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Enric Gili Fort is Director, Solution Management at SAP SuccessFactors. He is currently responsible for the go-to-market strategy and execution of Performance Management solutions. Enric joined SAP in 2007 and he has held various roles in corporate strategy, product management, and product design.

Enric Fort

Enric Gili Fort explains that ongoing conversations around performance between an employee and manager are the best way to increase engagement, improve performance, and develop skills.

What Employees Want From the Performance Management Process

Being a manager today is more complicated than ever before, especially when it comes to guiding, driving, and evaluating performance. With five generations now active participants in the workforce, managers are being asked to provide feedback more frequently and informally than they’re accustomed to. According to a recent study from SAP and Oxford Economics, the majority of non-Millennials surveyed (51 percent) say they prefer feedback in annual or quarterly doses, while two-thirds of Millennials (66 percent) say they want informal feedback monthly or weekly. So non-Millennial managers may think quarterly assessments are sufficient—but in reality, monthly check-ins would give their employees the direction they need to perform at their best. Why the Current Method Isn’t Effective When it comes to assessing prior contributions, most HR teams ask managers to check in with employees once, maybe twice a year. At that time, managers and employees fill out standardized forms and are forced to reflect on a large period of time. It has become increasingly clear that this is not the most effective way to improve performance and engagement. An issue with an employee may be left unresolved, and likely even forgotten, if left for a one-time check-in months later. Further, because managing happens on the fly, problems and opportunities arise at mostly unpredictable moments. Unless managers check in with their employees on an ongoing basis, they will have almost no influence on or insight into how satisfied they are, and whether they are on track to achieve their career goals. Problems With Eliminating Performance Reviews Some organizations have decided to remove standardization by eliminating performance reviews and rankings altogether, as shown by Accenture, highlighting how far HR teams are willing to go these days to fix the problem. But companies risk creating a gap in talent development when eliminating this process entirely, because the formal managerial accountability to motivate, train, and grow employees has been removed. Employee goals may lose alignment with business objectives, productivity can suffer, and frustrations may grow. It’s important to point out that no company completely gets rid of ratings and rankings. The act of rating involves placing employees in categories based on their value to the organization. Any time a company puts certain employees in a category that is perceived to be more beneficial than another, it has rated them. This also applies to giving out promotions, distributing merit increases based on a fixed budget, or offering a finite number of learning opportunities to the team. HR and management must work together to rate employees in a manner that is accurate, efficient, effective, and done in a way that increases employee productivity and engagement. How Can Talent Development Make a Manager’s Job Easier? Managers, HR, and talent development executives need to work together in order to recruit, develop, and retain talent. This relationship requires the full participation of all groups, augmented by newer processes and tools, with a focus on forward-looking performance management. No one can deny the importance of setting employee goals that are aligned to business objectives. However, rather than using performance management processes that focus solely on assessing past performance, managers can help employees accelerate performance by looking ahead at activities, achievements, and progress made toward future goals. Performance management doesn’t have to be only retrospective; it can also be proactive in driving employee development to meet specific business needs. The right balance between evaluation and development ensures continuous performance improvement. It is up to managers to ensure that employees stay on track by supporting regular goal alignment, providing ongoing coaching, and conducting frequent assessments. Similarly, it’s up to HR to support managers in making performance-focused conversations with their employees part of everyday work by providing tools that incorporate more mobile and collaborative capabilities. When a process is in place that is supported by HR, continuous feedback and more frequent conversations between managers and their employees can either augment or replace the formal performance review process. In the long run, this will save employees and managers the headache of remembering six months to a year of progress and save workers the frustration of not getting the quality, consistent performance feedback that they require. It’s important to note that every organization is different and there is no one-size-fits all solution—the combination of formal and informal processes and tools that makes sense for one company may not make sense for another. Some companies will find continued success with their once-a-year formal appraisal processes; others will discover that providing a framework for more frequent check-ins leads to more goals met and happier employees. It is all about looking at your organization and creating the right mix of performance management processes that work for you and that reflect your culture, values, and vision. Continuous Performance Management The expectations of the workforce are changing, and managers need to adapt to keep their best team members engaged and motivated. If not, the disconnect between how managers and employees view feedback will create frustration and lost productivity in the workplace. Because business is constantly changing, performance management should reflect this and adapt. By encouraging ongoing conversations rather than focusing only on once-a-year employee reviews, companies can better accommodate the future workforce. And by concentrating on upcoming projects, skills, and achievements rather than just looking at past performance, your managers will improve their teams’ future performance and your talent will continue to grow and succeed.

