After African sharing those expectations around our time together. So for our purposes, effective performance conversations. While they might, that might sound overwhelming to think about what is it? What is a performance conversation really at the heart of a performance conversation, you are going to be discussing expectations, talking about and defining success in a way that both parties can agree on what success looks like. They walk away with understanding, they walk away with agreement. And I see those of you that are taking notes know that we're also going to be giving you the slide deck. So you can take notes in terms of what is complimentary learning to you or complimentary resources. But you don't have to write down what you see on the slide deck, you'll get that. But those, those effective performance management conversations, First we have to start by setting expectations. Then we have to work on clarifying what success looks like, making sure that we both understand that and both agree on what success looks like, right? And the way we do that, we're going to talk a little bit through, through this process. But we do that by saying to someone, tell me what success looks like for you. If this is the objective, what does success look like for you? We don't do that by saying, are we in agreement or we do we have an understanding anytime we use those closed-ended questions, those yes or no questions, we're missing an opportunity to ascertain if somebody really understands what's there. Instead, we want to we want to give them those open-ended questions and say, tell me what the deadline looks for you or tell me what success looks for you, looks like for you, or with this expectation. How do you see yourself succeeding? What barriers do you see to your success? That's how we check for understanding and that's how we can help to identify any confusion that folks have. And then as we start that, once we've set that expectation, those ongoing performance conversations, whether their monthly, whether they're weakly whether they're every other week, every other month, but just ongoing and frequent performance conversations. They allow us to, to define or to identify a gap, performance gaps that might be happening. And they allow us to identify them in the moment so that we're hopefully not waiting months and months and months to address that situation, but instead we're we're doing it in the moment. They also allow us to affirm when performance exceeds expectations and reward people appropriately. And that reward might be a thank you. It might be a great job. It doesn't have to. We're not necessarily talking about financial rewards, were talking about tapping into what motivates that person individually and figuring out how to connect with them. But when we can do that in the moment, we know that we see spikes and engagement. We know that we see spikes and retention. And I don't know about you all, but there's not a team I'm working with you isn't feeling burden right now of the great resignation. Who isn't feeling the burden of being understaffed, who isn't feeling the burden of feeling burned out and tired. And oftentimes these kind of conversations, helping people understand what's expected of them. Helping people know the pathway forward to success and checking in with them regularly can help us mitigate the risk of people leaving our organization. It can help us retain our great talent and it helps us be able to keep records when we need to talk about, you know, kind of what's next in that person's career. Whether it's you, emotion, whether it's arrays, whether it's needing to talk about performance improvement, right? We have data to be able to go back to and not have to, to rely solely on what we think. We actually can rely on what we know because we have those records of those conversations and we can refer back to them. So when we're talking performance management, this is what we're talking about. Rolled up into those will also be though semiannual and annual conversations are those touch points, those more formalized processes that'll still be rolled up in here. But we're really talking about those ongoing performance conversation. So just, you know, kind of process that and keep that in mind as we move forward. This is what we're talking about today. We know great managers and I'm going to use that just interchangeably. Great leaders. What do great leaders do? We know that great leaders, leaders communicate richly. We know that they base performance management unclear goals. And we know that they focus on strengths over weaknesses. They help people thrive in a space and give them an opportunity to demonstrate their strengths. Now that does not mean that there aren't going to be moments where someone might have to tap into an area that's not their strength because that's part of their job. But again, affect great leaders. Help people figure out how to do that. They make it safe to discuss barriers. They make it safe to discuss challenges. And I make it safe to discuss areas of weakness so that they can help proactively plan through that space, not or even around that space if they need to, and not reactively address the weakness because of an error or MSE performance or a misalignment with with the expectation. So a lot of this is about being proactive. We're going to do our first breakout room. And in the breakout room and what you all to talk about for you and your teams, specifically the team that you lead. What does communicate richly mean? What does it look like an action if I say to you that I have an expectation or that the university has an expectation that leaders communicate richly. What does that actually look like an action? So I'm going to give you five minutes in there in that that Breakout room and we're going to mix them up as we as we process through today, we're going to mix up the breakout rooms, give you chance to talk to different leaders across the university system. And your prompt is what is communicate richly mean for you and your team? What does it look like an action for you and your team? And you should have your invitations now for you and your teams. Okay. I'll go ahead and start fatigue for breakout room 1. I think we were in it looks like Greek richly communicating. Looks like it's off that it's personable. It's allows you to be able to build trust and, and you have transparency with that communication. Also is a communication that's often, and sometimes it's in formal. It