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Talent and Performance Development
Making sense of performance and talent development systems to create & sustain high performance in organizations. For the BEST of the BEST curated news in performance, change, agile learning, innovation, motivation, social media and careers, SUBSCRIBE to Reveln.com/Tools/
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Rescooped by Deb Nystrom, REVELN from Change Management Resources
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Letting Go: 6 Steps Beyond Industrial Age Performance Appraisals

Letting Go:  6 Steps Beyond Industrial Age Performance Appraisals | Talent and Performance Development | Scoop.it

"It takes courage, tenacity and teamwork to let go of performance appraisal practices and industrial age thinking.  In our  post 9-11, post financial meltdown, "New Normal,"  business will never be as it was.  Can we let go?"


A1998 article about ending appraisals in favor of the APOP, the Annual Piece of Paper is one way to go.   Using an approach like the APOP or a two box annual conversation method, Meets [or Exceeds], Does not Meet, as mentioned in the video, is a step in the right direction. It is a form of incremental change, very similar to the Adobe Systems “check-ins” featured here in more detail.  Adobe’s 2012 system moved away from individualized ranking and ratings.  


The full post includes a short video that features asking a "beautiful question:      


Why are we doing things the way we’ve been doing them the past 20 years—what if we tried a whole new approach?      Thank you Warren Berger, author of “A Beautiful Question: The Power of Inquiry to Spark Breakthrough Ideas (2014)


It also covers why using Pass / Fail evaluation systems can help.


See the video and full post here.


Deb Nystrom, REVELN's insight:

This is my own video and post about performance review systems or appraisals.

The video embodies the D X V X F > R, change model, originally invented by Gleicher and popularized by Kathie Dannemiller.   The video covers assessing readiness, Dissatisfaction, the need to explain why make a change, the Vision, and First Steps to overcome Resistance to Change - along with our our Industrial Age / command and control, Theory X (McGregor) mindsets.  


A new path is emerging, but it is a slow path in business.  ~  Deb 

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Deb Nystrom, REVELN's curator insight, August 19, 2014 12:59 PM

This is my own video and post about performance review systems or appraisals.  It  is embedded within change principles, which is why I've posted it here as well as in the Talent & Performance Development curation news.    The video embodies the D X V X F > R, change model, originally invented by Gleicher and popularized by Kathie Dannemiller.   The video covers assessing readiness, Dissatisfaction, the need to explain why make a change, the Vision, and First Steps to overcome Resistance to Change - along with our our Industrial Age / command and control, Theory X (McGregor) mindsets.  

A new path is emerging, but it is a slow path in business.  ~  Deb 

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Instead of Performance Appraisal, Encourage Self-Appraisals & Accountability

Instead of Performance Appraisal, Encourage Self-Appraisals & Accountability | Talent and Performance Development | Scoop.it
For performance management to truly be effective accountability must be present...in the form of ...self-accountability driven by authentic, accurate self-assessment.

[How to] promote adaptive, constructive behavior and performance with the goal...for the employee to recognize his role

The manage ...can reinforce the employee's efforts by offering incremental reinforcement as incremental gains are made.

Self-assessment factors to explore:

Communication contributions 
  • What messages do I send?
  • How do I offer them?
  • What communication skills do I employ?
  • To what extent do I seek and offer feedback during communications?

Perceptual lens 

  • To what extent do my motives, values, interests, attitudes, past experiences, current expectations, etc. color or affect my behavior?
  • How can I gain insights about these factors to behave differently?

Role expectations 

  • What aspects of my role (e.g., tasks, responsibilities, boundaries, parameters, etc.) influence my behavior? What can I do manage these role expectations so that my behavior is more constructive?

Work area norms 

  • What beliefs or assumptions exist within my work area or team that impact the way I behave?
  • What latitude do I have, as an individual, in ways that reflect my unique perspective?

Organizational culture 

  • In what kind of organizational setting do I work? 
  • What does the organization (and its leaders) say about the vision, mission, and values we are to uphold and pursue? 
  • How does my behavior compare with these espoused elements?

Ultimately, both managers and employees need to realize the simple fact that people differ in the way they perceive the world.
Photo:   Photo, credit to Konrad Glogowski, Flickr.com CC
Deb Nystrom, REVELN's insight:

When you are in it, you can't see it.  Teaching and reinforcing self-assessment can help us grow out of that big blind spot.  

The research photo, credit to Konrad Glogowski on Flickr, provides self-assessment guidance transferable to self-assessment and self-appraisal in performance setting.  


Use such an approach at the beginning of any review cycle.  


Provide easy-to-use supporting tools for data gathering and review.  ~ D

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Is Your Ego Killing Your Workers' Performance? Power & Team Performance Research

Is Your Ego Killing Your Workers' Performance? Power & Team Performance Research | Talent and Performance Development | Scoop.it

Though strong leadership has long been thought to be the key to an organization's success, new research suggests otherwise via a new study by researchers at the University of Michigan, Harvard and Duke


Excerpts:
 

"By doing most of the talking, powerful formal leaders conveyed a sense that they were not open to others' input, and this dynamic produced a lower level of team performance, as measured by the team's ability to reach their goals in the simulation," the authors wrote.


In another experiment, participants were divided into four-person teams and were asked to carry out an exercise in which reaching the right decision on a personnel issue depended on each group's ability to share information.

Half of the designated team leaders were prepared before the experiment with the power questions, and half were not. Additionally, half the leaders were reminded that all team members had the potential to contribute to the team's success.
 

The researchers found that not one of the teams with the "powerful" leaders who had not been reminded about team contributions reached the right decision, compared with more than half of the other teams.
 

"Feelings of power produce a tendency to devalue the perspectives, opinions and contributions of others," the authors wrote. "When leaders were reminded that all team members had the potential to contribute to the team's success, these effects did not emerge."


Related posts and research findings via Deb:

    
     

   

Deb Nystrom, REVELN's insight:

Power easily disrupts team performance..  This research helps clarify the ongoing reminders of affects of hierarchy in corporate environments  ~ Deb

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The Right Support at the Right Time: Embedded Performer Support

The Right Support at the Right Time:  Embedded Performer Support | Talent and Performance Development | Scoop.it

....an urgent announcement, “This is a code yellow alert! – Repeat – This is a code yellow alert!”

My colleagues and I snatched for the laminated cards that hung around our necks and determined that a “code yellow” meant there was a hazardous materials spill in the building and we were to evacuate immediately. We did. No one was injured. We had the perfect EPS application available to us at the right time.


...Whatever technology is used to enable that seamless, frictionless, ubiquitous link to the right EPS needs to answer several critical questions including:

  • Who is/are the performer(s)?
  • What are the performance expectations of their role?
  • What are the expectations [tangible outcomes] of their performance?
  • Where are they physically located when the moment of need arises?
  • Where are they located within a workflow when the moment of need arises?
  • What is their level of connectivity when the moment of need arises?
  • What devices are in the hands of the performer when the moment of need arises?
  • What environmental attributes are present that could influence/impede performance?
  • What is the level of urgency to perform flawlessly at the moment of need?
  • What are the risks associated with less than flawless performance?
     

Take note that these questions are all addressing performance…and the performer…in their post-training work context. I draw this distinction because the answers to these questions shine the light on what “technology mix” and what “access/delivery venues” are most appropriate to enable an effective EPS solution.


Via Paul Summers
Deb Nystrom, REVELN's insight:

A useful set of questions to spur thinking on timely performance support.  ~  D

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