Category Archives: leadership competencies

Now what?

You’ve hired good people, set goals, helped them identify development opportunities, scheduled and held performance reviews, managed workloads, and overall avoided the “bad manager” actions Dee Anne described. What else do you need to do to build organizational talent and help your people succeed? Give them feedback on how they are doing!

In his white paper, The Hard Truth About Effective Performance Management, Marc Effron highlights the evidence that on-going coaching and feedback is a requirement for effective performance management. To truly help people improve their performance, coaching must be focused and delivered regularly. To help busy managers coach effectively Effron recommends a process called 2 + 2 Coaching. It has four steps:

  1. Have a dedicated coaching conversation once a quarter.
  2. Schedule it for 15 minutes.
  3. Provide two comments to the employee on their progress towards their goals.
  4. Provide two comments to the employee on what they could do more or less of in the future to be more effective.

Clear and direct feedback has been shown to be a crucial element for high performance and goal attainment. Clearly you will be working with your people to solve problems, develop ideas, complete projects and other on-going tasks. However, carving out time for dedicated coaching and feedback on goals will help you effectively develop and build organizational talent and increase the performance of your people and your team.

Todd Thorsgaard

 

Are you a bad manager?

A recent newsletter from the Association for Talent Development included an article called “9 Bad Manager Mistakes That Make Good People Quit.” They cited a statistic from Gallup that you’ve probably heard before – 70% of an employee’s motivation is directly tied to actions by his or her manager.

People don’t quit organizations, they quit managers. So how can you be the sort of manager that doesn’t send good employees job hunting?  Here are some tips from the article, which was reprinted in Huffington Post.

  1. Manage workloads – I’ve heard many employees say that they appreciate the work/life balance provided in their job at Minnesota State. That not only supports motivation, but it’s effective management. Overworked people are not as productive and are significantly less engaged.
  2. Recognizing contributions – Everyone likes to be acknowledged for their good work, and high performers often value it even more. Figure out what type of recognition your employees need, and then provide it on a regular basis.
  3. Provide development opportunities – Our environment is about learning and growing. Not only do our employees want to provide that for students, but they also want a chance to keep their own skills current and develop new ones.
  4. Honor commitments – Highly engaged employees usually report that they work for a manager who is reliable and trustworthy.
  5. Engage creativity – Encourage people to use their talents to improve the work they do. It will engage their creative problem-solving skills and tap into their passions.
  6. Care about your employees – Effective mangers know how to balance professionalism with being human. They understand that people have lives outside of work – they help celebrate successes and are supportive of difficult issues.

Dee Anne Bonebright

 

GOOOOOOOOAL!!

Every four years I am captivated by the amazing performances of the World Cup soccer players. Add the famous GOOOOOOAL call by announcer Andres Cantor and it is “must see TV!”

Big goals also lead to high performance in the world of work. In Marc Effron’s soon to be released book, 8 Steps to High Performance:Focus on What You Can Change (Ignore the Rest), he highlights the science behind goal setting:

  • Specific goals improve performance.
  • Bigger goals are more motivating than smaller goals.
  • Fewer goals lead to higher performance.

Based on this research he describes a four step process to set goals with your people to help them perform at the highest level.

  1. Align – individual goals need to directly contribute to what is most important to your institution’s success.
  2. Promise – limit individual goals to those important few that an individual is emotionally committed to and willing to “promise” to complete.
  3. Increase – individual goals need to focus on concrete improvement in performance.
  4. Frame – write the goals so they are clear, easy to understand and succinct.

Not everyone gets to score a goal in the World Cup but you can help all your people be star performers in their own way.

Todd Thorsgaard

Help your staff grow

Over the last few weeks I’ve been conducting annual performance reviews with my staff. In preparation for our conversations, I ask my staff to not only document their accomplishments and performance goals, but to think about their professional development goals as well. Helping my staff grow and learn is highly satisfying. And according to career development expert and author Beverley Kaye, it is essential to retaining high performing individuals.

In her book, Help Them Grow or Watch Them Go, Kaye offers up simple strategies that leaders can use help their staff grow in their careers, including:

  • Have short, frequent conversations with your staff about their career development
  • Listen attentively. Let your employees do 90% of the talking in your personal sessions.
  • Be curious and encourage curiosity. You do not need to have all the answers.
  • Provide constructive feedback regularly.
  • Discuss career development as a “rock-climbing wall” where employees can move up, down or sideways – or hang on and stay put

Kaye also recommends employing hindsight, foresight, and insight conversations:

  • During hindsight conversations, encourage people to look within themselves and examine where they’ve been in the past
  • During foresight conversations, ask staff to look outside of themselves and consider their future paths
  • Use insight conversations to combine hindsight and foresight

While professional development conversations between supervisors and their direct reports shouldn’t be limited to once a year, I find annual  performance reviews a helpful time to focus on professional development conversations. It gives my staff an opportunity to discuss how they are wanting to grow their careers and it gives me a chance to encourage them and provide additional ideas for development that might include stretch assignments, new work projects, professional certifications, continuing education, and service opportunities.

