Performance MG T Participant Guide

PARTICIPANT WORKBOOK
Performance Management
Managing Others Through Positive Leadership
Sustainable Management Development Program

Sustainable Management Development Program
SUSTAINABLE MANAGEMENT
Division of DEVELOPMENT
Global Public Health PROGRAM
Capacity Development
Coordinating Office for Global Health
U.S. Centers for Disease Control and Prevention
www.cdc.gov/smdp
Version 1
PEFORMANCE MANAGEMENT 
Performance Management
CONTENTS
INTRODUCTION
Sustainable Management Development Program..................................................................iii
Acknowledgements................................................................................................................. iii
About this Course................................................................................................................... iv
Target Audience..................................................................................................................... iv
Learning Objectives................................................................................................................ iv
Schedule................................................................................................................................. v
Icon Glossary.......................................................................................................................... v
INTRODUCTION TO PERFORMANCE MANAGEMENT

What is Performance Management?.......................................................................................1
The Five Performance Drivers................................................................................................ 3
The Five Step Performance Management Cycle.....................................................................4
Different Levels of Readiness................................................................................................. 6
SETTING AND COMMUNICATING OBJECTIVES

What do you want me to do? Why is it Important?.................................................................8
Smart Objectives..................................................................................................................... 9
Communicating Objectives: GROWS Model........................................................................13
GIVING PERFORMANCE FEEDBACK

How am I Doing?................................................................................................................... 15
Tips for Providing Feedback.................................................................................................16
Feedback is Fast................................................................................................................... 17
Feedback: The Reinforcement Model..................................................................................18
Feedback: The Change Model.............................................................................................20
Performance Appraisals........................................................................................................ 22
Reviewing a Sample Performance Appraisal Form...............................................................24
PROVIDING REINFORCEMENT
What’s in it For Me?.............................................................................................................. 27
Consequences Drive Future Behavior..................................................................................28
Types of Reinforcement........................................................................................................ 29
Effective Positive Reinforcement........................................................................................... 30
When Performance Management Doesn’t Work...................................................................31
CONTENTS | i
 PEFORMANCE MANAGEMENT
CONCLUSION
Summary............................................................................................................................... 32
What’s Next?......................................................................................................................... 33
Resources............................................................................................................................. 34
APPENDICES
Glossary of Terms................................................................................................................. 37
Course Evaluation Form....................................................................................................... 39
ii | CONTENTS
Introduction
SUSTAINABLE MANAGEMENT DEVELOPMENT PROGRAM
SMDP works with ministries of health, educational institutions,
nongovernmental organizations, and other partners to strengthen
leadership and management skills and systems to improve public health in
low resource countries.
Program Strategy
SMDP strengthens leadership and management skills and systems through
—
 Integration with country public health priorities.
 Strategic partnerships.
 Technical assistance and training.
 Policy and systems development.
 Advocacy and education.
 Evaluation.
For more information, visit http://www.cdc.gov/globalhealth/SMDP/.
ACKNOWLEDGEMENTS
Performance Management was developed by SMDP as a tool for public health
managers. This course is intended to introduce important principles that managers and
employees can use to set performance expectations and effectively communicate in the
workplace.
INTRODUCTION | iii
 PERFORMANCE MANAGEMENT
ABOUT THIS COURSE

The goal of this course is to provide you with a variety of tools and
techniques which will help you better manage others, resulting in greater
efficiency in the workplace.
TARGET AUDIENCE
This course is designed for supervisors in public health services. It is
expected that they supervise others, or are involved in the supervision
process.
This course could also benefit employees in developing performance

objectives and those who regularly provide feedback to others.
LEARNING OBJECTIVES
When you complete this course you will be able to:
 Develop a positive work environment that encourages high

performance.
 Align and motivate work teams to a common purpose.
 Adapt management style based on individual needs.
 Set and communicate clear expectations and objectives.
 Provide effective and timely feedback to both reinforce and improve

performance.
 Address behavioral and performance problems with employees in a

constructive way.
 Conduct a performance appraisal.
iv | INTRODUCTION
SCHEDULE
Morning (10:30am – 12:00pm)
 Course Introduction.
Setting and Communicating Objectives.
Afternoon (1:00pm – 5:00pm)

Setting and Communicating Objectives (continued).
Giving Performance Feedback.
 Providing Reinforcement.
ICON GLOSSARY
The following icons are used in this workbook:
EXERCISE
TIP: SUPPLEMENTAL INFORMATION TO HELP PERFORM A TASK MORE

EASILY
INTRODUCTION | v
vi |
PERFORMANCE MANAGEMENT 
Introduction to Performance Management

