Performance management

This is another one of those potentially ‘scary’ conversations and can often be just as difficult for the person delivering the information as it is for the person receiving it. It’s important for supervisors to consult with their own manager and/ or Human Resource department for guidance when there are serious performance issues, and while you might need to follow specific protocols, the delivery of this information can make or break effective performance management.

Performance Management is a term used to describe a specific response and/ or disciplinary process to a performance related issue.

Important considerations

  • It's important to be clear about what the “performance issue” is, remembering that this is a student not an employee, so they are still developing. Being able to clearly articulate the issue would be crucial to be able to effectively deal with this.
  • It’s important to consider why there might be a performance related issue. Is it a support issue? Perhaps the student has personal issues or there is a mismatch between the student skill level and the role/program?
  • Is the issue a one off event or does there seem to be a pattern of behaviour?
  • Are the issues coming to you second hand from staff members or clients or have you observed or witnessed them yourself?
  • Make sure you accurately observe and document any issues that you have or that are brought to your attention.
  • You might need to think about whether or not you also need to consult the uni?  Would it appropriate for them to be a part of your conversation?

TIP

We strongly encourage all supervisors to contact the university Liaison Officer where there are significant concerns, or when in doubt about an issue, working from the rule of "no surprises".

Delivery Style

  • As soon as an issue presents itself it is important to address it straight away. By leaving the issue to escalate it allows the student to believe that their behaviour is o.k. and it will be confusing for them when you eventually end up addressing it weeks down the track. By addressing the issue early it also means that your conversation will be easier as you won’t have as much to address.
  • While time is of the essence, the ‘timing’ of the conversation is important. Try to time the conversation before a lunch break or the end of the day so that the student has the opportunity and space to process the information.  If the student has to go straight into a meeting or a client visit it might be difficult for them to get back into the right ‘head space’.
  • Establish the reasons for poor performance through an open discussion with your student. Is it a personal, organisational or professional skill?
  • Describe the behaviour you have observed to the student and ask them for their comments or understanding of the issue, don’t jump to conclusions!
  • Feedback specific examples and avoid talking in generalised terms.  For example, you might say “I have noticed on three occasions now you have brought in gifts for staff members” as opposed to “I have noticed you always seem to be bring gifts for staff members”.
  • Share examples of how the issue and or their behaviour impacts on work or client outcomes. It is important to help the student understand the implications.
  • Make sure you direct your feedback towards behaviour that the student can do something about.
  • Get an agreement about where performance needs to improve and plan a strategy with the student to address the issues  (set goals, arrange training and or counselling).
  • Avoid loaded terms and remain objective.
  • Communicate your willingness to support the student to resolve the issue.
  • Refer to your feedback models, what do they tell you?  Can you pick one that could be a good fit for this conversation?