How do you help your employees grow?

Anita Rios

 

It’s performance review time – how do you feel?

Annual performance reviews can be a useful tool in building organizational talent. On the other hand, if it’s not done well it can be like going to the dentist or getting an immunization – necessary to maintain health but not particularly fun.

From the employee’s point of view it’s a chance to focus on what we’ve done well this year and where we’d like to go in the future. I was having a bad day on Monday morning, and receiving my review from Anita actually made it much better. It’s very engaging to hear what your supervisor appreciates about you and to think about possibilities for development.

From the manager’s point of view performance reviews are a chance to reinforce things that are going well and develop goals for the next year. It’s much easier to hold people accountable for their performance if you’ve both agreed on what successful performance looks like. In my review, Anita and I created a set of goals that I will be able to report on in our ongoing conversations.

As an HR professional, I see the value in having the annual review meeting. I’m also well aware that they are going out of favor in many organizations, with the focus shifting to more frequent ongoing conversations. Since many of us at Minnesota State are starting a new cycle, here are some tips to make next year’s reviews effective.

  1. No surprises – the annual review should be a summary of conversations that you’ve had throughout the year. It’s a chance to focus on what’s gone well and what should happen in the future.
  2. It’s not about the form – whatever the process is at your institution, focus on having a meaningful conversation, not on filling out the form and selecting ratings.
  3. Don’t rely on memory – If your employee does something extraordinary in the next month, it will be nearly impossible to remember that a year from now. Keeping notes will make the process easier and more accurately reflect the full year.
  4. Take it seriously – I’ve heard way too many stories about people who don’t get a review at all, or who are asked to fill out their own form, which the supervisor then signs without comment. That’s demoralizing for the employee and can come back to bite the manager. It’s really difficult to manage a performance problem if the employee has a track record of reviews that exceed expectations.

Making the annual review the capstone to a year of effective performance management will help it feel more like getting ready for a 4th of July party than a medical appointment.

Dee Anne Bonebright

 

Want high performance? Build a learning culture!

According to David Mallon of Bersin & Associates, if you want a high performance organization, it’s imperative that you build a learning culture. In his research of successful, high performing organizations, he’s found that “a culture of learning and a culture of high performance are significantly linked.”  Intuitively, it makes sense that the smarter your organization is the better it can perform.

So, what is a learning culture, you might ask?  Bersin & Associates define it as a  “collective set of organizational values, conventions, processes and practices that continuously impels organizations and individuals to build knowledge, competence and performance.” And while a learning culture supports training and leadership development, it isn’t limited to formal development programs.

In Bersin’s comprehensive report, Mallon identifies 40 best practices and seven strategies that organizations can use to create a learning culture. Here is a sample:

  1. Assign staff to do jobs that surpass their skills and knowledge – Ask people to stretch. Use difficult assignments to encourage employees to push themselves to develop new skills and improve their old ones.
  2. Let people participate in selecting their assignments – Employees work hardest when their jobs and tasks interest them. Google takes advantage of this by permitting its engineers to devote a fifth of their time to personal projects.
  3. Recognize workers who learn new information and abilities – Provide rewards that show you care about each person’s learning.
  4. Value mistakes and failures – Employees learn best from their mistakes. Capitalize on errors as learning opportunities. And give people time to reflect on them.
  5. Emphasize learning as an important activity – Demonstrate its value in tangible ways; for example, make managers responsible for their staff’s professional development, not just their output. Actions always speak louder than words.
  6. Take a personal interest in the organizational capabilities of teams and individuals – Mentor the people you supervise.

During the next month, we’ll be exploring these ideas and more as we dive deeply into our next leadership competency of Building Organizational Talent. What strategies have you used to build a learning culture?

Anita Rios

Creating a service culture

Julie Selander is a former colleague from the U of M. I recently came across a presentation she made for the Innovative Educators group, Execptional Front-Line Customer Service in Higher Education.

Selander is the Director of One Stop Student Services, and she had some very useful advice for creating a service culture. As an example, her unit has a goal of being knowledgeable, efficient, empathetic, and friendly. Their basic principles include:

  • Understanding customers and their expectations
  • Providing accurate, timely, consistent information
  • Being professional and courteous
  • Delivering what was promised
  • Being a problem-solver

Here are some questions she proposed to help you think about service principles and standards in your area:

  • Who are our customers? What are their attributes and demographics?
  • What are their perceptions and expectations?
  • What are we offering them – products, services, and/or resources?
  • Do we have the capacity to meet and exceed their expectations? If not, how can we get where we need to be?