WHAT IS PERFORMANCE MANAGEMENT?
Good managers will agree that anyone can get compliance from their
staff. However, gaining commitment from their workers is sometimes
more complicated. How do you balance “compliance” and “commitment”
in a way that gets the results you need as an organization, while earning
you respect? That is what performance management is all about.
This course will provide you with the skills so you can save time and gain
greater productivity from your employees. This will save you and your
organization valuable resources, and will teach you to be a more effective
manager.
Performance Management is the process of creating a

productive and rewarding work environment in which
employees are guided and monitored to perform to the best of
their abilities in order to meet and exceed specific targets and
standards.
INTRODUCTION TO PERFORMANCE MANAGEMENT | 1

EXERCISE 1: FEEDFORWARD
1. Pick ONE behavior you would like to change. Write it down in the
space below:
2. Find a partner and describe your behavior in one sentence.
For example: “I want to become a better listener.”

“I need to be better organized.”
3. Ask your partner for feedforward, providing two suggestions that

could help you achieve positive change in the future. Write those
suggestions below:
4. DO NOT comment on the suggestions that your partner gives you.

Instead, thank them for their suggestions.
5. Switch roles. This time, listen to your partner’s behavior and provide
feed forward to them.
Did you receive constructive feedback? How did it feel to be

quiet and listen?
Since this activity focused only on the future, we focused on future

possibilities.
2 | INTRODUCTION TO PERFORMANCE MANAGEMENT

When we focus on the past, we often create excuses or justify our

behavior by becoming defensive.
THE FIVE PERFORMANCE DRIVERS

In order to get the best performance from others, you should be able to
answer five critical questions which are consciously (or sometimes
unconsciously) on the minds of every employee. Answering these
questions form the key principles of effective performance management:
What do you want me to do?

Why is it important?
How do I do it?
How am I doing?
What’s in it for me?
Effective Performance
Management
As a manager, how do you currently answer these questions for your

employees?

THE FIVE STEP PERFORMANCE MANAGEMENT CYCLE

The five performance drivers fit directly into a performance management
cycle, which is used by effective managers to guide employees into
exceptional performance.
1. Setting written objectives answers, “What do you want me to

do?” by communicating expectations effectively.
2. Aligning objectives with organizational goals answers “Why is this

important?” because it links the organization’s success to the
employee’s success. This ensures that everyone understands and
appreciates the “bigger picture.”
3. Modeling and Mentoring answers, “How do I do it?” Employees

learn organizational culture and what is expected of them partly by
how you work and treat others. You will receive training on this topic
in other MIPH courses.
4. Giving Feedback answers, “How am I doing?” Employees need to

know how they are doing to either keep going great work, or to
improve their performance.
5. Positive Reinforcement answers “What’s in it for me?”

How does positive reinforcement lead back into setting new performance
objectives?
You must answer all five questions in order to improve or retain

good performance—not just one or two!

DIFFERENT LEVELS OF READINESS

The five step performance management cycle explains how to get the
best from your employees, in order to foster a positive, productive work
environment. Successful managers adjust their approach based on the
employee’s need which is their ability and willingness to perform a
particular task.
This principle directly supports the performance management cycle. An

employee’s ability and confidence directly relates to effective
communication on the job (i.e., setting and aligning performance
objectives, regular feedback and positive reinforcement). Being a good
manager often times requires that you match the appropriate style of
management to the right employee.
EXERCISE 2: VARY YOUR MANAGEMENT STYLE BASED ON

READINESS
In the worksheet that follows, complete the missing cells based on the
class discussion.
Which type of employee will require more time and resources as a

manager? How would you provide higher levels of support and direction
in this case?

EXERCISE 2 WORKSHEET
Support (S) and How Manager Can Provide

Employee’s Readiness Direction (D) Level Appropriate Direction and
Level Needed by Manager Support
 Follow through
Able, Willing &
 Document performance
Confident
 Observe, monitor & track
Able BUT
Unwilling/Insecure S D
 Agree on goals
S D  Discuss activities to improve
 Guide, persuade & explain
Unable AND
Unwilling/Insecure S D

Setting and Communicating Objectives

WHAT DO YOU WANT ME TO DO? WHY IS IT IMPORTANT?
The first two components of the performance management cycle address
the questions, “What do you want me to do?” and “Why is it important?”
These two questions are answered by setting objectives and aligning

them to organizational goals. Establishing and effectively communicating
objectives are the foundation of performance.
No matter how motivated employees are to do a good job, they

will not accomplish important organizational goals unless they
clearly understand what is expected of them.
Why should performance objectives be linked to organizational objectives?

