describe what the business unithas done. “ya: Ro iaLams An. ut fed Lead Measures / Indicators TEEA Rentoul + They are inputs or measures. * They are indicators of future outputs or outcomes. © They track things that drive future performance. Time to Reflect 1. Which of your KPIs can be considered a “Lag indicator’? lermnin Anke 4% 2. Which of your KPIs can be considered a ‘Lead indicator”? PACT © Performance Alignment, Conversations and Total Development 29 PARTICIDANT'S Eiri NANAKBPI We'll take you farther. Unit 6: Identifying and Monitoring Measures Time to Reflect What does ‘monitoring’ mean? What do you do when you monitor? Monitoring the Achievement of Performance ® Objectives * Monitoring is measuring actual performance and comparing it with established objectives. * After monitoring comes the evaluation of performance, where corrective or preventive action can be done. * We reinforce performance that deviates on the positive direction — performance that exceeds expectations. We must find out the factors that drive them and do everything we can to sustain this peak performance. * We intervene and apply different remedial measures for performance that deviates on the negative direction. We must analyze why this happened so that we can address the root causes and prevent these lapses from recurring. + There is also acceptable deviation. There may be factors beyond the employee or business unit's control that can affect its performance. We need to give allowances for performance in those situations so we can determine whether a below target performance is still within tolerable limits or already at an alarming stage. PACT © Performance Alignment, Conversations and Total Development 30 PARTICIPANT'S FIELDBOOKBPI we'll take you farther. Unit | Cultural Strategy | Unit Objectives: At the end of this unit, you will be able to: 1. Describe the “cultural strategy” as a component in the Performance Management System (PMS). 2. Explain the connection between ‘results’ (whats) and “competencies” (hows) in the PMS. 3. Enumerate the four (4) job success factors that lead to effective performance. 4. Define and differentiate the following terminologies: + ‘behavioral competencies” “knowledge/ functional competencies" “motivations and attributes” “core competencies” job-specific competencies” 5. Identify a position within one’s functional responsibility and determine the necessary job success factors for that position: © Organizational and Technical Knowledge ‘* Competencies * Experiences * Personality Attributes 6. Discuss how to use the “Triangle Test for the Critical Incident Technique” in determining whether employees can demonstrate a particular competency. 1d Total Development 34 PACT © Performance Alignment, Conversations IPANT'S FIFI MRANK Par’he a BPI We'll take you farther. Unit 7: Cultural Strategy @ You Cropilinur ke aun bm ‘Hm What Is a “Cultural Strategy”? + This is a plan for maximizing the human assets of an organization to achieve the business strategies and strategic priorities. * Itdefines the type of culture it wants to achieve, and the values that its leaders and members should uphold, and the competencies and behaviors they should manifest. Ei Fill in the Blanks Based on the facilitator's lecture, what are the components of a value driven cultural strategy? 1. 2 3. What Are “Job Success Factors”? To succeed in any job, an employee should: «know what to do (Organizational and Technical Knowledge). * have done this job before (Experience). + be able to do the job (Competencies). + display personality traits that fit the job (Personality Attributes). PACT © Performance Alignment, Conversations and Total Development 32 PARTICIPANT'S FIELDBOOKBPI We'll take you farther. | Unit 7: Cultural Strategy | Definition of Terms @. Behavioral Competencies What an employee says or does that results in good or poor performance Knowledge/ Functional Competencies What an employee knows regarding facts, technologies, a profession, procedures, a job, an organization, etc. Motivations & Attributes What makes an employee happy or dissatisfied in the nature of his job or organization; personal qualities of the person Core Competencies What all employees need in the organization for the company to be successful Job-Specific Competencies What employees in a given position need in order to be successful on the job Job Specific Knowledge/ Functional Competencies What an employee needs to know regarding facts, technologies, or procedures specific to his job in the company. PACT © Performance Alignment, Conversations and Total Development 33 PARTICIPANT'S FIELDBOOK- BPI We'll take you farther. Unit 7: | Cultural Strategy " Remember this... @ When Identifying Job Competencies Review your Key Result Areas and ask yourself: What kind of skills, knowledge, behaviors and other attributes would you need to have in order to achieve them? © Group the similar behaviors together and label them. Sol Mince ee ee & Fill in the Blanks Think of a specific position in your department/functional group, what are the job success factors for this position? Job Success Factor 1 “Organizational & Technical Knowledge” (i.e. what one knows) Job Success Factor 2 *Competencies” (i.e. what one is capable of) Job Success Factor 3 “Experiences” (i.e. what one