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SYLLABUS
• Objective : To familiarize the students with concepts and challenges of
managing and improving employee performance in organizations
• Unit – 1 Performance Management: Hostility towards Traditional
Appraisals – Managing Performance; Performance Management &
Human Resource; Performance Management Theatre.
• Unit – 2 Planning Manage Performance & Development : Basic
Concept – Research Base for performance planning and Goal-setting;
Components of Manage Performance & Development Plan; Setting
Mutual Expectations and Performance criteria.
• Unit – 3 Monitoring Manage Performance & Mentoring Manage
Development : Introduction – Research and Theory – Monitoring and
Mentoring Behaviours of the Manager.
•
SYLLABUS
• Unit – 4 Ongoing Performance Monitoring & Review: Supervision –
Monitoring and its objectives – Process of Monitoring –
Communication – Problem solving.
• Unit – 5 Ongoing Mentoring and Manage Development: Purpose of
Manage Development – Process of Manage Development – Briscoe‘s
principles – Training – Delegating – Mentoring – Engendering Trust –
Making a fresh beginning – Role efficacy. (Case studies, Seminars and
group exercises may be used to supplement the class lectures)
• Reference : 1. Prem Chandha - Performance Management, Macmillan
Publications. 2. Frances Neale -Performance Management -, Jaico
publishing House-
PERFORMANCE MANAGEMENT

• Means of getting better results from the organization,

teams and individuals by understanding and
managing performance within an agreed framework
of planned goals, standards and competence
requirements.
• A strategic and integrated approach to delivering
sustained success to organizations by improving
performance of the people who work in them and by
developing the capabilities of teams and individual
contributors.
HOSTILITY TO TRADITIONAL APPRAISALS
• Incongruent with the values – based, vision driven, mission
oriented, participative work environment.
• Smacks of an old fashioned, paternalistic, top-down, autocratic
mode of management
• Appraisal reflects what the manager can readily recall
• Appraisal is based on hunches and opinions
• Many organizations also ask the supervisor to make judgments
based on concepts and words
• Many managers are so uncomfortable in the judgment seat that
performance appraisals are often months overdue
HOSTILITY TO TRADITIONAL APPRAISALS
• The manger knows he may have to justify his opinions with specific
examples when the staff member asks and, lacking sill in providing
feedback
• The staff member whose performance is under review often becomes
defensive.
• Disagreement about contribution and performance ratings can create a
conflict-ridden situation
• In today’s team-oriented work environment, it is also difficult to ask
people who work as colleagues, and sometimes even friends, to take on
the role of judge and defendant
• With salary increases frequently tied to the numerical rating or
ranking, the manager knows he is limiting the staff member’s increase
if he rates his performance less than “outstanding
PERFORMANCE
• Performance means outcomes achieved, or accomplishments at
work – the actual contribution of an individual or team to the
organization’s strategic goals like stakeholder satisfaction, clean
image and economic sustainability.
• Performance or the role of any managee can be seen in 3 parts,
Being, Doing and Relating.
 Being concerns the competencies of the managee that are
relevant to her / his performance.
 Doing focuses on the managee activities that are variably
effective at different levels in the organization
 Relating emphasizes the nature of relationships with members of
the role network – vertical, horizontal or otherwise.
PERFORMANCE FRAMEWORK

Input Throughput Output

Task-related Managee
Managee
Activities & Performance or
Potential
Context effectiveness

Feedback

Feedback
MANAGING PERFORMANCE

• Several Organizations use the following managerial initiative to

optimize people’s task performance.
• Goal setting or establishing objectives and expectations through
formal or informal means.
• Delegating or assigning work at higher levels of responsibility.
• Developing managees to learn job skills and to better perform
their present as well as future roles and responsibilities.
• Appraising – appraisal interviewing, praising good performance,
coaching and counseling to help people cope more effectively
with work or non-work problems that related their performance.
PERFORMANCE MANAGEMENT PROCESS