How does this “align” performance?
How much time does your organization spend on rework and correcting
mistakes because goals, objectives, and directives were not carried out as
originally intended?
8 | SETTING AND COMMUNICATING OBJECTIVES

SMART OBJECTIVES
Performance Objectives should answer “What, when, and how” success is
measured. After reviewing the job description and establishing team and
organizational goals, the employee and the manager should agree on
objectives to guide performance and professional development.
Objectives should be continuously reviewed and updated regularly.
Why should the manager and the employee use agreed objectives?
Well-written objectives include indicators of success, which define the

employees degree of achievement. SMART objectives further define what
“success” actually means.
1. Specific (Who is accomplishing the task? What exactly is the goal?)

The objective should be crystal clear to anyone familiar with the
project.
2. Measurable (How much? What level of quality? What resources

should be used?) If you cannot measure it, you cannot manage it.
Without a measurable standard, you have no way of knowing
whether the employee succeeded or failed.
3. Achievable (Is this goal attainable? Is it unrealistic?) Like an

Olympic coach, you must challenge the employee. However, don’t
make the objective so unrealistic as to de-motivate the individual.
4. Relevant (Does this task benefit the organization? Is it related to

the employee’s job description?) Be sure to have some value or
benefit, and that it supports the team and organization.
5. Time-based (Does the timeline create a sense or urgency and

establish a focus? Is it reasonable?) Establish a timeline that creates
a sense or urgency and focus.
SETTING AND COMMUNICATING OBJECTIVES | 9

EXERCISE 3: ACTIVITY VERSUS OUTCOME-BASED OBJECTIVES
1. Column A lists activity-based objectives, which are not SMART.
2. In column B, re-write them so they are outcome-based and follow the

SMART model.
Activity-based Objective Outcome-based Objective

Example: Example:
Reduce weight to 175 by diet
Lose weight by dieting and and exercise to reduce risk of
exercise. heart disease.
Make a presentation to local

officials.
Conduct an outbreak
investigation.
The Self-Fulfilling Prophecy:

Expect the best of people and they will give you their best.
You get what you expect!

EXERCISE 4: SMART OR SILLY?
Listed below are ten objectives. Identify each as being SMART or just
SILLY.
1. Design an internal newsletter for staff.
2. Type 65 words-per-minute at a computer keyboard

to improve work proficiency.
3. Sing songs at the office party to entertain staff and

improve morale.
4. Sell four vacuum cleaners to meet company sales

quota for the month of October.
5. Score 80% on this exercise in order to understand

the importance of writing SMART objectives.
6. Deliver a 4-page professionally written newsletter on

climate change to all staff.
7. Write film critiques for the local newspaper.
8. Drink 2 liters of water in order feel better and

improve health.
9. Demonstrate competency in three foreign languages

to support international call-center.
10. Return all telephone calls promptly.

EXERCISE 5: WRITE YOUR OWN SMART OBJECTIVE
In the space provided, write one SMART objective for someone who
reports to you or for yourself.
Remember to make sure your objective clearly answers:
 WHAT should be accomplished?
 How will it be MEASURED?
 WHEN should it be completed?
My SMART Objective:
Now, find a partner and share your objectives. Read your partner’s
objective carefully and offer “future-oriented” feedback on how making it
“SMART-er.”
Suggestions to make my Objective SMARTer:

COMMUNICATING OBJECTIVES: GROWS MODEL

Writing SMART objectives is only one component of managing
performance. Now that you’ve written objectives that clearly state what
needs to be done, by when and how it will be measured, we next need to
communicate that objective to the employee.
Objectives drive employee performance and often set the stage for
behavior. How do you properly communicate your expectations with the
employee? Which method of communication (written, verbal, electronic) is
most appropriate?
Effective communication means more than a one-way presentation.
Managers must understand:
 Employee concerns.
 What obstacles may get in the way.
 What resources they will need.
Employees must understand:
 What needs to be done.
 Why it is important.

One method to approaching the communication process is by using the

GROWS model. The chart below describes how a conversation might take
place.
G Goal Define the expectation. What needs to be

done? Why?
R Reality Explain the gap between the current and

desired situation.
O Options & Listen to the other person’s perspective. How

Obstacles can the goal be achieved?
W Who, What, Who will do what and when?

When?
S Schedule Review Check on progress regularly.

Date

Giving Performance Feedback

HOW AM I DOING?
We’ve discussed how to tell an employee what they should do and why it
is important. Now, how do you effectively guide them in the right
direction?
It is vital that managers follow up with employees regularly and provide

honest and open feedback relative to job performance. Most employees
sincerely want to know “How am I doing?”
There are two reasons why we give feedback to employees:
1. To reinforce desired behaviors; and,
2. To change or correct undesirable behavior that is unproductive or

hampering performance.
Giving feedback is an essential element of performance management.