can be formal and informal. And then we end in that conversation. There's talk as, as your, as people are evolving, you're listening, you're treating everyone in the conversation as subject matter experts. And you're valuing their their contribution to the conversation. So it's a two-way conversation, not just you talking to the team members that are web assign your group. And so, and then there's follow through with that communication so you hear what they say and then you're going to respond back to the appropriate the appropriate information with that, to let them know that you listen to them. They're worthy. I love that, I love, I love the mention of communicating richly, being able to help build trust. We know that when people just hear the word performance, the words performance management or performance conversations or one-on-one, that people can feel anxious or they can feel uncomfortable. But if there's already trust there, right? If you've been doing this work all along and now you're just kind of formalize and you're giving them their platform, their space, they're dedicated time. That trust goes so far, especially when we have to have difficult conversations or when we have to have corrective conversations, or also when people just need to say I need help. I know I've had recently just start talking to my supervisor more directly about workload and balance and the world that we're in right now. And because I have trust with her, I had no problem having that conversation and no problem approaching that. But I can imagine if I didn't have trust how that would feel, right, it would feel very different. And I love that two-way approach to communication. And I also really love that you all brought out the concept of everybody being an expert in their space and respecting them and giving them that and communicating with that with them in that way, that becomes really powerful and people actually wanting to also communicate with you and spend time with you and talk through processes with you or talk through their content with you. That those were some really great discussions that you hadn't group one. So thank you for sharing. Any other group want to share what they talked about? I can jump in. I think you think we were group three, if I okay. So we talked about that the mode of communication can vary. Sometimes it's face-to-face, sometimes it's walking in the hall, sometimes it's on the phone via e-mail. But just so that the that two-way communication is your accessible and your employees are accessible and there's that, you know, they don't have to make an appointment necessarily to talk to you, that it can be an informal informal thing when when it can be, but there's also can be formal when it means to me as well. Yeah, I love that balance between I think that informal and formal. I used to have a supervisor that was apprehended and say, Hey, do you want to go for a walk? We both needed to get out of our space. We both need to go for a walk. And that's where we had our best brainstorming meetings. That's where we would really talk through problematic issues and problematic concerns. I think the big thing is if you're doing that as part of a performance conversation is just make coming back and making sure that you are jotting it down somewhere, right, that we have it. But that balance is so important because sometimes people just need to chat, right? They need to, they just need to connect. And communicating richly isn't always about a purpose other than just to connect, to build rapport, to build trust, to build a collaborative environment. And sometimes that the best work they're happens in our informal spaces. That happens by the water cooler happens. There's a great TED Talk about accompany that remove wouldn't allow staff to have anything but water at their desk. Because they had this really great in terms of what to drink. Because they have this really great space that they wanted people to go to and get a cup of coffee, get a cup of tea, Get, get a soda and sit down and talk to one another. And they were talking about how they saw spikes and engagement and they saw spikes and trust and makes little spikes and retention because people were connecting. And for them communication was about connecting badges that, that was really interesting. So thank you, Group 3 for those, those thoughts. Any other thoughts? Let's hear, Yeah, To nice shared in our group. Brandy mentioned communicating frequently and also talking about the why. And that is great. Yeah, we can connect an anchor to that. Why that's so powerful, right? It's not just about, I need you to do this, but here's why we need to do desert. Here's why this is a challenger. Here's why we're having this conversation and that's such a powerful piece. What we just did there was clarify expectations. So in your time together, the reason we had that conversation about communicating richly and we saw all just from the feedback that we got here that many people saw. There were some, there was some overlap, there was some commonality and how we also communicating richly, but there were also some Divergent points. And had we not taken the time to to talk about that, then we wouldn't have that opportunity to kind of identify how people view it and maybe where there's mismatches. So what what we just did is what you would do with with staff or what you would do, especially around areas like competencies, Right? When you're talking about, I want excellent customer service. Well, what does that Dorothy, I'm going to pick on you just because I see your department in your title which says Enrollment Management. So what does great customer service look like an enrollment management? It might look different than it does an HR or it might look different than it does in advising. It might, there might be some commonalities, but there may be some differences. We really want to work to clarify that and to have those conversations just like we just did. And you can see it took five minutes, but it gave us a launching point to say, wow, maybe I didn't see that, that Dorothy and group one communicating richly is about building trust. And I didn't even think about that. And so I might have to change the way that I communicate with y'all. Because it's really about building trust and I need to be mindful of following through on what I say. My word is not. I say I'm gonna do this, I'm going to do it. And so I really appreciate how, how it is actually easy to build these