Organizational Mission, Goals,

Strategy and Operational Plans

1 2

Individual Role & its

Description, indices for 2 Role-wise Plans and
Monitoring Performance, Expectations
Performance Standards
3

4 Monitoring and
Feedback Stocktaking
Mentoring Activity
 PERFORMANCE MANAGEMENT & HUMAN RESOURCE
MANAGEMENT
1. Organization Structure – Tasks, Roles,
2. Personal Policies and Procedures
Relationships
10. Diagnosis, A. Managerial Style & Development / Unit /
Group Management 3. Staff Forecasts
Planned Change &
G. Career & Plans
System Feedback B. Induction &
Management 4. Job & Role
Work-Team
& Personnel EFFECTIVE
Integration Analysis,
9. Separation Appraisal PERFORMIN Description &
F. Personal G MANGEE Performance
Counselling, GROUP C. Role Design &
Feedback & Redesign in Groups Standards
Development 5. Rewards,
8. Organization Remuneration &
Performance E. Ongoing Other Systems
D. Individual
Monitoring & Communication, Staff
Performance, Planning for Managee
Feedback Systems Development & Motivation &
and Monitoring
Remedial Action
Reinforcement
7. Personnel Appraisal System & 6. Recruitment, Selection, Appointment,
Guidelines Placement, Probation & Confirmation
PERFORMANCE MANAGEMENT THEATRE
• Vaill offers a process model of managee’s role – performed by a whole person in a
whole environment in relation to other whole persons, with al actions viewed as
concrete processes, and the entire process thoroughly suffused with turbulence and
change.
• He calls management as a performing art, draws several lessons for the managee from
performing arts, and builds on the intuition – that there truly is an art to leading and
managing.
• If, as vaill says, management is a performing art, it must need a studio or a theatre.
What is the context in which it performs? What constitutes the stage? What is the
action to and what is the crescendo – the overall effect of the action? Who are its
dramatis personal?
• The dramatics personal are easy to identify – the manager, the managee and the task
group. Other stake holders constitute the audience.
• PM is dynamic, it is multi-faceted and it is exciting. Vaill configured the dynamic
interplay of its components, he calls it as performance management theatre.
CONFIGURATION OF THE PERFORMANCE MANAGEMENT THEATRE
PILLARS OF PM THEATRE
• Some invisible, but powerful, value based processes support the PM Theatre as its pillars.
These pillars integrate the system to deliver what it promises. These processes are
explained below;
• Goal congruence means that the goals of all roles and aggregations of roles are such that
these converge on the overall organization goal or purpose
• Win-win approach means generating and preserving synergy, by avoiding dysfunctional
competition.
• Mutual Trust means that all the roles and their structured aggregations relate and interact
with each other, practicing a shared belief
• Dyadic communication means communicating with relevant others, on a one-to-one
basis, candidly, without defensiveness or hidden agenda,
• Data exchange means timely sharing of accurate and relevant information openly and
authentically with others in the organization, based purely on task considerations
THREE COMPONENTS OF PERFORMANCE MANAGEMENT THEATRE

• Planning Managee Performance and

Development
• Monitoring Managee Performance & Mentoring
Managee Development
• Annual Stock taking
1.PLANNING MANAGEE PERFORMANCE AND DEVELOPMENT

• Planning performance of managees means that

managees, in fact, plan their own performance. This
involves the following steps;
i. Study the outcome of the most recent stock-taking
ii. Review the Managee’s Role description
iii.Establish performance standards or the best achievement
levels
iv. Design special or developmental assignments
STUDY THE OUTCOME OF THE MOST RECENT STOCK-TAKING