The best way to give feedback is to do it assertively. Assertive language is
specific, factual, non-judgmental, honest, relevant and concise. Effective
feedback focuses on the future and is not meant to prove superiority.
Remember to keep feedback realistic and focus on what is actually
achievable without demanding the impossible.
GIVING PERFORMANCE FEEDBACK | 15

TIPS FOR PROVIDING FEEDBACK

Praise
1. Be specific: The difference between real praise and the phony
variety is that real praise is specific. Catch them doing something
right!
2. Talk about it: Some managers give the impression that they want
to get it over with as quickly as possible. Encourage the recipient
to respond.
3. Make it true praise: Avoid the temptation to belittle the praise,

or turn it into a joke by saying something like, “it’s a shame it
doesn’t happen more often.”
4. Put it on record: Deliver the feedback face to face, as soon as

possible, and then send a note so that it is placed in the employee’s
permanent file.
5. Pass praise on: Make sure it reaches the real recipient.
Corrective Feedback
1. Do it quickly, face to face, and in private: Mistakes that go
uncorrected have a habit of reproducing themselves as something
more serious, so the sooner addressed the better. Unless it is a life
or death matter, be sure to do it privately.
2. Agree the facts: The person being criticized must “own” the
problem. It is difficult to start discussing remedies unless the
person concerned acknowledges what has happened.
3. Ask and Listen: ask open questions and really listen to the
answers.
4. Criticize the action/behavior--not the person: Concentrate on

what the person has done and avoid making derogatory remarks
about their personality or personal issues.
5. Explain why it matters: Once employees realize why something

has to be done a particular way, they are less likely to get it wrong.
6. End on a compliment: Always end on a positive note, so that the

individual does not go away feeling too bruised.
16 | GIVING PERFORMANCE FEEDBACK

FEEDBACK IS FAST
Effective feedback doesn’t have to take a lot of time—in fact, it can be
done FAST! When delivering to employees, remember that effective
feedback (is):
 Future focused and frequent. Digging up past mistakes isn’t

effective. Neither the manager nor the employee can change the past.
We can only change today and tomorrow.
 Asks for the recipient’s opinions. Asking shows that you value the
person’s ideas and contributions.
 Specific. Effective feedback also points out specific behaviors and

outcomes. This is much more meaningful that a generic, “You are
doing a good job!” Vague feedback doesn’t mean much to the
employee.
 Timely. The sooner you can provide effective feedback, the better.
Most of us have short memories and have difficulty recalling the facts
and emotions that occurred last week or last month.

FEEDBACK: THE REINFORCEMENT MODEL

As stated earlier, many managers shy away from delivering feedback
because it can seem uncomfortable. However, there are two conversation
models which can make the process easy and effective. The first
feedback model focuses on providing positive feedback, using the FAST
model. Positive feedback, again, reinforces a particular behavior that
should be repeated.
The Feedback Reinforcement Model

Step Example
1. Identify a behavior to “I noticed that you finished the filing
praise. Be specific. task ahead of schedule. I’d like to
thank you for your attention to detail.”
2. Ask “how did it go?” “How do you think you did? Did you
enjoy the project?”
3. Ask “What went (or is “What went well about the project?
going) well? Ask twice. Anything else?”
4. Ask “What can be “Is there anything you would do
improved for the differently if you did this type of
future?” project again?”
5. Summarize and “It sounds as if this was an excellent

reinforce the behavior. experience for you. Keep up the good
work!”

EXERCISE 6: PRACTICE USING THE REINFORCEMENT MODEL
Below is a list of different scenarios that would warrant positive feedback.

Find a partner and select one scenario that you both would like to role
play. (You are encouraged to use a real-life scenario if you have one.)
Select one person to play the role of the manager, and the other, the role
of the employee. Use the reinforcement model to provide effective
feedback to your partner. Then, switch roles.
Scenario A
You just observed a presentation made by one of your employees. You
were impressed with how professionally and succinctly the
employee/team member presented the project status report and how
effective the employee/team member handled questions afterwards from
the audience. You want to make sure this success is acknowledged.
Scenario B
You attended a meeting with one of your employees/team members who
is doing an excellent job of completing a special project, especially in light
of the recent organizational changes. This employee/team member has
had some problems in the past, meeting project deadlines and you’ve
noticed a marked improvement. You want to make sure you don’t miss
this opportunity to let this individual know how much his/her work has
improved and is appreciated.
Scenario C
One of your employees/team members has developed and piloted a new
time management course requested by a department manager for her 55
employees. The pilot has gone exceptionally well and the department
manager has asked that the course be rolled out to the entire department
during the next six months. The employee/team member has put in extra
hours to make this project a success, often working evenings and
weekends. You don’t want this effort to go unnoticed.
How did this conversation work for you? How did you feel during the
conversation?