conversations into our time. The key is that we have to be intentional about it. We have to look through the expectations that we have for folks and we have to say certain area here where there could be a mismatch there, an area here where somebody might view that differently than I do. We need to have a check, we need to have a conversation about that. We need to have a conversation on what are your strengths, right, as leaders, how many of us can identify? I'm going to go back to that slide, but how many of us can readily identify the strengths of our employees and be able to match their work to their strengths or at least give them opportunities to operationalize their strengths. I know I just took my voice or veg a day and there was a question in their words. I don't remember the time frame, but it was something about I get to extra that I get to I get a chance every day to exercise my strengths or something like that or to do something that good for me, something like that. And I can answer at only because my supervisor knows my strengths and gives me those opportunities to flourish. But we had to have had that conversation first, some of its observation, but some of this conversation. So just thinking about the intentional ways, again, formally or informally, that we go about setting those expectations and having those conversations because we have to intentionally build that time into our day with our staff. And I note, here's some data points that we know around expectations. Setting clear expectations, maybe the most foundational element, element in employee expectation setting. Only about 50 percent of employees strongly indicate that they know what's expected of them. How can you achieve success if you don't know what's expected of you. And we have across the board 50 percent of and this isn't specific to IU, this is specific to just Gallup data in general, globally speaking, but only 50 percent of employees strongly indicate that they know what's expected of them. When managers help set performance goals, employee engagement is about 69%. When managers do not help set performance goals, 53 percent of employees are disengaged. So we know that employ setting employee expectations is critical to retention, it's critical to engagement, but it's also critical to success. I can achieve expensive, I don't know what's expected of me. And I can't have performance conversations to person with someone if they don't know what's expected of me. So now the question is kind of how did we do that? How do we go about setting those expectations? If you've taken my boys there I've ever seen at the very first question is I know what's expected of me. And there are three areas that we're looking at in terms of expectations. Functional, the roles, tasks, responsibilities, and metrics. If we're having performance conversations at all. It's typically happening in that functional area where, you know what is expected of us, what am I, what am I? Performance indicators, you might, your key performance indicators are metrics. When I worked for Girl Scouts, it was how many people we recruited, how many people were paying, how many people, you know, those metrics we talked about how many recruitment events we had. And then we have emotional, the expectations of the working environment and the organization. And then relational, which is the team's collective expectations and the expectations of one another and how they interact with one another. Often those emotional and those relational, we relegate to implicit expectations. They'll figure it out over top. I'll figure it out over time. The more time they worked with us, the more they'll figure it out. Often those relational and those emotional expectations are where we see the greatest mismatch. The most significant performance challenges and the most amount of conflict, because people don't just figure it out. We have to articulate that. We have to bring the implicit to the explicit. Alright, we have to be direct around that. So what I want you to do now we're going to do one more breakout room here. And between these areas, functional, emotional, relational. I want you to pick one of them. I don't care which one. Functional, emotional, relational. So I'll give everybody a minute here to pick which one they want to do. And I want you in your breakout group to discuss what an expectation would look like in that area? Different depending on the nature of the position. However, they should all be, have some kind of time constraint to them or some kind of time-bound element to them. And also really love how you all shared their supplies or equipment or, or something that they need. There's a mechanism for capturing that information. Because often our jobs as supervisors is to remove the barriers to success that one might have. Or if there's an impediment standing in our way, then it's to create a space through these one-on-one, through our conversations, through our systems to capture that information and either provide a solution, co-create, or explore solutions, or start to problem-solve, right? Worried you're going to do that together. We're going to have a mechanism for doing that. We're going to be able to order the materials. But your all of your functional expectations are Tombow provides a mechanism for capturing information that might be a challenge or a barrier supplies that they might need as well is my guess is just from what you shared, what does a good job actually look like? Right? If I'm going to pick on myself right now, yeah, I'm in my home office. And if I were to say to me, Tiffany, have you done a good job cleaning up your office? Ya'll I have not. Fortunately, you just see from here to here, you don't see the space around it, but I'm going to want somebody to say to me, Tiffany, a good job of cleaning up your office looks like this. So that if I pop in, I know if a partner has popped in, a collaborator has popped in there automatically going to see a clean opposite and it's going to be universal across the system. It's not just going to be what Tiffany does versus what Denise does versus what am Jante does versus what Caroline said. A clean office is a clean office, right? And so we really want to make sure that we also define what does good look like. So when somebody out there by themselves, they can check that. I heard somebody talking. Yeah. To add on to that a little bit. We've even ultimately everything we do here, we got it. We have who struggles with the