has done) Job Success Factor 4 “Personality Attributes” bo PACT © Performance Alignment, Conversations and Total Development 34 PARTICIPANT'S FIELDBOOKBPI We'll take you farther. Unit 7: | Cultural Strategy | ® Gathering Information through Competencies © Look for “Critical Incidents” that show how the behavior was effectively or ineffectively demonstrated under a specific competency. What is a “Critical Incident”? * CONTEXT: explains why a person acted the way he or she did. BEHAVIOR: what the person did in response to the situation or task and how s/he did it. * OUTCOME: the results of the person's actions. The Triangle Test for the Critical Incident * CONTEXT: “/ was then the Vice President of our Accounting Club. | have noticed that attendance to our weekly meetings has been falling.” * BEHAVIOR: ‘/ interviewed some of the members who were absent in the last four meetings why they have not attended. Most of them said that they found little value in the meetings. | suggested to the Club President that we hold a segment on solving a difficult accounting problem every meeting.” * OUTCOME: “Since then, club attendance has increased by about 15 more members every meeting.” PACT © Performance Alignment, Conversations and Total Development 35BPI We'll take you farther. Unit 7: Cultural Strategy Samples of Using the Triangle Test for & “Critical Incidents” 1. When Testing for “Analysis” * CONTEXT: “About four months ago, | had to assess which company could best meet our needs.” * BEHAVIOR: ‘I did a unit comparison analysis in which | spelled out our \wants’ versus ‘must haves.’ Then | rated all vendors on the criteria and calculated a total score for each, | showed my analysis to the committee, and they accepted my recommendation.” * OUTCOME: ‘The supplier turned out to be one of our current best suppliers.” 2. When Testing for “Initiative” * CONTEXT: “I recognized that some of the customers were having difficulty in understanding the product.” * BEHAVIOR: “Without being told, | immediately rewrote the product description and informed my superior to get her approval.” * OUTCOME: ‘We were able to cut the amount of time needed to explain the new product.” , Fill in the Blanks Based on the facilitator’s lecture, what are the three tips when monitoring competencies? PACT © Performance Alignment, Conversations and Total Development 36 PARTICIPANT'S FIELDBOOK| @BPI We'll take you farther. Unit 8: Managing Performance Unit Objectives: At the end of this unit, you will be able to: 1. Identify the five (6) steps in managing employee performance. 2. Enumerate guidelines in the conduct of effective: Performance Coaching Performance Monitoring Performance Feedback and Follow-up Disciplinary Action Performance Review PACT © Performance Alignment, Conversations and Total Development 37QBPI We'll take you farther. | Unit 8: | Managing Performance ® Phase 3: Performance Management Managing Performance involves five steps: 1 Coaching: Coach the employee before a difficult or complex objective is performed. Monitoring: Jointly monitor the employee's _ performance throughout the performance cycle, Hold regular meetings to review the latter’s performance. Feedback and Follow-up Coaching: Provide the employee with timely and immediate feedback. if the employee's performance is below the standard, provide coaching for improvement and agree ‘on how to meet the performance standards. If the employee is performing above the standard, publicly acknowledge the effective performance. Performance Review. This is done quarterly so that the employee can immediately learn how well he does in previous quarter and plan to do better in the succeeding quarters. Utilizing Effective Disciplinary Action. This is done if the employee continues to perform below the standard even after sufficient warning is given. The disciplinary action will be guided by BPI’s Table of Discipline. PACT © Performance Alignment, Conversations and Total Development 38 PARTICIPANT'S FIELDBOOKBPI We'll take you farther. [Unit | Managing Performance | Time to Reflect What situations require that we provide coaching to our employees? 2. What if an employee doesn't respond after repeated monitoring and coaching? PACT © Performance Alignment, Conversations and Total Development 39 PARTICIPANT'S FIELDBOOKBPI We'll take you farther. Unit 9: Performance Evaluation Unit Objectives: At the end of this unit, you will be able to: 1 2. Describe the nature of “Performance Evaluation”, Explain the BPI Performance Rating Scale Definitions. Apply the BPI Performance Rating Scale in rating both accomplishment of Key Result Areas and Competencies. Discuss the recommended performance distribution guidelines for all pay programs. Define the “halo effect” and “horn effect’ — two tendencies that affect objectivity in performance ratings. PACT © Performance Alignment, Conversations and Total Development 40 PARTICIPANT'S FIELDBOOK@ BPI We'll take you farther. Unit 9: Performance Evaluation Performance Evaluation: + * Compares performance to plan (both the “what” and the "how" + Details the process improvement + Is developmental in nature * Can be linked to rewards * Looks to the future & Pop Quiz What is BPI's Performance Rating Scale? 