FEEDBACK: THE CHANGE MODEL

The key to providing effective corrective feedback is to be specific,
factual, neutral and non-judgmental. Examine the problem not the
individual.
The Feedback Change Model

Step Example
1. Briefly describe the “I’m concerned that you have been
performance deficiency leaving work early for the past three
and its impact. days. This has caused a problem
because we have missed an important
deadline.”
2. Ask for the employee’s “Why did you leave early on these
perspective. days?”
3. Ask open-ended “How can we solve this problem?”
questions to find a
solution.
4. Ask, “How can I help?” “How can I support you?”
5. Gain mutual “So, at this point you agree to come in
agreement on an at 7:30am instead of 8:30am in order
improvement plan. to pick your child up on time from the
babysitter.”
6. End on a positive note. “I’m glad we had this opportunity to
talk. I’m confident this plan will
improve the situation.”

EXERCISE 7: PRACTICE USING THE FEEDBACK CHANGE MODEL
Below is a list of different scenarios that would warrant constructive feedback.

Find a new partner and select one scenario that you both would like to role
play. (You are encouraged to use a real-life scenario if you have one.) Select
one person to play the role of the manager, and the other, the role of the
employee. Use the change model to provide effective feedback to your
partner. Then, switch roles.
Scenario A
One of your employees in your department has not been getting his/her work
done properly. Just last month s/he was unable to complete their portion of a
group project, which set the whole department behind schedule. You have
dropped casual hints to this person but there have been no significant
improvements. This worker is normally very conscientious, but lately, it has
become a problem.
Scenario B
One of your employees has been on the job for almost 15 years and is a
member of your 5 person team. You are new to the management role, and
you have set up regular monthly meetings to discuss new projects, concerns,
questions, etc. The employee tells you that none of his/her other supervisors
have ever had these meetings, and s/he doesn’t see that it is worth his/her
time. During the meeting, s/he looks disinterested and only gives one to two
word answers to your questions.
Scenario C
On a quiet afternoon, you hear one of your team members arguing outside of
your office. Some of the words s/he used were “How could you be so stupid?
I can’t believe you shredded that document! Do you not realize how important
that was to me! You would think you would have more common sense than
that!” You feel embarrassed for the other employee and have decided to
speak to your employee about being disruptive and unprofessional.
How did this conversation work for you? How did you feel during the
conversation?

PERFORMANCE APPRAISALS
Writing the Formal Appraisal
The appraisal process is meant to facilitate consistent feedback between
the employee and the manager. Through positive and constructive
feedback and performance benchmarks, the manager and job holder have
clear expectations and can work towards improved productivity.
Documentation of specific incidents and observations is crucial to

conducting an impartial and meaningful performance evaluation. Most
organizations have different approaches to the performance appraisal
process and design their own forms. However there are important keys to
writing a good appraisal: honesty, fairness, and completeness:
 Honesty: Be factual and include as many clear examples of positive

performance, or those areas requiring development as possible. Don’t
be afraid to be truthful, because over- or under-evaluating
performance can do more harm than good.
 Fairness: Look at all areas of performance. Just because the

employee performs poorly in one area does not mean that his/her
overall performance is poor. Alternatively, if the employee excels in
one area, it doesn’t mean his/her overall performance is excellent.
 Completeness: During the year, try to write examples as they occur

so that the appraisal is not simply based on memory at the end of the
appraisal period. Don’t base current performance on past
performance. Documenting regular feedback sessions with the
employee is extremely important.

Conducting the Appraisal Discussion

A formal appraisal discussion should take place annually or semi-annually,
depending on your organization’s procedure. A formal appraisal
discussion should occur after the employee has had a chance to review
the manager’s remarks on the written appraisal document. Again, if the
manager has conducted regular feedback sessions with the employee,
nothing in the appraisal should come as a surprise.
Why should the manager share the performance appraisal document with
the employee before the meeting?
As a manager, you want to increase your team member’s motivation,

develop their potential and improve their performance. Try these
techniques for successful performance appraisal meetings. When you are
preparing for the discussion, think about:
 Make it a conversation not a lecture: Select a venue that

encourages open dialogue—not your office or sitting behind your desk.
Listen and probe with open-ended questions. Encourage the
employee to reflect on how to increase their job satisfaction and value
to the organization.
 Avoid surprises: Provide corrective feedback as needed throughout

the year. Focus on the positive and use positive language. At the
same time, face up to problems and invite the employees to self
appraise.
 Be prepared: Working to a structure and have a list of talking points

already prepared. Avoid becoming distracted during the discussion
(turn off your telephone and close your email.)
 Discuss next steps: Agree on measurable targets and set review

dates. Be sure to follow up on agreed actions.