The Secret to Helping Managers With Performance Management

Enric Gili Fort

The worlds of academia and business have long been operating in separate realms. Today, as a facilitator of teaching leadership at the graduate and undergraduate level, I am witness to these two domains working closer with each other to become intertwined and hopefully result in a synergistic continuum.In the current knowledge and technology economy, a productive interface between academia and business is critical. Failure to recognize each other’s role reduces the significance of their crossing, therefore, potentially giving rise to discrepancy between demand and supply of quality employees, leading to disruption in the job market.In my work, I have had the responsibility to enter into academic alliances with different public sector concerns, such as law enforcement and various county departments like the Department of Social Service. The task at hand was to develop, refine, and modify organizational leadership curricula as needed.The main duty was to create a trusting relationship between employers and the university. This would enable the employed students to develop and enhance their leadership skills and competencies.Class topics included ethics, communication, human resources, group dynamics, and so forth. These topics enrich the employee skills set, and increase their productivity and job satisfaction. As a result, stakeholders, such as the customers and communities they serve, their subordinates, and their higher-ups, are much more satisfied.Case in pointThe organizational leadership department at Woodbury University in Burbank, California, develops curriculum for professional needs of both public and private sector by making it applicable the next day at work. The ideal way to achieve this is through facilitative techniques. By implementing facilitation, the students experience in the class real-life scenarios that they can immediately problem solve.For instance, one student was struggling with her boss and came to a crossroads and work. With class support, she looked at alternatives and began applying for new jobs. She was offered two jobs and the class helped her figure out which one would suit her best. She opted for the choice the class had overwhelmingly suggested and she is now employed by that company and is very happy.This facilitative discussion and problem solving process, emphasized the weaving of theory (problem solving and decision making) and application (acting on the decision).

Interfacing Between Academia and Business

Examines human resource development functions among Fortune 500 companies in the U.S. Management of the impact of technological developments; Coping mechanisms for international and global opportunities and competition; Implications on occupational training and manpower development.

HRD IN THE FORTUNE 500 January 1988

Eric Vincent serves as senior manager of credentialing accreditation for ANSI National Accreditation Board (ANAB) where he trains assessors who conduct third-party conformity assessment of certification and certificate programs. Previously, he served as program director for credentialing at ACT, the content developer of the Test Design and Delivery Certificate course and served on staff as an industrial-organizational psychologist. Eric is CEO and president of Vio Consulting, a firm that specializes in industrial-organizational psychology and executive coaching. 

Eric has developed nationwide testing, education, and training programs that provide stakeholders with credentials, employment, and development plans. The training programs he has designed are aligned to international standards of quality and effectively equip employees for job success. His evaluation of training programs for strategic effectiveness has reduced turnover and increased the ROI of selection and training. 

Fortune 500 companies throughout the United States, as well as nonprofit organizations, have worked with Eric to develop competency models, job analysis, needs analysis, validation studies, selection systems, feasibility studies, testing programs, test content outlines, adverse impact studies, structured interviews, training programs, and skill standards for occupations ranging from executive leaders to those in technical professions. In his role at ANAB, he also serves as an assessor for credentialing programs.

Eric holds a BS in psychology from Purdue University and an MS in industrial-organizational psychology from Ohio University.

Facilitates the following:
Test Design and Delivery Certificate

Eric Vincent

Eric Spencer, Senior Vice President, is a proven leader with more than eighteen years building and shaping Human Resources organizations. His experience includes human resources, executive and leadership development and organizational effectiveness to talent acquisition, performance management, M&A and integrations work. He has designed, developed and delivered human resources and leadership programs of varying complexity -- from simple coaching courses to complete concepts – for organizations ranging from start-ups to Fortune 100 companies. Prior to joining SkyeTeam, Eric served in leadership capacities at P3 Group, 3C Network, Local Matters, Level 3 Communications, and Target Corporation, among others. His experience with organizations of varying sizes and business life cycle stages has provided him with a rich set of human resources and training and development experiences. Eric holds a Bachelor’s degree in Management from Arizona State University, and an MBA with a focus in Organizational Behavior from Virginia Tech. He is an avid musician and spends his free time writing, recording and performing.

