Action research NMMU aug 2010 presentation
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1. The document discusses utilizing a model for organizational change to implement a performance management system at the University of the Free State (UFS) over three cycles. 2. The first cycle involved identifying work environment factors through discussions. The second cycle facilitated development of performance plans for top management to ensure commitment. The third cycle provided training to staff on completing performance plans. 3. Results showed improved understanding of performance management and an 85% completion rate for performance plans after the training. Lessons learned included the importance of driving change from those most affected and ensuring policies support performance management outcomes.
Action research NMMU aug 2010 presentation
- 1. NMMU INTERNATIONAL CONFERENCE MAY 2008 UTILISING A MODEL FOR ORGANISTIONAL CHANGE TO IMPLEMENT A PERFORMANCE MANAGEMENT SYSTEM: Renalde Huysamen Lourens Geyer
- 2. Overview of the content • Introduction: Background and history of PM at the UFS • Discussion of Cycles 1, 2 and 3 and change process utilised • Results of each cycle • Results of implementing PM as a change intervention • Lessons learnt
- 3. NMMU INTERNATIONAL CONFERENCE MAY 2008 UTILISING A MODEL FOR ORGANISTIONAL CHANGE TO IMPLEMENT A PERFORMANCE MANAGEMENT SYSTEM: Renalde Huysamen Lourens Geyer
- 4. Cycle 1 If we engage in individual and group discussions with opinion leaders, will we identify and overcome the factors influencing the vast number of negative experiences and perceptions that resulted from the previous attempt?
- 5. STEP 1 Establishing a sense of urgency and gathering information According to Kotter (1996) the first step is to establish a sense of urgency and to gather information. This was done through individual and group discussions.
- 6. STEP 2 Creating a guiding coalition when re-implementing the process a powerful force is required to sustain the process. Coalition Group - credible, competent and a high level of emotional intelligence Formal Structure Informal Structure The coalition included top The opinion leaders, representatives management, human resource of the faculties and support services professionals and union as part of an informal structure representatives.
- 7. STEP 3 Developing a vision and strategies for the change process
- 8. Cycle 2 If we facilitate the development of performance plans of top and middle management, would this facilitation ensure the commitment to performance management?
- 9. STEP 4 Communicating the change vision
- 10. Cycle 3 If we facilitate the development of the performance plans of members of staff, will this ensure that members of staff acquire the skills to complete their performance plans ?.
- 11. STEP 5 Empowering and Enabling people Lack of skills could undermine previous actions , therefore : Assist in developing competencies needed to complete performance plans during practical sessions Provided staff opportunity to discuss and clarify information Sessions were opened by respective line managers who requested people to focus on task at hand and they provided assistance throughout the sessions Opinion leaders were also invited to assist people during sessions Staff were invited for individual follow up sessions if needed Discuss session feedback with line managers Training : Giving and Receiving Feedback Training : Relation between work environment and performance plan Training : IT
- 12. Overview of the content • Introduction: Background and history of PM at the UFS • Discussion of Cycles 1, 2 and 3 and change process utilised • Results of each cycle • Results of implementing PM as a change intervention • Lessons learnt
- 13. Cycle 1 If we engage in individual and group discussions with opinion leaders, will we identify and overcome the factors influencing the vast number of negative experiences and perceptions that resulted from the previous attempt?
- 14. STEP 1 Establishing a sense of urgency and gathering information According to Kotter (1996) the first step is to establish a sense of urgency and to gather information. This was done through individual and group discussions.
- 15. STEP 2 Creating a guiding coalition when re-implementing the process a powerful force is required to sustain the process. Coalition Group - credible, competent and a high level of emotional intelligence Formal Structure Informal Structure The coalition included top The opinion leaders, representatives management, human resource of the faculties and support services professionals and union as part of an informal structure representatives.
- 16. STEP 3 Developing a vision and strategies for the change process
- 17. Cycle 2 If we facilitate the development of performance plans of top and middle management, would this facilitation ensure the commitment to performance management?