beginning here. So we took what we listen to that we're saying we brought them all in and they've created these workflows. Yeah. So they had their input and it was really nice. Yeah, I love that co-creating, right? If I want to hear from the people that have to do it every day, I might have the expectation of what good looks like but awesome. Need to hear from the people that do it every day. Actually know what that looks like an action to know what the steps are to get to good. We have to talk about those things. I can't just artificially oppose that, right? I know what the end result needs to look like that they go back to what Dorothy said. They is, the subject matter experts are going to be the ones that are able to tell us how that's actually accomplish. But we're not going to know that we don't sit down and chat with them. So thank you all for sharing that. Did anybody come up with what around emotional or relational? Yes, we did. Thank you, Chairman. Group three. We actually discussed all three, but particularly relational and how we need to build relationships, gain trust, feels comfortable around us and talking to us and discussing the issues. And also with that, the emotional aspects and being able to perceive others emotions and how to manage that in our relationships to success. So what we've done, what you're all just did there clearly in like four minutes of time was outlined the end results that we want to see. We want to see good relationships, we want to see trust, we want to see, you know, emotional intelligence. We want to see those things on our team. If we're setting them from an expectations perspective, we want to think about the behaviors that go into that team. What does trust mean to us? What does it look like an action? How do you build trust? How did you lose trust? How do I value weight trust? And that's where those emotional and relational ones can get complicated because they really are implicit, were oftentimes talking about nebulous concepts. And if we don't take the time to kinda codified that which is nebuliser. If we don't take the time to put structure around what's nebulous. We aren't giving people a pathway to success. We're saying emotional intelligence is important. What is emotional intelligence? Me? What's it look like? I know what it means. But if I were to pick somebody else, I'm gonna call them and have very different definitions. And so those great goals. Now let's talk about what goes into those. Elizabeth, I saw you unmuted yourself. Yeah. I was going to say for for troughs, professionalism. Those types of areas. The analogy I like to use is we all have a bank account and our behaviors either make a deposit that's in the positive or withdraw that's a negative. And some of those behaviors are bigger. Like you take out $50 thousand versus, you know, a $100. Some of them last longer and some of them are short-term. But it's this bank of transactions that you have on a daily basis. It's not a fixed thing, right? So you can make up from a mistake, you know, you can gain that trust back, but it's this bank of habits or with transactions that you have that are to the positive or the negative. Yeah, I like that analogy. I think that that's a helpful way for people to think about it. And when you were talking about those deposits, expectations explore what those deposits, All right, expert, good expectation setting. And just completely lost the word deficits. But it talks about what deductions if we're talking that I couldn't get to work, but it talks about the deduct. What does a deduction look like for RT? You will lose trust if you don't follow through on what you said you would do or if you don't communicate proactively with me when you anticipate not being able to meet that deadline, That's how you're going to lose trustworthy. But you're going to gain trust by doing ABC. And good expectation setting has those conversations. So we don't just say to someone, I'm going to go MS. Outbox your Elizabeth away from that analogy is it's not a fixed thing. Yeah, you're not always going to be on this or pro that. It's yes, it's you know, you, you, it's every day. We make mistakes. We can fix those mistakes and improve lessons learned by making corrections. And I think that's the, yeah, that's how I use that. I think that's a great example. And I also think that, think that highlights the fluidity of expectation setting. You might set expectations at the beginning of this process and you think their sentence down and then something happens behaviors. And so our expectation conversations need to revisit that. So I'm going to, for instance, this March okay. January of 2019. Y'all. I had one set of expectations. April of 2019. I had a totally different set of expectations because COVID came in and everything that was in like Q4 of the year, which for us was taking our catalog online. That immediately became priority numero uno, that got moved to the key or quarter one. And everything that was in quarter one that we thought was critically important, that moved later down the channel. We had to revisit our expectations. So I think Elizabeth, to that point, It's not always going to be set in stone. Things are going to move, things are going to be in flux. The key is, do we revisit it? Do we make sure that if something has changed, we've we've addressed it. And I think RS Perl, I don't know your first name, but I see that you've unmuted yourself. Really. What trust is not only at work these days with social media and all those things, what your product does it work if you don't believe in it, if you don't follow it all the time, it'll come out, you'll get called on it by social media, whatever that image. Yeah. Yeah. Thank you for sharing that because it does. We are we are living in a 24 7 world. And there's a lot that goes with that where, where we as leaders are accessible and a lot of ways and if something is important to us and especially around trust and we espouse that as important. We want to talk about how we live that and daily and also just as leaders, how we lead authentically by being who we are and not being who we think others want us to be as leaders, but who, how do I show up as me every day as a leader now becomes really important and having that conversation as well with your folks when you're talking about expectations. Here's who I am as a leader. Here's what matters to me as a leader. Who are you as a, as a as an employee and what matters to you as an employee, having