As Selander points out, exceptional customer service leads to increased retention, improved graduation rates, a positive reputation for the institution, and more fulfilling work for staff. How can you create and maintain a positive service culture in your team?

Dee Anne Bonebright

 

 

Actually, they are customers

“They are my patients, not customers. We aren’t a Target store!”

I heard that comment, or some variation, hundreds of times when I was working in health care. Physicians, nurses, providers, technicians, clinic staff all went into their roles to help people and thinking of their patients as “mere” customers was hard. Yet when we actually talked to our patients and asked them what was important in their health care they highlighted issues like:

  • timeliness
  • later office hours
  • making it easier to get a hold of you
  • clear and easy to understand information
  • friendliness
  • clear billing statements

They assumed we were good medical practitioners and wanted us to be better service providers. Leaders in higher education face the same issue. Students and their families count on us to provide a high quality education but what determines their loyalty and engagement with our schools is how they are treated day-to-day in all of their interactions with us. Certainly in the classroom, but also online, on the phone, through the mail and in person at the registrar, the advising office, the dorm, the student center, the billing office, the gym, the library, and on and on. We need to show we care and understand what is important to them.

Adam Toperek, in his book Be Your Customer’s Hero, describes “Seven Service Triggers” that you can use to examine your interactions with students, or any other customers, to identify where improvements are needed.

  1. Being ignored.
  2. Being abandoned.
  3. Being hassled.
  4. Being faced with incompetence.
  5. Being shuffled.
  6. Being powerless.
  7. Being disrespected.

Making a difference with the education and the service we provide can make us all heroes!

Todd Thorsgaard

What’s stopping you?

What’s stopping you from delivering excellent customer service? Is it long-held assumptions about your customers? Resistance to changing how you’ve always done something? Is it tied up with your organizational culture? Or something else?

In a revealing survey of higher education professionals from 79 institutions, Academic Impressions found that respondents did not give their institutions outstanding grades in customer service to students. That may or may not surprise you. Here are the common challenges they found that stop colleges and universities from delivering excellent customer service:

  • Faculty and staff don’t see customer service as necessary
  • Effective customer service training is not provided
  • Uncertainty or inability to audit their current service and identify bottlenecks/gaps

Authors of the study showcase various institution’s approaches to auditing and improving their services in enrollment, academic advising and student support services. For example, to begin identifying academic policies and procedures that impede student success, they recommend three key steps:

  1. Review student complaints as opportunities to identify and correct outdated policies or procedures, recognizing that recurring complaints may point toward a systemic issue.
  2. Survey students to help prioritize where you need to focus.
  3. Audit your academic policies for some of the most common inefficiencies.

In addition to addressing gaps/bottlenecks in service to students, it’s important to address our long-held beliefs and assumptions about students and how we do our work. As Rich Weems, AVP for Enrollment at Southern Oregon University says, “We need to stop thinking about service to the student as an interruption to our work. Service to the student is why we’re there. Your #1 priority is taking care of the student. Drill that in.”

Anita Rios

 

Serving each other

This week I am helping to host a group of students who are visiting from Thailand. They want to learn about US culture and practice their English skills.

I invited the students to visit my office in St. Paul. When I put out a call to my colleagues, several people stepped forward to give office tours. One of our administrative assistants put together bags of Minnesota State branded items for them to take home. Other people stopped to give a friendly welcome. The students had a great time.

Even though it wasn’t directly related to anyone’s job duties, I knew that I could count on my co-workers. We have created the sort of collaborative climate where we value providing good service to each other. Whether it’s an above-and-beyond event, or routine tasks like providing data or supporting someone’s project, we want to help each other succeed.

Our HR leadership team has worked hard to create this climate. They hold us accountable for collaboration and encourage cross-unit activities. Another practical thing that helps is our collaborative office space. We had an opportunity a couple of years ago to re-arrange the office and included a community gathering space. Rather than enter into a maze of cubicles, staff and visitors enter into a space with tables and a white board. Fairly often someone will bring in treats or start some sort of discussion on the board. A few months ago someone brought in several flavors of Oreo cookies and a pitcher of milk. We all voted on our favorite flavor. (The traditional cookies won.)

The gathering space is a fairly simple idea and it has made a difference in building a unified team across divisions. And knowing our colleagues better has helped us provide better service to each other. What have you done to promote collaboration among your team?

Dee Anne Bonebright