5 PACT © Performance Alignment, Conversations and Total Development 41 PARTICIPANT'S FIFI RRONKBBPI We'll take you farther. ® Unit 9: Performance Evaluation Objectivity in Rating Beware of the following tendencies that diminish objectivity in rating employees: “Halo Effect” — Giving a high rating because of a few, high visibility achievements. “Horns Effect” - Giving low ratings because of poor performance in few, short instances in the entire performance period. Alignment of Basic and Variable Pay with Performance Ratings Recommended performance distribution guidelines for all pay programs: Rating % of Employees % of Target Outstanding _ 10% 121% and up Exceeds Targets 25% 106% - 120% Successfully Meets 55% 85% - 105% Meets Some 8% "75% = 84% Fails to Meet 2% Below 74% Performance Rating System Individual KPIs + Core Competencies = Individual PA Score (70%) (30%) (100%) PACT © Performance Alignment, Conversations and Total Development 42 PARTICIPANT'S FIELDBOOK“ep We'll take you farther. Unit 9: | | Performance Evaluation & Time to Reflect What specific actions will you do to ensure your objectivity in rating your direct reports? qc No performance management system can ever replace the need fora leader to make tough decisions about performance. PACT © Performance Alignment, Conversations and Total Development 43 PARTICIPANT'S FIFLDBOOKBPI We'll take you farther. Unit 10: Recognition Unit Objectives: At the end of this unit, you will be able to: 1. Enumerate and explain the three (3) guidelines in providing recognition for successful performance. 2. Apply both “verbal” and “recognition” in giving recognition to others. 3. List down different “easy to use recognition” schemes. 4. Provide creative, “easy to use" recognition programs that are fit for one’s functional responsibility. PACT © Performance Alignment, Conversations and Total Development 44 PARTICIPANT'S FIELDBOOKBPI We'll take you farther. Unit 10: Recognition - Time to Reflect Whose role is it to provide recognition? Guidelines in Providing Recognition + Recognition must be appropriate. The amount and kind of praise or compliment given is appropriate to the significance of the behavior and effort given. The rewards become highly effective if they match the individual's personal preferences (1.6., if he finds them truly rewarding). + Recognition must be timely. It must be given as soon as possible to the employee or group who displayed the effective behavior. * Recognition must be specifi It must reinforce a particular “posit 4 Time to Reflect When was the last time you gave written recognition to your team member? What did you write? When was the last time you gave verbal recognition to your team member? What did you say? PACT © Performance Alignment, Conversations and Total Dé PARTICIPANT'S&BPI We'll take you farther. Unit 10: Recognition & Pop Qui What are the two forms of recognition? 1 & Take Action What simple, creative, easy-to-use, easy-to-implement forms of recognition can you give? Please give 10 ideas. 1 2 Si 10. PACT © Performance Alignment, Conversations and Total Development 46 PARTICIPANT'S FIELDBOOKBPI We'll take you farther. {Unit 44: | Introduction to People Management Unit Objectives: At the end of this unit, you will be able to: 1. List down the different roles that mentors play. 2. Enumerate your roles and the employee's roles in development planning, PACT © Performance Alignment, Conversations and Total Development 47AG Introduction to People Management Unit 11: & BPI We'll take you farther. Time to Reflect Who was/is your favorite “mentor”? Why? Origin of the Word “Mentor” @ In Greek mythology, Mentor was a friend of Odysseus. When Odysseus left for the Trojan War he placed Mentor in charge of his son, Telemachus. The Roles of Mentors include: * Set high expectations of performance Offer challenging ideas Help build self-confidence Encourage professional behavior Offer friendship Listen to personal problems Confront negative behaviors and attitudes Teach by example Provide growth experiences Explain how the company works Coach and offer wise counsel Encourage winning behavior Trigger self-awareness Share critical knowledge Offer encouragement Assist with the person's career Open doors Create a bridge to different networks PACT © Performance Alignment, Conversations and Total Development 48 PARTICIPANT'S FIELDBOOKWe'll take you farther. Unit 11 Introduction to People Management 4 Time to Reflect How did your favorite mentor display any of the previously mentioned roles? Development Planning involves: ® + Identifying what your people need to be successful in their, determining what they need to improve, and charting their course for getting there. + Setting up employees for success. Both the Leader and Employee Have Roles in Development Planning A. The Leader's Roles 1. Clarify the success targets. 2. Review the development areas & prioritize development needs. 3. Create an agreement on the development objectives. 4, Create an agreement on the development plan. 5. Review where you can contribute, help implement development plan and ensure resource commitment. PACT © Performance Alignment, Conversations and Total Development 49 PARTICIPANT'S FIFI NANAKBPI We'll take you farther. Unit 11; Introduction to People Management B. The Employee's Roles @ 1, Clarify his career objectives. 