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Leadership Fundamentals I
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LEADERSHIP FUNDAMENTALS - I
8PDH

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TABLEOFCONTENTS
TABLEOFCONTENTS ...........................................................................................................................................................3 COURSEDELIVERABLES ......................................................................................................................................................5 MOTIVATINGEMPLOYEES..................................................................................................................................................6 WHATISMOTIVATION?............................................................................................................................................................................. 6 THECOMPONENTSOFMOTIVATION .........................................................................................................................................................10 WHATWOULDMOTIVATEYOUREMPLOYEES? .......................................................................................................................12 YourViewofThem ..................................................................................................................................................................................15 YOUREMPLOYEESVIEWOFHIMSELF/HERSELF ................................................................................................................15 DESIRABLEJOBCONDITIONS ......................................................................................................................................................................17 RATETHESEFROMTHEHOURLYEMPLOYEESVIEWPOINT............................................................................................17 THEIGNORANCEICEBERG ........................................................................................................................................... 18 SETTINGEFFECTIVEPERFORMANCEGOALS............................................................................................................. 20 THEVALUEOFSETTINGMEASURABLEGOALS ..................................................................................................................................21 THEELEMENTSOFEFFECTIVEGOALS ......................................................................................................................................................24 GOALSANDTASKS ........................................................................................................................................................................................26 ESTABLISHINGEFFECTIVEPERFORMANCEGOALS................................................................................................. 28 THOSEHARDTOMEASUREPERFORMANCETOPICS .........................................................................................................................29 EmployeesRatingEachOther:GoodorBadIdea? ...................................................................................................................32 DesigningaSoftSkillsPerformanceEvaluation....................................................................................................................34 DevelopinganActionPlan...................................................................................................................................................................37 CONDUCTINGTHEGOALSETTINGMEETING ...........................................................................................................................38 PREPARATION...........................................................................................................................................................................................38 ANNUALPERFORMANCEASSESSMENT ....................................................................................................................... 41 PERFORMANCEASSESSMENTSWHY?.......................................................................................................................................41 PERFORMANCEORACTIVITY? ....................................................................................................................................................................42 ELEMENTSOFANEFFECTIVEPERFORMANCEASSESSMENTPROCESS ................................................................................................43 1. 2. 3. YOURJOBDESCRIPTION ....................................................................................................................................................43 WRITTENPERFORMANCESTANDARDS ....................................................................................................................45 CONDUCTINGAGOALSETTINGMEETING......................................................................................................................46 Page3

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DOCUMENTATIONTHATSATISFIESTHEORPPERSON ..................................................................................... 48 CONDUCTAPERFORMANCEASSESSMENTMEETING...........................................................................................................50 EFFECTIVECOACHING ...................................................................................................................................................... 52 WHATAREYOUREALLYSEEING?............................................................................................................................................................53 THEORPPERSON(AGAIN).....................................................................................................................................................................54 COACHINGTOCONTINUEDESIREDPERFORMANCE .............................................................................................................................55 SOMEADDITIONALTHOUGHTS .......................................................................................................................................................57 COACHINGTOCHANGEPERFORMANCE ..................................................................................................................................................58 CONDUCTINGANEFFECTIVECOACHINGTOCHANGEPERFORMANCEMEETING ........................................................................64 QUIZANSWERSHEET........................................................................................... ERROR!BOOKMARKNOTDEFINED. RESULTSREPORTINGFORENGINEERS..........................................................................................ERROR!BOOKMARKNOTDEFINED. ENDOFCOURSEQUIZ.......................................................................................... ERROR!BOOKMARKNOTDEFINED.

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COURSEDELIVERABLES
Ifyouareasupervisorormanagertakingthiscourse,youwilllearn howto: Ifyouarethemanagerofsomeonewhohastakenthiscourse,weencourageyouto: Ifyouhelpyouremployeepracticeandreinforcetheseskills,heorshewillbeableto: Achievegreaterworkresultsthroughimproveddepartmentalmoraleandproductivity. Workmoreeffectivelywithemployeeswhodemonstrateminimalperformance. Beofgreaterassistancetoyoubecauseofimprovedleadershipskills. Providestrongersupporttoyourgoalsbyhelpinghis/heremployeesidentifytheir performancegoalsmoreclearly Assistyouindevelopingmoreeffectivemonitoringsystemsforyourdepartment Helpyouplanthefutureofyourdepartment
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Discoverwhatmotivatesyouremployees. Improveyourinteractionwithemployeeswhoareyour minimalperformers. Channelemployeemotivationintoimproveddepartmental moraleandperformance.

Identifymeasurableworkperformancegoalsforyouremployees CreateaGoalSettingWorksheet(GSW)tomaketheannualperformanceassessmentless stressfulonyouandyouremployees Conductaneffectivegoalsettingmeeting Identifypotentialtrainingneedsforyouremployees Determinewhetheranemployeecannotperformtostandardsorsimplydoesnotwantto Coacheffectivelytochangeundesirablebehaviorinyouremployees Coacheffectivelytocontinuedesiredbehaviorinyouremployees

Discusswiththeparticipanthowmeorshewillimplementtheskillstaught Askhowyoucanhelphimorherpracticemoreoftheseskills

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MOTIVATINGEMPLOYEES
WHATISMOTIVATION?
ASKYOURSELF,WhatincentivedoIhavetoworkformyemployer?
(Ifyouarenotsurewhyyouworkforyouremployerinsteadofdoingthesamejobforsomeoneelse,youmaynot bethebestexampleofaleaderforyouremployerandemployees.Thebestleadersknowwhytheyworkfortheir leadersandtheirexampleshowsit.)