- 18. STEP 5 Empowering and Enabling people Lack of skills could undermine previous actions , therefore : Assist in developing competencies needed to complete performance plans during practical sessions Provided staff opportunity to discuss and clarify information Sessions were opened by respective line managers who requested people to focus on task at hand and they provided assistance throughout the sessions Opinion leaders were also invited to assist people during sessions Staff were invited for individual follow up sessions if needed Discuss session feedback with line managers Training : Giving and Receiving Feedback Training : Relation between work environment and performance plan Training : IT
- 19. STEP 6 Generating short-term wins and celebrating achievements Not paying attention to To provide evidence Photographs were the short term that the time spent was taken of these events wins/achievements, eg worth it celebration and publisized in order completed events were held to sustain Momentum performance plans, according to their and to influence the could jeopardise the specific preference perception of neutrals process in other faculties/Departments to become supporters of the process
- 20. Results • Cycle 1: 1. Identification of work environment factors influencing performance 2. Co-design of the work environment instrument 3. Work environment effectiveness index: Highest: communication 89%, decision making 79.76%, promotion of innovation 79.57%, professional enrichment programmes 79.24% Lowest: face-to-face contact with top management 52.46%, reward systems 53.69%, remuneration system 53.92% 4. Co-design of PM workbook and examples of Performance plans
- 21. Results • Cycle 2 1. Commitment of top management/deans/directors to implement PM 2. Performance plans of above mentioned group were developed.
- 22. Results • Cycle 3 1. Objective 1: understanding (a) the benefits of PM (b) link to institutional strategy (c) the Human Resources policies related to PM- 90.97% 2. Objective 2: completion of performance plan- 85.26% (N=443)
- 23. STEP 6 Generating short-term wins and celebrating achievements Not paying attention to To provide evidence Photographs were the short term that the time spent was taken of these events wins/achievements, eg worth it celebration and publisized in order completed events were held to sustain Momentum performance plans, according to their and to influence the could jeopardise the specific preference perception of neutrals process in other faculties/Departments to become supporters of the process
- 24. Results • Cycle 1: 1. Identification of work environment factors influencing performance 2. Co-design of the work environment instrument 3. Work environment effectiveness index: Highest: communication 89%, decision making 79.76%, promotion of innovation 79.57%, professional enrichment programmes 79.24% Lowest: face-to-face contact with top management 52.46%, reward systems 53.69%, remuneration system 53.92% 4. Co-design of PM workbook and examples of Performance plans
- 25. Results • Cycle 2 1. Commitment of top management/deans/directors to implement PM 2. Performance plans of above mentioned group were developed.
- 26. Results • Cycle 3 1. Objective 1: understanding (a) the benefits of PM (b) link to institutional strategy (c) the Human Resources policies related to PM- 90.97% 2. Objective 2: completion of performance plan- 85.26% (N=443)
- 27. Results on implementing PM as a change intervention N=199 Affiliation of sample Faculty E Faculty A 12% 6% SS 2 4% Faculty B 13% Faculty C Faculty D 25% 35% SS 1 5%
- 28. Mean scores: determining effectiveness phase 5.00 4.50 4.00 3.50 Mean 3.00 2.50 2.00 1.50 1.00 A B C D E F G H I Mean 2.95 3.19 3.58 3.22 3.41 3.14 3.34 3.31 3.51
- 29. NMMU INTERNATIONAL CONFERENCE MAY 2008 UTILISING A MODEL FOR ORGANISTIONAL CHANGE TO IMPLEMENT A PERFORMANCE MANAGEMENT SYSTEM: Renalde Huysamen Lourens Geyer
- 30. Overview of the content • Introduction: Background and history of PM at the UFS • Discussion of Cycles 1, 2 and 3 and change process utilised • Results of each cycle • Results of implementing PM as a change intervention • Lessons learnt
- 31. Cycle 1 If we engage in individual and group discussions with opinion leaders, will we identify and overcome the factors influencing the vast number of negative experiences and perceptions that resulted from the previous attempt?
- 32. STEP 1 Establishing a sense of urgency and gathering information According to Kotter (1996) the first step is to establish a sense of urgency and to gather information. This was done through individual and group discussions.
- 33. STEP 2 Creating a guiding coalition when re-implementing the process a powerful force is required to sustain the process. Coalition Group - credible, competent and a high level of emotional intelligence Formal Structure Informal Structure The coalition included top The opinion leaders, representatives management, human resource of the faculties and support services professionals and union as part of an informal structure representatives.
- 34. STEP 3 Developing a vision and strategies for the change process
- 35. Cycle 2 If we facilitate the development of performance plans of top and middle management, would this facilitation ensure the commitment to performance management?
- 36. STEP 4 Communicating the change vision
- 37. Cycle 3 If we facilitate the development of the performance plans of members of staff, will this ensure that members of staff acquire the skills to complete their performance plans ?.