those conversations and that relational and emotional space helps build those stronger relationships. So I'm going to transition to our slides again and just giving you some kind of best of best practices checklists, if you will, for what a good expectation should have in it. They should be developed collaboratively and co-create it. And I think Elizabeth, you talked about that. The the team and what that has five people sitting in the room together that you all talks about that. But really co-creating them, having people be involved in it, having, you know, taking the process and sending it back to the people who were responsible for implementing it and getting their feedback. So don't let developed collaboratively in co-created, articulated click clearly where both parties understand it. And again, when we check for understanding, we do it with open-ended questions. What does success look like for you? What barriers do you see? What challenges do you see? We're doing it with those open-ended question. We are aiming it at Excellence for the position, not the person. For the position, not the person. People will have different levels of skills and different levels of strengths. When we're setting expectations, we're setting them for the position, not the person. So that way if there's somebody who's excelling, we're not setting an artificially high goal for the next person who comes in. And if there's somebody who's underperforming, we're not setting an artificial, an artificial level for the next person who comes in or for the peers. That are doing that job as well. We set our expectations for the position, and then we manage the person. We manage the performance of the person. Either they're meeting expectations or exceeding expectations. But we make sure that our expectations are aligned to the position. The position expectations. We individualize than two strengths. And so that may be, and that might seem counterintuitive. How do you aim for excellence in the position, but then individualize it to straits. In that where you individualize it to strengths is giving people the opportunity to demonstrate how they thrive. If Matt, for example, one of the position requirements that we have is around doing or expectations that we have as a department is around service excellence as it relates to client relationships. I am pretty successful in a virtual space. And so my supervisor and I talked about where can I thrive in terms of virtual learning and virtual development? Still meeting that core objective of building effective client relationships. But I was able to build a strengths by doing some work in the virtual space. So kinda, that's the way that we're able to differentiate performance expectations for the position individualized districts and then developed to support areas of improvement. You are able to clearly highlight, for example, when you were talking about your workflow, if somebody doesn't meet that deadline, that gives you instant feedback. Instead, data that you can use to have a performance conversation, to say you're not meeting the deadlines, you're not meeting the expectations. When Elizabeth was sharing about behaviors that are deductions from the trust bucket, she's able to highlight these repeated behaviors are problematic to building trust. How are we going to be able, how are we going to address that? So that's a checklist that you can use for building, for building effective expectations. Again, we already talks about just doing some quick checking for understanding. Do Performance Standards align with the strategic vision and or the strategic plan of your unit? Are they going to help move the organization forward? Is the employee able to define what success looks like if they're not, those aren't great expectations. We need to go back and revisit them. Are they realistic for the position? Can most people accomplish them? Now I'm going to give the example when I worked for Girl Scouts, we had sudden, we have very high recruitment goals, very high recruitment goals. And sometimes honestly they just weren't realistic. They weren't realistic for the environment, for the resources for being understaffed. They weren't realistic. And what it did was create a space where people felt really disenchanted. They felt really disengaged from the space. They showed up every day. They try their hardest and they just no matter what they did, They weren't going to meet that goal. That lasted for about a year before people started to think, I can't go forward like this. So we want to make sure that they're realistic for the position and the resources that they have, or any constraints that may be happening and are explicit and implicit expectations clearly articulated. If we have areas in there, we're, we just expect them to figure it out over the next year, over the next six months. That's not clearly articulate it. We want to clearly articulate what we expect them to just figure out and just jump. Do not assume Confirmation. Ask those questions, have that dialogue. Don't make assumptions. So now we've set the expectations. Ya'll, we've set the expectations. We've had that initial performance conversation where we set expectations with clarified what success looks like we have mutual agreement on that. And now the question is now what the, now what is we need to track performance to those expectations? We need to have conversations about performance related to those expectations. And so the way that we do that is having those one on ones. And the way that we do that is giving performance feedback in a one-on-one setting. Whether whether you doing it virtually, whether you're doing it by checking their work order, whether you're doing it face-to-face, but giving and having those ongoing performance conversations as they relate back to those expectations. And so where we are now, you should see my slide that says feedback should be what is, what is good feedback going to look like as it relates back to those performance expectations? Good, powerful, high impact feedback conversations have the following elements involved. The most important element is that you are coming from a, an intention of helping the employee grow. We're not trying to trap anybody. We're not trying to get anybody in trouble. We're not trying to use this as data, right? We're using it. We're coming from the intention of helping the employee grow. What rather than showing that one is wrong, we're hoping to show that the employee and giving