Conducting Performance

and Development Reviews

It doesn’t have to be this way…
Why do performance evaluations?

 They benefit everyone

 Document performance issues
 Communicate positive feedback
 Recognize accomplishments and reward
outstanding performance
 Correct deficiencies and improve performance
 Satisfy legal requirements
 Clearly communicate expectations
 Develop and motivate employees
Key Elements of a Performance &
Development Review
 Measurement

 Feedback

 Positive
Reinforcement
 Exchange of Views

 Agreement
The Personnel-Management Cycle
Coaching
Performance Review Discussion
 Evaluation

A Learning Event
 Personal development Planning
The Performance Evaluation
Process
Preparing for the meeting
 The reviewer
 The reviewee
 Self Assessment
Encourage Self Assessment
 Why?
 People are harder on themselves than required –
this will help the Manager start on a positive note

 This
will necessitate reflection which is an
essential part of learning.
Preparing for meeting - Reviewer
 Individuals achievement vs objectives
 Implementation of the PDP
 Feedback to be provided with the evidence
 Think of all the external factors which could
have affected the reviewee’s performance
 Points of discussion for further development
 Possible career direction
 Possible objectives for the next review
period.
Preparing for meeting - Reviewee
 Achievement vs objectives. Explanations on
deviations. Successes with examples and
evidence
 Implementation of the PDP

 Aspirations for the future

 Development and training needs

 Requirement of resources and support

 Possible objectives for the next review period

Evaluator Error
 Varying standards
 Recency /Primacy

 Bias

 Evaluation patterns

 Halo / Horns effects

 Contrast error

 Stereotypes
Following Up
 Evaluateemployees in their environment
 Communicate positive feedback regularly

 Coaching is the key

A learning event
 Prior to the review
 Self Appraisal
 A means of reflection
 During the review
 Dialogue between the reviewer and the reviewee
about learning needs
 After the review
 Coaching
Personal Development Planning
A PDP is carried out by individuals with
guidance, encouragement and help from their
managers as required. A PDP sets out the
actions people propose to take in order to
learn and to develop themselves
Personal Development Planning
Stages
Assess current position

Implement Set Goals

Plan Action
Different folks …. Different strokes
 Organisation A
 Seeing what others do
 Project work
 Adopting a role model
 Involvement in other work areas
 E-learning
 Input to policy formulation
 Coaching others
 Training courses
Different folks …. Different strokes
 Organisation B
 Development need identification
 Outcomes expected
 Development activities
 Responsibility for development
 Timing
 outcome
Different folks …. Different strokes
 Organisation C
 Developmental needs
 Learning objective
 Learning method
 Learning resources
 Assessment
 Review / Completion dates
PDP – Whose responsibility ?
 Individual
 Manager
 Support
 Provide information
 Coach to produce action
 Assist in implementation
 HR
 Support not direction
 Support System design
 Performance
Management
Building a Learning Organisation
What is a Learning organization ?

“A learning organization is a place where people are

continually discovering how they create their reality.”
Peter Senge – The Fifth Discipline (1990)
Therefore a Learning Organization is one that learns and
encourages learning among its people. It promotes exchange of
information between employees hence creating a more
knowledgeable workforce. This produces a very flexible
organization where people will accept and adapt to new ideas
and changes through a shared vision.
Learning Organisation

Peter Senge
What is a Learning Organisation?

SUMMARY OF THE BOOK

Peter Senge
Pillars of a Learning Organization

LEARNING ORGANIZATION

Systems
Personal Team Shared Mental
Thinking
Mastery Learning Vision Models
Five Disciplines - expanded
 Systems thinking
 mind shift & understanding change processes.
 ‘feedback’ to reinforce/counteract action.
 recognize recurring structures
 remove root causes/problems
 Personal Mastery
 personal competence and vision
 developing patience to look at reality objectively
 Mental Models
 changing ingrained assumptions about influencing factors.
 Shared Vision
 use instincts, intuition by sharing personal vision
 pictures of the future
 Team Learning
 dialogue, discussion, group relationships
 accelerate org. learning thru. Synergy 2+2=5
Reality and Problems?
Personal Mastery
Making It Work
 Managers must

 redefine their job How can this be

 provide the right conditions for “operationalised”?
employees to be proactive Evidence of it
happening well?
 Generating a sense of purpose

The
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Reality and Problems?
Mental Models
Making It Work
How can this be
 Skills learnt must be “operationalized”?
 put into regular practice Evidence of it
 continually challenged happening well?
 Strong role of manager to The
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integrate mental modelling
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 Managers
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
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
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 Reality and Problems?
Shared Vision
Making It Work How can this be
“operationalised”?
 the focus and energy for Evidence of it
learning happening well?
 put together by many not a The
TheTricky
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Part
few
 better when considered 
 Compliance
Compliancenot notcommitment
commitment
intrinsically at the 
 Extrinsic
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visionsare
areusually
usually
organisational level. personally
personallyheld
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andare
aredefensive
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
 Vision
Visionisisusually
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asthey
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Reality and Problems?
Team Learning
Making It Work
 Everyone must pull in the How can this be
same direction “operationalised”?
Evidence of it
 Teams must master the art
happening well?
of dialogue and discussion
 Conflict can still appear in The
TheTricky
TrickyPart
Part
good team learning
 BUT essentially a unitary practice,
practice,and
andconsistency,
consistency,no

 no
frame of reference quick
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fixes

 boredom
boredomsets
setsinin

 open
openminded
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withone’s
one’sown
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andthe
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others
Reality and Problems?
Systems Thinking
Making It Work
How can this be
Management must “operationalised”?
 understand concepts to Evidence of it
put into place happening well?
 look at the whole The
TheTricky
TrickyPart
Part
picture, not “snap shots
in time” 
 People
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 provide the right whole
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 takes
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
 easier
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