- 38. STEP 5 Empowering and Enabling people Lack of skills could undermine previous actions , therefore : Assist in developing competencies needed to complete performance plans during practical sessions Provided staff opportunity to discuss and clarify information Sessions were opened by respective line managers who requested people to focus on task at hand and they provided assistance throughout the sessions Opinion leaders were also invited to assist people during sessions Staff were invited for individual follow up sessions if needed Discuss session feedback with line managers Training : Giving and Receiving Feedback Training : Relation between work environment and performance plan Training : IT
- 39. STEP 3 Developing a vision and strategies for the change process
- 40. Cycle 2 If we facilitate the development of performance plans of top and middle management, would this facilitation ensure the commitment to performance management?
- 41. Results • Cycle 1: 1. Identification of work environment factors influencing performance 2. Co-design of the work environment instrument 3. Work environment effectiveness index: Highest: communication 89%, decision making 79.76%, promotion of innovation 79.57%, professional enrichment programmes 79.24% Lowest: face-to-face contact with top management 52.46%, reward systems 53.69%, remuneration system 53.92% 4. Co-design of PM workbook and examples of Performance plans
- 42. Results • Cycle 2 1. Commitment of top management/deans/directors to implement PM 2. Performance plans of above mentioned group were developed.
- 43. Results • Cycle 3 1. Objective 1: understanding (a) the benefits of PM (b) link to institutional strategy (c) the Human Resources policies related to PM- 90.97% 2. Objective 2: completion of performance plan- 85.26% (N=443)
- 44. STEP 6 Generating short-term wins and celebrating achievements Not paying attention to To provide evidence Photographs were the short term that the time spent was taken of these events wins/achievements, eg worth it celebration and publisized in order completed events were held to sustain Momentum performance according to their and to influence the plans, could jeopardise specific preference perception of neutrals the process in other faculties/Departments to become supporters of the process
- 45. Results • Cycle 1: 1. Identification of work environment factors influencing performance 2. Co-design of the work environment instrument 3. Work environment effectiveness index: Highest: communication 89%, decision making 79.76%, promotion of innovation 79.57%, professional enrichment programmes 79.24% Lowest: face-to-face contact with top management 52.46%, reward systems 53.69%, remuneration system 53.92% 4. Co-design of PM workbook and examples of Performance plans
- 46. Results • Cycle 2 1. Commitment of top management/deans/directors to implement PM 2. Performance plans of above mentioned group were developed.
- 47. Results • Cycle 3 1. Objective 1: understanding (a) the benefits of PM (b) link to institutional strategy (c) the Human Resources policies related to PM- 90.97% 2. Objective 2: completion of performance plan- 85.26% (N=443)
- 48. Results on implementing PM as a change intervention N=199 Affiliation of sample Faculty E Faculty A 12% 6% SS 2 4% Faculty B 13% Faculty C Faculty D 25% 35% SS 1 5%
- 49. Mean scores: determining effectiveness phase 5.00 4.50 4.00 3.50 Mean 3.00 2.50 2.00 1.50 1.00 A B C D E F G H I Mean 2.95 3.19 3.58 3.22 3.41 3.14 3.34 3.31 3.51
- 50. Lessons Learnt Implementing or re-implementing PM Do it right the first time, but… most effective - driven from level closest to people affected by it Dissatisfaction/ disillusion x resistance x To achieve vision – immediate first steps > redefined action is required vision and simplified PM system Too much staff engagement HR Policies and procedures must is never enough support outcomes of PM High level ownership is essential Complexity vs simplicity – not Staff needs a “voice” – work additional work or barrier environment diagnosis instrument
Editor's Notes
- #3: Read slide -Say: Pm identified as strategic priority in 2002.System was developed and implemented by external consultantsStopped in 2006.Complained too complex, not userfriendlyChallenge was to re-introduce PM facing even more resistance that usual
- #5: Realised it was necessary to apply theory of change management in the context of extreme resistance.Decided to utiliseKotters model which focus on certain steps to follow during the planning and implementation of any change intervention – in our case PM.We realised that co-creationn draws people in.It makes it harder for them to disengage and to distrust the system if they were part of the processSo, the first step was to gather information and spread the news that PM was here to stay.
- #9: To gain momentum, top management, deans and directors were requested by the vice rectors to complete their performance plans. This was done through a facilitation process and provided them with the knowledge about PM as a process as well as the benefits.
- #11: The 3d challenge lay in the fact that it was necessary to empower people to complete their performance plans. Sessions with homogeneous groups were held to assist people to complete their plans, understand the cycle and HR policies related to PM.