Eric Spencer

1. Multiscreen Responsive AuthoringYou need e-learning software that can adapt to your online learners’ needs and preferences, including which device they use to access the e-learning content. A multiscreen responsive e-learning authoring tool ensures that everyone gets the same online training experience. The software automatically adjusts the e-learning content to suit their screen. Another great feature to look for is a built-in responsive previewer so that you can verify legibility, image placement, and so forth.2. Built-In Asset StoreMost organizations already have a media library on hand. The issue is that it’s often limited or topic-specific, based on e-learning projects you’ve worked on in the past. As such, you typically need to source additional online assets to enrich the online training experience and improve interactivity. For this reason, a built-in online asset store should be at the top of your wish list. It needs to include all the essentials, from cutouts and themes to royalty-free images, saving you the time and trouble of having to curate third-party online training resources and obtain the necessary intellectual rights.3. Intuitive User InterfaceAll other features hinge on this crucial element. Look for a rapid e-learning authoring tool with an intuitive user interface so that every member of your L&D team can use it to their advantage. The user interface should be simple and straightforward to avoid tech hurdles. Ideally, the tool should strike a balance between creative control and usability.4. Customizable E-Learning AssessmentsYour L&D team probably enjoys creating quizzes as much as online learners enjoy taking them. It’s time-consuming to develop questions from scratch, design the layout, and set the evaluation criteria. Fortunately, effective rapid e-learning authoring tools do most of the work on your behalf. They feature customizable quiz templates with a broad range of question types, from short answers to multiple choice. Some are even equipped with e-learning assessments that provide immediate feedback and allow online learners to brush up on the topic before revisiting the question.5. Screen Capture ToolsScreen captures are essential for software simulations and video demos, for example, showing corporate learners how to complete a sales transaction or troubleshoot a tech problem. As such, your next rapid e-learning authoring tool should have integrated screen capture features that record every minute of the action. It’s also wise to choose a rapid e-learning authoring tool that turns your raw footage into a responsive project that’s accessible on any device.6. Storyboard IntegrationOne of the most overlooked rapid e-learning authoring tool essentials is built-in storyboarding. Most organizations use e-learning storyboards to map their e-learning content and streamline workflow, as every member of the L&D team gets a detailed overview of the e-learning project, as well as which tasks they’re responsible for. You’re able to develop interactive e-learning storyboards that feature question slides and branches, then use them to create engaging online training activities, all in one tool.7. Audio/Video SupportIt’s challenging to design effective e-learning on a tight budget. The last thing you and your accounting department need is to have to invest in a separate video editing tool after you’ve purchased new rapid e-learning authoring software. Thankfully, some rapid e-learning authoring tools are now equipped with built-in audio and video support that allow you to produce engaging e-learning content, such as demo videos, podcasts, and interactive online training tutorials.Does your current rapid e-learning authoring tool have these essential elements? If not, it may be time to look for a replacement. Find out how Adobe Captivate can help you check all the boxes on your list without breaking the bank.

7 Elements That Your Ideal Rapid E-Learning Authoring Tool Must Possess

While it is most certainly true that learning occurs in the flow of work, it’s also important to recognize the learning leader’s role in ensuring the efficiency and effectiveness of learning in that context. Day-to-day activities are often fast-paced and stressful, which can limit their impact as learning catalysts.  Savvy learning leaders put practices into play that ensure people experience the value of learning in the flow of work.The learning sciences give us a number of concepts that can be useful in thinking through how to nurture the kinds of working environments in which learning is well supported. Enter scaffolding.Understanding ScaffoldingBorrowed from the construction trades, the term “scaffolding” refers to providing support while a structure is being built. In a learning context, scaffolding describes a strategy by which learning and performance is actively supported by a “knowledgeable other” or additional resources that enable people to perform while they are still learning.What does it mean to scaffold learning in the flow of work? Here’s what the research literature recommends:Immerse learners in the full richness and context of work. In the best learning environments, people who are new to a task are not simply observers or an extra pair of hands; they are actually doing productive work that allows them to experience its complexity and nuance.Manage task assignments so that learners are in an optimal zone for learning. Give people tasks or parts of tasks that are at the edge of their current skills and knowledge base. By working on tasks that test their limits, people must increase their knowledge or skill in order to perform, and they can immediately apply their learning to the work at hand.Focus learners’ attention on the learning opportunities inherent in the work. Have supervisors and coworkers highlight what can be learned in each situation. For example, articulate why certain activities are particularly important to success; call attention to exemplary work and missed opportunities as they occur, or remind people of actions that they may have overlooked. Provide specific support for learning in context. Surround people with a variety of learning supports that are accessible at the time of need; these can be people, electronic or physical resources, and learning practices. Encourage people to look for teachable moments when a more experienced person can fill in details, take a moment to teach something, provide coaching, reinforce good work, or offer encouragement.You also may be able to provide performance support resources that walk learners through what they need to accomplish. The organization can embrace practices that support learning such as after-action reviews, mentoring activities, and so forth. The important feature here is the immediacy of the support so that it doesn’t interrupt the flow of work and learning.Ask questions that prompt learners to reflect on their experiences and articulate their learning. Prompting people to make sense of their experiences does two things. It solidifies learning in the mind, and it provides the opportunity to enrich understanding further or to correct misunderstanding.Fade out scaffolding as warranted. As people become better able to process their own learning and better equipped to do the job effectively, it’s important to recognize their advances and discontinue providing overt support in the learned skill.Consider the quote:“There is always challenge between having learners engage with meaningful complex tasks that maximize potential for growth… and providing sufficient support so that learners are neither overwhelmed or under-challenged.” (Keith Sawyer quoted in Reiser and Tabak, 2014, p. 55)Bottom LineIn strategizing learning, learning leaders don’t have to choose between structured training and leaving people to their own devices. There are many other tools and learning tactics falling between those two strategies that we can leverage to help people succeed, and scaffolding learning is one of the more powerful techniques to employ.ReferenceReiser, B.J. & Tabak, I. (2014). Scaffolding and Collins, A. & Kapur, M. (2014). Cognitive Apprenticeship.  Both in The Cambridge Handbook of the Learning Sciences, R. Keith Sawyer, editor. New York, NY: Cambridge University Press.

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