feedback so that the employee can grow and get better. Key to success in this area. Because as the leader or the giver of the feedback, reflect on what you hope to accomplish and what impact you want to have on the employee before you go into the employee, the feedback conversation, before your one-on-one, review those expectations, check out your data. Also requires openness on the part of the feedback receiver, the person getting the feedback there has to be openness there. And we're going to do a little conversation here in a minute about that, but it's also about inviting and creating a feedback conversation that is problem-solving oriented. As opposed to telling, I've identified a gap. What's going on there? How do we close that gap? What does that look like? Not I've identified a gap. You need to fix it. Here's how you fix it. Let me check in with me when that's done. It's instead inviting people to a problem-solving conversation. So that part to me is pretty straightforward. The one where I can kind of struggle is as a leader, how do I create openness on the part of the feedback receiver? How do I control the feedback receiver? How do I create a space where there's openness to that? So this one we won't do in a breakout room. This one we'll just do what our large group here, but how do you all think you go about creating a space where there's openness to receive feedback. What does that look like an action? And you ask more questions than you or yeah, you absolutely ask questions and not give orders. If we're looking at a ratio, I'm going to say All to nothing. If I have to all asking questions, No giving orders. And even if it's a directive, Randy writes, sometimes we have to say, okay, the next steps need to look like this. There's a way to do that, that still creates value for the parse it. There's a way to do that That's not feeling autocratic. Where the person is, just knows that they're going to come in and be told what to do and they don't want to participate in that. So that's a great, that's a great tangible practice. If you find yourself telling more than asking, you need to flip yours. You need to flip the script, right? You need to figure out how you can, how your ratio was. More questions, more seeking to understand, less telling. So thank you for that very tangible practice. What else do I can? Yeah, think about going back to your first question about the rich communication. What does richly communication look like? So if we start there, then I think we've already created that environment where people feel comfortable in sharing. Yeah, if we're treating them like the experts that they are at, we're building trust. If we're thinking about our deposits in our, with our deposits in our withdrawals and how those play out every day. If we're giving feedback, an ongoing kind of micro ways and we're not just waiting for that moment in time to have those difficult conversations. All those go a long way of creating openness. Any other things you guys can think about or practices you can think about? Well, that happens regularly. It's just something that happens periodically. They have resolved the time. Yeah. It happens all the time. Good and bad mark like right, good and bad. What you do when you do a great job. I'm telling you that I'm not just talking to you when I have performance feedback that's going to help you get better. I'm talking to you all the top. So you don't I used to have a supervisor, ya'll, that would say the words, I have feedback for you or I have some feedback for you. And it was only ever win something needed to improve. Only in it frequent either because I'm not I think I'm pretty good at what I do. I try hard. We meet expectations, but there's definitely times where there's misalignment. But I used to dread to your forte, mark, I used to dread when she would say the words to me, I have some feedback for you because I was like Here, Here we go, right here we go. She's going to share some things with me. Now, tell me her thoughts on it, but she's not going to we're not going to have a discussion about it and it's not regular. I'm not getting any of the good stuff. I'm not getting any of the great jobs, I'm just getting the, the areas of improvement. So people are really going to start to dread you if the only time they see you is what you need to improve or if that be back's not regular and ongoing, right? When it's not helpful to them is growing. So thank you for sharing that line here. That piece that creating an open space where the feedback or the person wants to receive feedback for them, maybe not wants to, but as open to, it requires some real intentionality. It requires us to think about how our behaviors impact the people around us. And how are we building systems to have those conversations? It takes real intentionality. And one of the things I do with every person that I give feet or that I ever supervised is one of the conversations we have when we have expectation setting is, how do you want to receive feedback? What mechanism do you want to receive? Do you want it face-to-face? Do you want it over the phone? Do you want it in the moment you wanted at the end of the week, do you want I have to deliver negative feedback? Do you want a break? After I received the feedback and before we discuss what that means, do you need some time to process that and think about it and then we can come back together. I have that conversation with every single person I supervise so that I can follow what's best for them. I'm still do and the work y'all, I'm still have in the performance conversations. I'm still capturing the information. I'm just doing it in a way where they feel safe. And I know they feel safe because I've checked in with them to ask them how they want to receive it. So just think about those practices for yourselves and I'm sure we're all doing this work daily. And there's a lot of great suggestions here and a lot of great strategies. It's, it's, for me, it's really committing to it. Not getting lost in my day-to-day, not getting lost in all the things that are happening, that I forget to have these conversations or I wait to have these conversations until we both have to have the time or the inclination. Sometimes those things just aren't going to align and we still need to have those conversations. So just thinking about what that looks like for you. So this is what great feedback should be. It's coming from a place of good intent. It's coming from a place of wanting