• This outcome contains several pieces of information relevant to what goes into
future expectations and plans;
a)What the managee actually did during the previous planning period.
b)Strength and weakness of the managee and her development needs.
c)What internal systems or procedures helped or hindered the managee’s
performance.
d)Helping or hindering forces in the team’s external environment.
e)Data for formulating performance indicators.
REVIEW THE MANAGEE’S ROLE DESCRIPTION
• A role description briefly but clearly, includes the
role purpose, the responsibilities and tasks, the key
contacts and relationships, including the reporting
relationships, the levels of authority and autonomy
the required skills and competencies, etc.
• It is intended to be a fairly stable document, but it
also needs to be reviewed periodically to ensure that
it is relevant, current and accurate at any given point
in time.
ESTABLISH PERFORMANCE STANDARDS OR THE BEST
ACHIEVEMENT LEVELS

• This is a problematic area managees do need to know what is

expected of them, by their manager and by their organization.
• Their needs to be a clearly-defined, fair and accurate way of
assessing whether the performance achieved by the managee is
high, medium or low.
• Performance standards respond to the key responsibilities expected
of the role incumbent.
• They lay down how fulfillment of these responsibilities will be
measured, in terms of the quality of the output, its quantity,
timelines and the cost, etc.
DESIGN SPECIAL OR DEVELOPMENTAL ASSIGNMENTS

• These assignments or projects respond to the development needs of the

managee, or the systems and procedures or the processes that the managee
uses to achieve expected performance in the core areas.
Such assignments usually have two distinct components.
• System – oriented projects, which directly relate to expeditious fulfillment
of the job, and are not part of the ongoing day-to-day tasks. These are one-
time activities designed to enhance task productivity or the work
environment.
• Individual occupational or professional development activities, intended
to enlarge or enrich competencies, knowledge, skills or attitudes – useful for
the managee’s present or the future positions.
2.MONITORING MANAGEE PERFORMANCE & MENTORING MANAGEE DEVELOPMENT

• This is about providing consistent, supportive, supervisory guidance to

all the managees when they need it.
• The primary responsibilities of the performance manager during this
period are:
• Sensitive and supportive supervision
• Counselling
• Coaching and mentoring
• Delegating
• Managee Development
• Planned Review Discussions
• Communication
SENSITIVE AND SUPPORTIVE SUPERVISION
• The manager, as the one ultimately responsible for performance of
managees, must exercise active oversight of what they do
• She must be there to see what a managee is actually doing rather than
infer the crucial data from secondary information or hearsay.
• Take time to understand problems that her managees face, identify
their causes and underlying sources so as to mitigate these.
• Observe managees at work and provide them data based
developmental feedback.
• Effective supervision aims at ensuring that the supervisor succeeds,
rather that at judging performance and apportioning blame.
COUNSELLING
• It is an essential component of supervision.
• It is the precursor of coaching and training.
• The manager inform his managee as to what he observes and which is
different from what was normally expected for better or worse.
• Sharing better involves praise and reinforces related behaviour.
• The harder part of the matter, requiring considerable skill is sharing the
worse.
• Providing negative feedback is sensitive act, as there is a thin line between
delivering negative feedback and delivering criticism.
• Whereas feedback is intended to develop the managee, criticism usually
demolishes the managee self-confidence and esteem.
COACHING AND MENTORING

