How to Address Behaviour Within Performance Management

This guidance helps managers understand how to approach behavioural concerns that are affecting workplace performance. It also explains the difference between issues that sit within performance management and those that may be better handled under conduct or disciplinary processes. 

  • Behaviour and performance go hand in hand.  The way someone behaves can directly influence how well they carry out their role. 
  • Not every behavioural concern is misconduct.  Many issues are rooted in misunderstanding, communication style, or confidence and are not deliberate wrongdoing.
  • Stay supportive and evidence-based.  Conversations should be fair, clear, and grounded in what’s actually happening as well as not becoming personal.
  • Use proportionality. Choose the route that best fits the nature of the concern which may be performance or conduct and don’t select the route that simply feels easiest. 

Sometimes behaviours directly affect whether someone can meet the expectations of their role. Examples include: 

  • Communication that disrupts teamwork or causes confusion.
  • Resistance to agreed priorities or working approaches.
  • Disengagement with feedback or planned support.
  • Interpersonal behaviours that make collaboration difficult. 

If the behaviour is reducing effectiveness in the role, it may be appropriate to address it through performance management. 

Understanding the difference between performance concerns and conduct concerns helps ensure the issue is handled fairly and through the most appropriate internal policy/ process. It is sometimes difficult to separate these out so do ask your HR team for advice.  

Performance-related behaviour can be linked to; 

  • Misunderstanding what’s required 
  • A skills or confidence gap
  • Communication style differences
  • Stress or personal challenges 

When these issues are talked about, most people will usually respond well to early intervention, coaching, clarity, and support. The capability (performance) route is typically the most appropriate. 

Conduct-related behaviour is more likely to involve: 

  • A deliberate refusal to follow reasonable instructions 
  • Behaviour that breaches standards of conduct
  • Serious or repeated actions that create risk or harm 

These issues may fall under disciplinary procedures instead of capability (performance) ones. When these issues are talked about, most people will usually ask for evidence about what is being raised as it can feel personal and intrusive. It is important that you take the opportunity to listen to the employee’s perception and views as this may help understand why the conduct related behaviour seems challenging. 

When behaviour is affecting performance but does not amount to misconduct you can approach it constructively through the performance process. The way to approach this is to describe the behaviour factually, focussing on what you have observed rather than assumptions or interpretation. Explain the impact as this should help the employee understand how the behaviour affects colleagues, students, service delivery, deadlines, or overall team morale. Invite their perspective so you can consider their insights into barriers, misunderstandings, or circumstances you’re not aware of.  

Talk openly about what needs to change, what this should look like in practice, and how progress will be measured. Agree clear behavioural expectations which link to the University Values and ensure you agree what is the most appropriate support.

Keep the conversation going as part of normal performance discussions. Regular check-ins help reinforce progress, offer support, and spot concerns early.