REVIEWING A SAMPLE PERFORMANCE APPRAISAL FORM

Below is a sample performance appraisal form. While your organization
may have a separate form, the format of most appraisals is the same
from one organization to another. Notes on how to effectively complete
important sections are included.
Many
performance
appraisal forms
require
managers to
rate
performance
against the
SMART
objectives that
you and the
employee create
during the
appraisal period.
This insures
that everyone is
evaluated fairly.
Enter the
employee’s
SMART
performance
objectives.
Ensure that the
manager and
employee agree How did the
on these employee meet
objectives at the expectations? Assign
beginning of the a performance rating
Agree upon a according to the key
appraisal period.
percentage that listed above.
identifies how
important the
objective is to Enter specifics about
the overall the objective here
performance. (i.e., deadlines,
Consider the deliverables, and
employee’s time goals).
and resources.

Personal
development
objectives
support
performance
objectives.
They consist of
job-related or
career-related
learning goals
(i.e., language
training
courses,
software
training, or
even
experiential
learning).
The manager
should include
narratives
which support
the overall
performance
rating with
evidence. If
you have
evidence, you
should include Assign an
it. overall
The employee should
sign the form after the performance
appraisal discussion. rating based
By signing it, the on the
employee only numeric scale.
acknowledges RECEIPT
of the appraisal, not
that s/he agrees with
its contents.

26 |
Providing Reinforcement
WHAT’S IN IT FOR ME?
The sixth question that drives performance is “What’s in it for me?”
Psychology experts agree that humans exhibit behaviors because they
have motivation.1,2 As a manager, it is important to establish motivators
to encourage employees to achieve their objectives.
The definition of “reinforcement” is what happens to us AFTER a certain

behavior or activity has occurred. It’s the consequence that is established
as a result of what we do. We learn to associate certain behaviors by
their consequences.
How do you provide positive reinforcement in your workplace?
1
B. F. Skinner, (1938) The Behavior of Organisms.
2
C. B. Ferster & B. F. Skinner, (1957) Schedules of Reinforcement.
PROVIDING REINFORCEMENT | 27
CONSEQUENCES DRIVE FUTURE BEHAVIOR

Human beings need attention and accountability in order to achieve their
goals. Therefore, a behavior will tend to be repeated if it is reinforced.
This answers “What’s in it for me?” If an employee regularly carries out
positive behaviors, s/he is normally rewarded with positive consequences.
 Antecedents: What we are asked to do (SMART objectives,

directives).
 Behavior: What we actually do, based on what is asked of us.
 Consequences: What happens to us after the behavior occurs.

Consequences can be positive or punitive.
How would a manager provide punitive reinforcement?
Immediate reinforcement has the strongest and quickest effect

in managing behavior. The longer the delay, the less likely they
will learn.
28 | PROVIDING REINFORCEMENT
TYPES OF REINFORCEMENT
Employees usually perform well when positive behaviors are reinforced.
There are three types of reinforcement:
 Positive reinforcement: Occurs when something desirable happens

as a result of a behavior (reward).
 Punitive reinforcement: Occurs when behavior results in a bad

consequence (punishment).
 None: No consequences happen as a result of behavior.
Positive reinforcement has been found to be the most effective for

reinforcing desired behaviors. By providing rewards and recognition, you
effectively acknowledge desired behavior and increase the probability that
the behavior will be repeated in the future.
How can you provide positive reinforcement to employees in your

organization?
EFFECTIVE POSITIVE REINFORCEMENT

When giving positive reinforcement to acknowledge, recognize or
reinforce desired behavior or special accomplishments, it’s important to
be:
 Specific: Note exactly what the employee did that went above and
beyond what was expected (i.e., coming in on their day off to finish a
project).
 Immediate: The longer the delay in recognizing an effort or

achievement, the less impact it will have.
 Personal: Positive reinforcement must be relevant to the person. It

is important to take the recipient’s personal feelings into account when
providing reinforcement. A manager’s idea of positive reinforcement
may be punitive to the employee (i.e., public recognition).
 Sincere: Employees can immediately detect whether a manager

means what they say, or whether they are simply fulfilling an
obligation by going through the motions of acknowledging a worthy
action or accomplishment.
If a member of senior management in your organization congratulated

you in front of a room of 100 people, how would you feel? Would every
employee feel the same way? Why not?
Like feedback, there are a variety of ways to deliver it, based on individual
preferences and its significance. Feedback can be delivered in a variety of
different ways:
 Formally.  Informally.
 Publicity.  Privately.
 Individually.  Team-oriented.
 With tangible goods.  Symbolically.
30 | PROVIDING REINFORCEMENT
WHEN PERFORMANCE MANAGEMENT DOESN’T WORK

In a perfect world, performance management would solve all the
workplace’s problems. But, in reality, there are times when performance
management doesn’t work.
Performance management works when:

 Participants are willing to accept feedback and reinforcement.
 The organization supports employee’s development.
 The manager and employee can communicate effectively.
Performance management does not work when:

 Employees are in the wrong job (over-qualified or under-qualified).
 The organization does not support performance management.
 The manager and employee do not respect each other.
In some cases, the person may be in the wrong job. They may be
overwhelmed by the responsibility or bored because they are
overqualified. The organization also may not be challenging the
employee.
Performance management focuses on being open and honest

with the employee with future-focused feedback.
Have you worked for an organization or a manager who didn’t respect

you? If so, how did you feel about receiving feedback and reinforcement
from them?
If you had to work with a difficult employee, how would you approach
them with honest, constructive feedback?
Conclusion
SUMMARY
In this course, you have been introduced to the key principles that great
managers use to lead, motivate, and develop their employees.
Performance management focuses not on what’s wrong, but on what’s

possible. The goal is to maximize human potential through open
communication.
Performance management is not just about telling and directing. It also

involves a lot of asking, listening and involvement of your employees in
finding mutually agreed upon solutions. Treat your employees as
professionals who have experience and good ideas of their own.
Performance management provides you with practical tools you can put to
use right away to answer the five key questions that drive employee
performance and results.
What is one thing you will do differently with your staff when you return
to your workplace?
32 | CONCLUSION
WHAT’S NEXT?
To get more information about improving your skills in performance
management, research these additional training topics:
 Assertiveness Skills.  Managing Diversity.
 Coaching and Mentoring.  Organizational Change.
 Conflict Resolution  Negotiation Skills.
 Dealing with Difficult  Organizational Development.

Employees.
 Delegating & Decision Making.  Performance Appraisals.
 Employee Motivation.  Strategic Planning.
 Listening Skills.  Time Management.
CONCLUSION | 33
RESOURCES
For more information about Performance Management, consult these
reference materials:
Books
 Bridging Differences: Effective Intergroup Communication. William B.
Gudykunst. 1998. Sage.
 Bringing out the Best in People. Aubrey Daniels. McGraw-Hill. 1999.
 Coaching for Performance. John Whitmore. Nicholas Brealey. 2002.
 Crucial Conversations. Kerry Patterson et al. McGraw-Hill. 2002.
 The Emotionally Intelligent Manager. David Caruso & Peter Salovey.

Jossey-Bass. 2004
 First Break All the Rules. Marcus Buckingham & Curt Coffman. Simon &
Schuster. 1999.
 Good to Great. Jim Collins. Harper Business. 2001.
 Management of Organizational Behavior. Paul H. Hersey. Prentice Hall.

2007
 Motivating Employees. Anne Bruce & James Pepitone. McGraw-Hill.

1999.
 The New Global Leaders. Richard Branson, et al. Jossey-Bass. 1999.
 Now, Discover your Strengths. Marcus Buckingham & Donald Clifton.

Free Press. 2001.
 On Becoming a Leader. Warren Bennis. Perseus Publishing. Revised

edition. 2003.
 1001 Ways to Reward Employees. Bob Nelson. Workman Publishing

Company. 1994.
 Performance Management: Finding the Missing Pieces. Gary Cokins.

Wiley. (2004)
 Recognizing and Rewarding Employees. R. Brayton Bowen. McGraw-

Hill. 2000.
 The Situational Leader. Paul H. Hersey. Center for Leadership Studies,
34 | CONCLUSION
16th edition. 1984.
Internet Sites for Building Management and Leadership Skills

 Business Balls (free learning and development resource).
www.businessballs.com
 Harvard Business Publishing (fee for some articles).
www.hbsp.harvard.edu
 Management Help (free management resource online library).
www.trainingregistry.com
 Management Resources (free resources to improve management

skills).
www.management-resources.org
 Mind Tools (free resources for learning career-building skills).
www.mindtools.com
CONCLUSION | 35
 [COURSE TITLE]
Appendices
Glossary of Terms................................................................................................................. 42
Course Evaluation Form....................................................................................................... 44
36 |
GLOSSARY OF TERMS
Appraisal An evaluation of how well an employee

performs his or her job compared to a set of
predetermined standards.
Behavior A person’s action or reaction to some situation
or stimulus.
Consequence A result of a course of action.
Feedback A message describing a person’s opinion about

a certain behavior. Feedback can be
considered informal or formal.
F.A.S.T. An acronym describing an accepted method of

delivering feedback (Future focused and
frequent, asks for recipient opinions, specific
and timely).
G.R.O.W.S. An acronym describing an accepted method of
communicating performance objectives. (Goal;
Reality; Options & Obstacles; Who, What,
When; and Schedule Review Date).
Management Style An overall method of leadership used by a
manager.
Performance A process of creating a productive and

