It is that time of year – time for reflection on many levels, not least in the form of … Performance Assessments. These two words elicit all kinds of emotions in managers and their teams. If we want those emotions to include curiosity, discovery, courage, appreciation, compassion, inspiration, pride, and respect, how might we structure these annual opportunities to help them achieve this and produce real learning about not only the individual’s, but also the team’s work?
We have tried a couple of different things over the last two years to build on the traditional process that each team member follows which includes, a) filling in her/his own Performance Assessment form, b) discussing it individually in a meeting with the line manager, c) making any tweaks, and then, d) submitting it. This year we decided to experiment with a way to run these to see if we could get into some even deeper learning both for the individuals and the team.
We all started by filling in our forms individually, then we took a 2 hour time block and structured it like this:
- (60 min) Assessment Form Carousel: The team is seated together around a table, each with their own completed Assessment Form and a different colour pen or marker. To start, every member passes his/her form to the left. The new recipient reads the form through and in their own colour marker, makes comments, asks questions, fills in gaps, adds examples, challenges points/marks (whether they think they are too high or too low), etc. After 5-7 minutes (depending on how long the form is), every one passes this form again to the left. The process is repeated with people adding, commenting, etc. as it goes around he group. The Carousel continues until each person gets back their own Assessment Form. The group takes a few minutes to read through the many coloured comments. Then there is about 10 minutes of open discussion, questions, and so on about what people read and are noticing.
- (60 min) 360 Degree Inquiry: The Carousel provides a good reminder for everyone about what people’s goals and achievements were for the year. In this next stage of the Assessment, each person gets to ask for some additional personalised feedback of their choice. To begin, every person thinks about one question on which he/she would like to ask the group for feedback (2 minutes). Then a volunteer goes first and asks his/her question to the group. Again the group can reflect for a moment, and then when they are ready give their responses in random order, with a total of about 5-7 minutes of comments. During the feedback, the person receiving it should listen, take some notes (because you simply do not remember what people said afterwards, or you vastly reframe/paraphrase it), and don’t enter into a discussion at that point. If after everyone has given their feedback the receiver wants to make a few comments they can do so. Then you move to the next person, and next, until each team member has received the feedback from everyone on the question of their choice.
- Revision: The final step for each individual is to look again at their Performance Assessment form, and consider how it might be changed to reflect some of this learning, then it goes to the line manager in a 1:1 for final discussion and sign-off.
It is worth mentioning that allowing people to ask their own question is a great way to create a challenge-by-choice environment for people to participate in such an exercise. The Carousel will have given general feedback on the annual personal goals; the 360 degree question however, allows people to focus their inquiry on a particular project or some behaviour they have been working on. They can choose to explore with the group some areas of improvement, or to ask only for warm fuzzies, affirmations – whatever people want at that moment. My question for example was, “If I could work on 1 or 2 areas for improvement as a manager next year, what would they be from your perspective?” I held my breath. And then as expected from my team I got some incredibly considered, thoughtful and useful responses. Even surprising. And they were appreciative, honest and meant with good will and good intent – I could tell – and I really valued what, in the hustle of an office environment, may often be a very rare opportunity for this kind of sharing.
In retrospect, there were a few other things I found might be useful to consider when using such a process, largely related to the overall context:
1) Timing is important – these things take time and rushing can affect the atmosphere and dynamic. Timing is also important vis-a-vis when people are leaving for holidays, and other events around this the group unforming. It is always an intense experience to give and receive feedback, and it needs some individual time for assimilation of the information and respite time, followed by some community time afterwards for re-entry into the normally less intimate workplace environment. So early in the day, rather than late in the day seemed to be better, so people don’t leave straight away, but have the chance to talk further, even 1:1 as they consider and think about how to apply what they heard.
2) Venue is important. We started our feedback in our office around a round table. We put a sign on our door that basically said “Team Performance Assessment in Progress – see you later”. We were uninterrupted at that point. However, we then went out to a team lunch and continued the final 360 degrees at lunch, and it was not as easy to recreate the familiar, gentle atmosphere we had had in our own office. Continuity and calm are good for this kind of reflection.
3) Intentions are important. Performance Assessments can provide a valuable tool for team, as well as individual learning, when there is the genuine intention of being helpful and caring and when the focus is on giving feedback as a gift.
Last week in our Beyond Facilitation course we ended with a thoughtful quote from Moms Mabely, “If you always do what you always did, you will always get what you always got.” I guess this is true for both individuals and teams. Performance Assessments can help us think about what we might do differently.