the person to grow. You are creating a space where the person has an openness to receive feedback. Where we have an openness to receive feedback. People in one-on-one conversations are sometimes, and I have feedback for us about how we're leading them and it's not helping them. So we also have to be open to receiving feedback in those conversations and then inviting a conversation. That's problem-solving and not telling, as Randy said it, it's questions, not giving orders. There's two ways to look at feedback. And this really goes back to a lot of what Randy just that he just said it much more directly than than than the says. But there's restrictive which is the giving orders. It's a narrow either or frozen, frozen approach to giving feedback. You as the giver of the feedback picture, you pick the relevant events, are the relevant data. You decide on what information you're going to discuss. You define a solution and you do all of this before you even talk to the person. You have the converse eight you think of. Okay, these are the data points I'm going to pick out. This is what must be happening there. Here's what I think the solution is and we're all going to sit down, I'm going to tell you what to do. And then the converse of that is we have more openly framed conversations which are the asking questions you consider alternative explanations rather than jumping to conclusions. You approach out of curiosity, not out of judgment. It's kind of what happened there. You're approaching the conversation out of curiosity. Tell me more, helped me understand, involved the receiver in the process. And you use questions to open a conversation and create a learning space. You're asking, you're not giving orders. I want to do a little breakout room here, so I'm going to stop sharing in what I want you all in a breakout room to discuss. And what kind of situation would you use a more restrictively framed feedback session? And that's where you, you decide on the data and you decide on the next steps. So in what kind of situation might you use a more restrictively framed approach to giving feedback? And again, that's where you know that you've already looked at the data, you've already determined what's next and you have developed a next step. And I will tell you there are areas where that's appropriate. So it's not a good or bad, it's just matching the mechanism. The need, right? Matching the mechanisms and the mean. So I'm gonna put you in those breakout rooms. This was going to be about five minutes as well. And I will give you that one-minute reminder. And I'm going to keep you in the same rooms that you were in. You should have your invitations now. Or else conversation. What was an area where you think restrictively, having a restrictively framed conversation is most important, is most appropriate or most in line with your expert, with your goal. One of the examples that we discussed was what did something that you've covered several times. And some of the moves kind of general knowledge so to rely on as a group. So why escaping and maintenance and safety gear idolizes GO say divisor was brought up as PB. If you go over that, we've all gone over that. We do the training. We provide the safety glasses a day, if you will. And so there's no excuse for not wearing them or whatever the case may be. So that may be a time for a restrictive disease. Yeah. That's a great whether it's kind of a non-negotiable. And we've had this conversation ad nauseum. You have the tools, you have the resource, those you know better. You're still not doing it, right? That's, that's typically a time or we're going to have a more restrictively French convert. Else is are there any other thoughts you had about that or any discussions that you had about that? Yes, we did. I think and I brought it up that when there are situations where there's like physical contact, conflict between employees, obvious witnesses, and the flagrant violation of the university policy or laws, then I think those should be restricted to the conversation. I don't mess. So again, both have examples or both have moments where they're the most appropriate. However, most of the time we want to take an openly framed approach. We want to ask the questions we want to find out. We want is we want to be able to connect on all of these elements of feedback. But in a way that's conversational, in a way that's collaborative. The key elements of face of Facebook, yeah, I don't even know where I got Facebook. The key elements of feedback, regardless of whether it's restrictive, are open. Or the situation, the behavior, the impact, and the whether or not we're going to change your continued as the act. The situation described the specific situation. If you have a person who's a data analyst, you're not going to say to them, Do you remember that one time and you were looking at data and trying to make a decision about it. They look at data all day, every day. You're going to want to narrow that to Thursday at three when you generated this report. That brings it down to when they know they know what you're actually telling about. You want to be specific. We don't want to speak in generalities. You want to talk about the, the action, the observable behavior, what you saw, you might want to ask questions about that and kinda gather some more information. Yes. Me on-site in all caps that she's yelling at you all know, hating. Now hitting G as the HR person is saying no getting in the workplace. But so if we're talking about the observable behavior was I saw you hit a coworker, right? That's where you did that last Thursday. We're going to be really specific about what we saw in how we saw it in sometimes we may need to say things like I saw this or this was reported to me. Tell me what was going on, tell me what was happening, Give me some feedback or some context for that situation. So you're not saying I saw you do this, don't ever do it again. You're saying, tell me more about that situation here. Here's my data. Tell me more about it. You're going to describe the impact of the behavior or explore the impact of the behavior if you're using more of an openly framed Randi, what is the impact? You might say to them? What what is the impact of not wearing your your safety goggles? Yeah. It's a one in a million or it's a one in 1000, but is that a riskier one I'm going to type. So wear your safety goggles like that. We're going to talk about the impact of that. And then whether or not you want the