Management rewarding work environment in which
employees are guided and monitored to
perform to the best of their abilities in order to
meet and exceed specific targets and
standards.
Reinforcement A psychological concept based on the idea that
the consequences of an action will influence
future behavior.
S.M.A.R.T. An acronym describing an accepted method of
designing performance objectives (Specific,
Measurable, Achievable, Realistic, Time-
GLOSSARY │ 37
 [COURSE TITLE]
related)
38 |
[APPENDIX TITLE] | 39
COURSE EVALUATION FORM

Performance Management: Managing Others Through Positive Leadership
Evaluation
Please help us improve the workshop by responding candidly to the following statements.
Scale Definition:
1 – Strongly Disagree 2 – Disagree 3 – Neither Agree nor Disagree 4 – Agree 5 – Strongly Agree
Course objectives were well communicated 1 2 3 4 5
The training was built to match the way I need to do my job 1 2 3 4 5
Adequate time was allotted for explanations/practice 1 2 3 4 5
The training materials were well written 1 2 3 4 5
Job aids are available to support what I learned 1 2 3 4 5
I know where to get assistance when I return to my job 1 2 3 4 5
Overall the class was satisfactory 1 2 3 4 5
What did you like most about the class?
How can we improve the class?
Do you have any additional questions regarding this topic?
If you wish us to contact you, please provide the following information:
Name Email Telephone Number
40 | [APPENDIX TITLE]

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PARTICIPANT WORKBOOK

Sustainable Management Development Program

INTRODUCTION TO PERFORMANCE MANAGEMENT

SETTING AND COMMUNICATING OBJECTIVES

GIVING PERFORMANCE FEEDBACK

 Integration with country public health priorities.

 Technical assistance and training.

 Policy and systems development.

 Advocacy and education.

For more information, visit http://www.cdc.gov/globalhealth/SMDP/.

ABOUT THIS COURSE

This course could also benefit employees in developing performance

 Develop a positive work environment that encourages high

 Align and motivate work teams to a common purpose.

 Adapt management style based on individual needs.

 Set and communicate clear expectations and objectives.

 Provide effective and timely feedback to both reinforce and improve

 Address behavioral and performance problems with employees in a

 Conduct a performance appraisal.

Setting and Communicating Objectives.

Afternoon (1:00pm – 5:00pm)

Giving Performance Feedback.

TIP: SUPPLEMENTAL INFORMATION TO HELP PERFORM A TASK MORE

Introduction to Performance Management

Performance Management is the process of creating a

INTRODUCTION TO PERFORMANCE MANAGEMENT | 1

2. Find a partner and describe your behavior in one sentence.

For example: “I want to become a better listener.”

3. Ask your partner for feedforward, providing two suggestions that

4. DO NOT comment on the suggestions that your partner gives you.

Did you receive constructive feedback? How did it feel to be

Since this activity focused only on the future, we focused on future

2 | INTRODUCTION TO PERFORMANCE MANAGEMENT

When we focus on the past, we often create excuses or justify our

THE FIVE PERFORMANCE DRIVERS

What do you want me to do?

As a manager, how do you currently answer these questions for your

INTRODUCTION TO PERFORMANCE MANAGEMENT | 3

THE FIVE STEP PERFORMANCE MANAGEMENT CYCLE

1. Setting written objectives answers, “What do you want me to

2. Aligning objectives with organizational goals answers “Why is this

3. Modeling and Mentoring answers, “How do I do it?” Employees

4. Giving Feedback answers, “How am I doing?” Employees need to

5. Positive Reinforcement answers “What’s in it for me?”

4 | INTRODUCTION TO PERFORMANCE MANAGEMENT

You must answer all five questions in order to improve or retain

INTRODUCTION TO PERFORMANCE MANAGEMENT | 5

DIFFERENT LEVELS OF READINESS

This principle directly supports the performance management cycle. An

EXERCISE 2: VARY YOUR MANAGEMENT STYLE BASED ON

Which type of employee will require more time and resources as a

6 | INTRODUCTION TO PERFORMANCE MANAGEMENT

Support (S) and How Manager Can Provide

INTRODUCTION TO PERFORMANCE MANAGEMENT | 7

Setting and Communicating Objectives

These two questions are answered by setting objectives and aligning

No matter how motivated employees are to do a good job, they

Why should performance objectives be linked to organizational objectives?

8 | SETTING AND COMMUNICATING OBJECTIVES

Well-written objectives include indicators of success, which define the

1. Specific (Who is accomplishing the task? What exactly is the goal?)

2. Measurable (How much? What level of quality? What resources

3. Achievable (Is this goal attainable? Is it unrealistic?) Like an