Whenever I discuss performance management with our clients I always highlight the importance of clear expectations and continual communication. I truly believe that managing performance is about ‘touch points’, and by this I mean finding as many opportunities as possible to connect (or touch) employees. Recently, during a workshop on Performance Management, I relayed the story written below to a group of managers and was told by the group that this was an excellent example of the challenges any managers face.
This past year I taught an International Business class in both Term 1 (September) and Term 2 (January) at the Edwards School of Business. The class involved having the students work in groups to conduct an actual feasibility study for international expansion for a real company. The students had to interview executives from a real company and then research five potential countries for the company to consider for foreign direct investment. The paper also had to include a justified recommendation and implementation plan. The papers in the class were between 30 to 50 pages long and required a lot of work and insight by the students.
In the first term, being new to teaching this class, I set up the class with the same structure as my other classes. Students had to work on their projects and consult me if they needed any help. The first challenge I had was in assisting students to understand the actual structure for the paper because it was very different from a regular paper. I struggled through this process continually trying new techniques to make the structure accessible. Assisting students to find a company willing to take part was also a great challenge. Although the class was very successful, I always felt that I was continually putting out daily fires such as a company dropping out at the last minute. Like most managers I was too busy dealing with these fires to deliver the level of work I wanted to.
The second term I decided to try a new approach. Instead of telling students they could contact me for assistance I set up a meeting schedule with each group. Each group had to meet with me privately for a one hour strategy session in which I would assist the group with forming a plan and field any questions. There were also schedule check points where groups had to inform me of progress. Groups were also encouraged to contact me for a private meeting at any time for any issue. Immediately after the one hour meetings I noticed that students were more willing to contact me with questions and ask for advice than in the first term. The one hour strategy session had not only helped the students plan but also created a relationship between us where students were not intimidated to ask questions.
The term passed easily with very few fires to put out. Even though I had scheduled twenty one hour meetings with each group I had more time during the term then I did in the first term to assist students. When there was a problem I noticed that I was able to give the problem my complete attention and was able to engage all group members in the solution.
In the end the papers very high quality with fewer low scoring papers then the first term. I also noticed more goodwill among team members. In the first term some students had complained about the work load and the size of the project. In the second term I did not receive any complaints.
The difference between the two terms highlights the need for a sound Performance Management process that involves more than just a Performance Review meeting at the end of the year. A system is needed to ensure that employees and managers connect continually throughout the year and that employees understand they can ask questions at any time. The system needs to allow for informal contact as well as formal contact. Lastly, if the system can be put in place successfully managers will have more time to manage and spend less time putting out fires.