behaviors to change or continue having a conversation around that and determining and closing that feedback loop and making sure that nothing is left unsaid, that that person walks away again knowing what their pathway to success is. And if they, and this is also applicable if there, if there's good behavior and bad, That's what I mean by the check that the continued I have great feedback. Hey, last week when you did that workshop on this was the convert, keep doing it. That was great work, right? So you may have the good feedback to give people as well. Keeping those one on ones going, giving the feedback, engaging in the conversations, in setting effective expectations help set you up for success for the next stage in the performance management process at IU Northwest. And I'm going to share that here. So for many of us, this may be the first time that you all are seeing and let me on-site and Carolyn are here to help with the questions that you may have, maybe not today, but just overtime cuz you have time to absorb all of this, right? So just sit with it right now. Don't work. Don't necessarily have to have all your questions because we haven't till July, so I'm going to go through each stage. So taking hopefully by net bad January, July 31st, you can have an ongoing meetings and you have resources that you can go back to to codify or to talk about your ongoing meetings. July 31st, 2022, there will be a comprehensive review using a new form. And the form is built in quiet while checks to make it very user-friendly for you. It covers the period from July 1st of 2021 to, to June 30th of 2020 to you. So you will want to think about what their what their expectations was. Work, what performance feedback you're going to want to give them, make sure that they're on the same page as you. And the thing that I'll say about that comprehensive review, nothing. I'm going to say this like if you remember nothing else that I say today, remember two things. Meiotic said No hitting. And remember that I said, if there's anything on a comprehensive review that is a surprise to the individual contributor to the employee. That's a failure on behalf of the supervisor, not the individual contributor. Nothing on a comprehensive review and annual review, a buying, whatever it, nothing should ever be a surprise. People should know what is, what. They should have a good idea of what's going to go on. Now we fast-forward to the same day, but moving forward to the foreshadowing the next year to Tom, expect have an expectation of conversations. This is what the employee and the supervisor and you'll collaborate to determine the coming years expectations and then submit that document as well. Using a Qualtrax electronic for expectations may shift right between a year, they may shift and you may have to update your form. You may have to add an addendum to it. You may just have a set of expectations that when it comes time for your performance review and another year, you can just attach that document or say we've had some different expectations than our first document. Because we do know expectations change. We know that not everybody is going to have the same set of expectations than a year is what they started off with. The goal here is to make sure that you're setting those expectations, you're setting those standards, and then you're having those ongoing conversations. And then in August or just through December of 2020 to you'll have documented conversations. You'll have check-ins with them. You'll use the expectations document to guide the conversation. And you don't need to set that. You don't need to submit those to HR, the ones that you're doing that or just your ongoing conversations. You don't want to sit, you don't have to submit those. If there are performance gaps to address, document the issues and consult your at your HR your campus HR director, consult me on to on that. If there are performance gaps that you need to address, consult document, have your your information and consult me on to our next steps. One of the things that's really important about those August to December conversations. I kept a folder that I was a little bit old school was in a locked document are locked drawer, but I kept a folder on everything good. And everything kind of corrected that anyone said to me about any one of my staff members. So if somebody said to me, you know, my aunties do just a fantastic job on this project. Then I would take that email I printed off and I throw it in that file. And I use that in my one-on-one to be able to go back to kinda real data points and real dataset. So I kept that information and I also kept my one-on-one conversations when I had to sit down and do that annual review or that annual update, I had real data in front of me. I wasn't trying to guess or I wasn't using the last three months as a as a reference point for the whole 12 months, right. Or the whole nine months I was I had that whole year's worth of data to be able to go back to you and make real informed decisions. So that's what the process, that's the first kind of step for the process. And then this is moving into 2023 so that you can kind of get an idea for what it looks like building out, giving US attack. Again, remember you're going to get this, you're gonna get the slide deck to be able to, to review it in a little bit more detail. But starting in January of 2023, my annual Conversations review expectations, right. Given you that chance to update them as needed, goals, concerns, and submit the HR again using the Qualtrics form. Comprehensive review on July 31st, covering period the first kind of that six month period, submit to HR using the full charts electronic form, and then in July restart the process for the 23, 24 year. So we have kind of a hybrid year coming up, kind of a shortened, condensed year just because of the timing of the calendar. And then it goes into those those twice a year updates kinda starting after that fact, those twice a year practices. After we get through this shortened condensed year, we have one more training today for leaders. And then we also are doing employee training session. So a lot of that stuff that I just talked to you all about, we're going to talk to them about in terms of here's how to ask for what you need. Here's how to clarify your own expectations and have those conversations. Here's how to take an active part in your performance journey through the university system. So we're going to be doing.