2. Assess his development areas and identify his development objectives. 3. Identify the possible actions to achieve objectives and document his development plan. 4, Implement the development plan. 5. Regularly report the status of his development plan. @ Pop Quiz Enumerate the 7 Competency Areas. PACT © Performance Alignment, Conversations and Total Development 50 PARTICIPANT'S FIELDBOOKBPI We'll take you farther. Unit 1 The Leader's Role in Developmental Planning Unit Objectives: At the end of this unit, you will be able to: 1. Discuss how you can help clarify success targets for the employee. Explain how you can review development areas and prioritize development needs. Describe how you can create an agreement with the employee on the development objectives. Discuss how you can create a development plan with the employee. Describe how you can measure and monitor success of the employee in the development pian. PACT © Performance Alignment, Conversations and Total Development 51 PARTICIPANTS FIFI DROOKBPI We'll take you farther. Unit 12: | The Leader's Role in Developmental Planning | @ Pop Quiz Enumerate the 7 Competency Areas. When there are “performance gaps”, the possible reasons are: » Poorly communicated expectations. + Inefficient procedures, systems, and processes. + Unclear structures or accountabilities. + Lack of skills, knowledge, and experiences. + Derailing qualities. PACT © Performance Alignment, Conversations and Total Development 52 PARTICIPANT'S FIELDBOOK@BPI We'll take you farther. | Unit 42: The Leader's Role in Developmental Planning To close performance gaps, we need to create “Development Objectives”. These objectives: Meet the expectations of an existing job. Help increase skill ina current role. Develop within a changing role. Expand responsibilities. Advance to a new role. Develop team strength. Fulfill some career intentions. - Time to Reflect Imagine a current member of your work unit and think of a development objective for him/her. What would that development objective be? & Pop Quiz What is the 70-20-10 Principle in People Development? PACT © Performance Alignment, Conversations and Total Development 53, PARTICIPANT'S FIELDBOOKBPI We'll take you farther. Unit 12: The Leader’s Role in Developmental Planning e Development Strategies Training and Development Developmental Assignments Performance Coaching Cross-posting Is This a Training issue? * Ifyou provide the performer with skill and knowledge training, will they be able to perform? * Do performers have the knowledge and skills (training) to perform at a desired level? Where there are gaps, is training provided to fill the void? Will training increase the desired performance? When Is Coaching Most Productive? * Before a job is done Early into the process © Timely performance feedback PACT © Performance Alignment, Conversations and Total Development 54 PARTICIPANT'S FIELDBOOKBPI We'll take you farther, | Unit 12: The Leader's Role in Developmental Planning Fill in the Blanks Based on the facilitator’s lecture, what are examples of “Developmental Assignments”? 1. New Projects and Start-ups 2. Problem Solving / Crisis Handling 3. Strategy Planning / Formulation 4. Training / Coaching 5. Off-job Activities When the need is to learn an entirely new & competency, explore: * Job Rotation «Job Enrichment PACT © Performance Alignment, Conversations and Total Development 55 PARTICIPANT'S FIELODROOK© BPI We'll take you farther. Unit 12: The Leader’s Role in Developmental Planning When the need & competency, explore: Joint endeavor; Both the manager and the employee should measure and monitor performance during the entire performance period. Follow-up: How much?: Always recognize improvements in performance. Continue to measure performance gaps, asking the question “How much do | still need to deliver to meet or exceed expectations?”. Follow-up: How often?: Decide on how frequent you would need to sit down with your team member to discuss performance and developmental work. Reevaluate: Watch out for the need to revisit development plans especially with the changing requirements of the business or business units. Flexible: Don't be stuck with your developmental plan. Always be open to make revisions, adjustments and enhancements. Begins the Development Cycle again: Remember that after we measure and monitor performance, we again go back to identifying developmental needs. PACT © Performance Alignment, Conversations and Total Development 56 PARTICIPANT'S FIELDBOOK is to learn an entirely new© BPI We'll take you farther. Unit 12: The Leader's Role in Developmental Planning 6 ® Learning Organization “A leaming organization is where people continually expand their capacity to create the results that they truly desire, where new and expansive thinking are nurtured, where collective aspiration is set free, and where people are continually learning how to learn together.” Peter M. Senge (1990) The Fifth Discipline Lifter or Limiter? “Every leader is either a lifter or limiter of people. If you limit people, you limit not only them but also yourself. But if you lift them up, then there's no telling how far they or you can go.” Mn. Meta: TD (Ub Cen, Aiwih — Oper pry Atay Anonymous 1d Total Development 57 PACT © Performance Alignment, Conversation: IPANT’S FIELOBOOK PAR’