- #13: Read slide -Say: Pm identified as strategic priority in 2002.System was developed and implemented by external consultantsStopped in 2006.Complained too complex, not userfriendlyChallenge was to re-introduce PM facing even more resistance that usual
- #14: Realised it was necessary to apply theory of change management in the context of extreme resistance.Decided to utiliseKotters model which focus on certain steps to follow during the planning and implementation of any change intervention – in our case PM.We realised that co-creationn draws people in.It makes it harder for them to disengage and to distrust the system if they were part of the processSo, the first step was to gather information and spread the news that PM was here to stay.
- #18: To gain momentum, top management, deans and directors were requested by the vice rectors to complete their performance plans. This was done through a facilitation process and provided them with the knowledge about PM as a process as well as the benefits.
- #21: Read slideThis constitutes the planning phase (1ste 3 steps) in Kotters model.The mean scores showed effectiveness of the planning phase: 3.61 on a 5 point scale…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
- #22: Read slide Constitutes part of the implementation phase of Kotters model.
- #23: Read slideAlso constitutes part of the implementation phase of Kotters model.The overall mean score for this phase is 3.56……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
- #25: Read slideThis constitutes the planning phase (1ste 3 steps) in Kotters model.The mean scores showed effectiveness of the planning phase: 3.61 on a 5 point scale…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
- #26: Read slide Constitutes part of the implementation phase of Kotters model.
- #27: Read slideAlso constitutes part of the implementation phase of Kotters model.The overall mean score for this phase is 3.56……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
- #28: These mean scores were derived from: an Overall quality assurance questionnaire distributed to 199 members of staff after implementation to test the effectiveness of planning and implementation of PM as change process according to Kotters model4 faculties and 2 support service departments
- #29: Mean of effectiveness phase is 3.29Most problematic areas is 2.95 = clear changes in my work has resulted from PM.3.14 HR policies related to PM adequately aligned ( reason is that no direct link has been made to remuneration policy yet)3.58 was mean for understanding the benefits of PM with relation to quality improvement.And 3.51 = people say they are not penalised for poor performance due to circumstances they do not have control over – reason for this is that the we instrument give people the chance to solve work related problems or to communicate problems to top management and receive feedback.
- #31: Read slide -Say: Pm identified as strategic priority in 2002.System was developed and implemented by external consultantsStopped in 2006.Complained too complex, not userfriendlyChallenge was to re-introduce PM facing even more resistance that usual
- #32: Realised it was necessary to apply theory of change management in the context of extreme resistance.Decided to utiliseKotters model which focus on certain steps to follow during the planning and implementation of any change intervention – in our case PM.We realised that co-creationn draws people in.It makes it harder for them to disengage and to distrust the system if they were part of the processSo, the first step was to gather information and spread the news that PM was here to stay.
- #36: To gain momentum, top management, deans and directors were requested by the vice rectors to complete their performance plans. This was done through a facilitation process and provided them with the knowledge about PM as a process as well as the benefits.
- #38: The 3d challenge lay in the fact that it was necessary to empower people to complete their performance plans. Sessions with homogeneous groups were held to assist people to complete their plans, understand the cycle and HR policies related to PM.
- #41: To gain momentum, top management, deans and directors were requested by the vice rectors to complete their performance plans. This was done through a facilitation process and provided them with the knowledge about PM as a process as well as the benefits.
- #42: Read slideThis constitutes the planning phase (1ste 3 steps) in Kotters model.The mean scores showed effectiveness of the planning phase: 3.61 on a 5 point scale…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
- #43: Read slide Constitutes part of the implementation phase of Kotters model.
- #44: Read slideAlso constitutes part of the implementation phase of Kotters model.The overall mean score for this phase is 3.56……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
- #46: Read slideThis constitutes the planning phase (1ste 3 steps) in Kotters model.The mean scores showed effectiveness of the planning phase: 3.61 on a 5 point scale…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
- #47: Read slide Constitutes part of the implementation phase of Kotters model.
- #48: Read slideAlso constitutes part of the implementation phase of Kotters model.The overall mean score for this phase is 3.56……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
- #49: These mean scores were derived from: an Overall quality assurance questionnaire distributed to 199 members of staff after implementation to test the effectiveness of planning and implementation of PM as change process according to Kotters model4 faculties and 2 support service departments
- #50: Mean of effectiveness phase is 3.29Most problematic areas is 2.95 = clear changes in my work has resulted from PM.3.14 HR policies related to PM adequately aligned ( reason is that no direct link has been made to remuneration policy yet)3.58 was mean for understanding the benefits of PM with relation to quality improvement.And 3.51 = people say they are not penalised for poor performance due to circumstances they do not have control over – reason for this is that the we instrument give people the chance to solve work related problems or to communicate problems to top management and receive feedback.