• Coaching involves the active and direct intervention

of the manager to assist a managee build requisite
skills and competencies needed for developing game
plans, as well as delivering results.
• Mentoring is more sensitive and subtle, involving the
use of superior experience to guide, facilitate,
motivate, encourage and thereby enable a managee to
more effectively use personal qualities in order to
succeed.
DELEGATING
• Effective delegation takes place only when managee
has high skill to perform a task, and is also
enthusiastic about performing it.
• Delegation must accompany reporting mechanism for
overall control.
• Where adequate provision for reporting and control
is not made, delegation in fact results in abdication.
MANAGEE DEVELOPMENT
• Managee training and other development initiatives during the
mentoring managee development phase should normally arise
from the development plan prepared earlier.
• However, some needs might surface during counseling and
mentoring.
• Where these needs are urgent, and as such cannot wait to be
incorporated in the next annual plan, these may be
accommodated in the current schedule.
• Review discussion is the appropriate forum to discuss such
emergent needs.
PLANNED REVIEW DISCUSSIONS
• These are pre-scheduled, semi-formal meetings between the manager and
each managee.
• These are better if held occasionally rather than frequently, say every three
months or so.
• Each managee knows when these meetings will be held, and their purpose to
jointly review performance during the elapsed period of the current plan,
and to revisit, if necessary review plans for the remaining plan period.
• Each of these interactions is concisely documented for future reference and to
ensure that both the manager and the managee clearly understand the
outcome.
• Review discussions are intended to promote proactivity, rather than
reactivity, help anticipate problems and deal with them well in advance.
COMMUNICATION
• None of the above interventions is possible without
effective communication.
• knowledge and information sharing must respond to
managee needs whether task or interest.
• Irrelevant information confuses and also sometimes
discounts relevant information, if the managee is
unable to effectively distinguish between the two.
 3.ANNUAL STOCK TAKING
• periodic and annual attempts to continuously assess the extent to which the
works, as well as learning opportunities have been optimally availed by the
manger.
• Stock taking Performance
• Stock taking potential
• Appraising for recognition and reward
STOCK TAKING PERFORMANCE
• The major focus of stock taking concern ascertaining the extent to which the performance
plan has been achieved and fulfilled.
• From the perspective of both the organization as well as the managee fulfillment concerns
the extent to which the performance plan has been able to use the managee’s potential for
achievement.
• If the performance plan has, in reality underutilized the managee’s potential, it has neither
served the organization effectively nor has it served the managee.
• From the managee perspective, it is important that a performance plan fully address her
potential.
• The primary mechanism for this is the role description. If the role assigned to the managee
substantially overlaps with her forte, she will be able to deliver optimal performance with a
healthy level of stress.
• To the extent the role description fails to use her potential optimally, she loses the
opportunity to get recognition for what she worth.
• To the extent that role description exceeds her potential, the chances are that the managee
might either fail to meet the demands of the performance plan or meet these by incurring
unintended costs in terms of high stress and / or loss of developmental opportunities.
STOCK TAKING POTENTIAL
• This exercise corresponds to those planned activities, which are intended to serve
managee development.
• These activities are incorporated because both the organizations as well as the
managee hold important stakes in the taker’s continuing development
• The purpose of stocktaking is to ascertain if the anticipated development has
occurred and the extent to which this can be counted in planning future
performance.
• For the organization, managee development is like enhancing its productive
capacities.
• For the managee, it enhances her likelihood of better career prospects within the
organization, or elsewhere.
• The current potential of a manage is an important threshold level for basing her
future achievement on stocktaking potential as such provides an important for the
next planning cycle.
APPRAISING FOR RECOGNITION AND REWARD
• In stocktaking performance and stocktaking potential, a managee
compares herself with her own past performance or potential. The
attempt is to improve over the past.
• Here, it is only in the perspective of securing recognition or rewards
that a managee completes with her roles. Managers are called upon to
apprise managees in order to decide on the relative value that a
managee holds for the organization.
• When appraising, performance factors must link with the format of
performance planning and refer to concrete outcomes and actions that
are directly verifiable through visible behaviour or measurable
outcomes.
• Potential factors will deal more with attributes like dependability,
integrity, initiative which are personal attribute of the managee,
contributing important inputs for her performance.
APPRAISING FOR RECOGNITION AND REWARD
• Appraisals can be unilateral, where a managee appraises a managee on the
basis of the perceptual and quantitative information available, and sends
the supervisors for finalization, record and reward or punishment.
• The organization culture of most organizations places high value on
relevant involvement, and thus, their appraisal processes consider both the
managee input and input of the manager and other stakeholders
(managee’s peers and / or clients).
• After the managee, with the involvement of other actors, has arrived at her
appraisal of the managee, it is time to place it on record and for its follow
up.
• The final outcome is communicated to the managee in a manner that the
organization considers appropriate.