Toprovidewithanincentive;movetoaction; impel. TheAmericanHeritageDictionary,3rdEdition

Whatincentivedoeseachofyouremployeeshavetoworkforyouremployer?
(Thebetteryouunderstandtheworldfromyouremployeesperspective,thebetteryouwillbeabletoleadthem.)

Whatincentivedoeseachofyouremployeeshavetoworkforyou?
(Youmustknowyourstrengthsandweaknessesfirstbeforeyoutrytoleadothers.Thisway,youcanworkon improvingyourstrengthsandminimizingyourweaknesses.)

Whywouldweaskthisquestion?
(Thereasonsaregivenaftereachquestion.)

Whyshouldyoubeaskingthosequestionstoyouremployees?
Manysurveyshaveshownthatmostemployeesdonotstaywith(orleave)their employers,theystaywith(orleave)theirsupervisors. Whatdoyouthink?

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Completethesetwosentences: 1. LIFEWOULDBEGREATIFMYEMPLOYEESWOULDONLY..

2. WHENTHEBESTBOSSIEVERHADDIDTHIS(specify),ITHADTHISIMPACTONMEAND MYWORK(specify) BOSSDIDTHIS. Whatrelationshipdoyouseebetweenhowyouwantyouremployeestoactandtheimpactonyou andyourworkbythebestbossyoueverhad?(Thisshouldhelpyourealizethatthewaythebestbossyou

everhadtreatedyouhadagreatimpactonyourmotivationandworkproduct.)

THISIMPACTONMEANDMYWORK

Whydoweaskthisquestionatthispointintheclass?(Tohelpyourealizethatyourbehaviorasaleader
hasamajorinfluenceonyouremployeesactions)

WhatcanYOUstartdoingdifferentlyRIGHTNOWthatcanhelpyougetwhatyouwantfromyour employeesbehavior?
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 AlbertEinsteinsaidonce,Insanityis doingthingsthewayyoualwayshave andexpectingdifferentresults.

Howdoeshisstatementapplytoyourrelationshipwithyour employees?
(Youcannotexpectthemtochangetheirbehaviorwithoutyouchangingthewayyouacttowardthemfirst!)

THINKABOUTTHIS:Whenyouwereinschool,didyouknowtheleastyoucould dotogetbyandnotgetintroubleathome?Howdidyoudiscoverthis? WHODETERMINEDWHETHERYOUDIDTHELEASTYOUCOULDDOTOGETBYORTHEMOST YOUCOULDDO?

THEMOSTICANDO

Whocontrolsthe widthofthis performancegap?

Whyisthisquestion importanttoyou?
Theauthorityfigure suchasparents,teachers, orbossescanonly influencethewidthofthis workperformancerange. Theemployeecontrols wheretheyworkwithinit.

THELEASTICANDOTOGETBY TO

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Whatisthedifferenceincontributionbetweenatopperformeranda belowaverageperformeratthesamepaygrade?(Answer=100%+) Whatisthedifferenceinpay?(Answer=Between510%)* CriticalTalentConferenceasurveyof2,000managers. Sowhatdoesthat meantome?

1998AmericanCompensationAssociationAttractingandRetaining (Itmeanstheremustbesomethingmorethanjustpaymotivatingtopperformersiftheircontribution productivityisover100%morethanbelowaverageperformersbuttheyonlymake510%moresalary.)

QUESTION: Ifpeoplewerepaid10%more,would theyprovide10%moreproductivity?

Ifyouthinkso,howlongwouldtheysustainthat increasedproductivity?

QUESTION:

Wheninyourcareerhasyourworkproductivityincreasedwithanincreasein payANDSTAYEDATTHATHIGHERLEVEL?

QUESTION:

ListherewhatitwouldtakeRIGHTNOWforyoutohaveasustainedincreaseinyourproductivity: Howcouldyougetthoseitemsthatyoulisted? Ifyouaskedthissamequestiontoyouremployees,howdoyouthinktheywouldanswer? Whatiskeepingyoufromaskingthem?

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THECOMPONENTSOFMOTIVATION
Thesearefivebasiccomponentsofhumanmotivation: 1. Tellmewhatyouexpectofmeinmeasurableterms(quality, quantity,timeorQ,Q,T)thatreducetheriskofmyconfusion.
What kind of measurable terms does your boss use for you or you use with your employees?

2. Givemeachancetoperform(andlearnfrommymistakes,too.)
Do you feel like it is safe for you to make mistakes as part of your learning process in your present job or is it too risky?

3. LetmeknowhowIamdoingasIgoalong(Rememberthereportcardsyou gotinschoolevery6weeks?Youdidnothavetowaituntiltheendoftheyear tolearnifyouhadpassedorfailedthegrade.)

How do you know RIGHT NOW how well you are doing in your job? How confident are you that your boss will agree with you?

4. GivemehelpandguidancewhenIneedit.
How easy is it for you to get help and guidance in your work? Does your boss make it easy for you to ask or does he/she make you feel incompetent for not knowing?

5. RewardmewithpayorpraisewhenIsucceed.
Were not saying you should be praised or rewarded every time you do what youre paid to do but, when you go above-and-beyond normal expectations, what happens then? Is it anything that would encourage you to keep going above-and-beyond?

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Thinkaboutthemovie,MYFAIRLADY.Whatwasthestoryabout?Ifyourenot familiarwithit,herearetwosources:
http://en.wikipedia.org/wiki/My_Fair_Lady http://www.youtube.com/watch?v=Z3DBFiJisc4

(Aspeechteacherthattaught,coached,andencouragedacommonflowergirlinVictorian Londontoactlikeandpassforamemberofnobility.)

Howcouldthepremiseofthatstoryapplytoyourdepartment?
(Thetalentyouarelookingformaybehiddeninyourdepartmentawaitingdiscovery,teaching,and encouragementbyyou.)

Thinkoftwoofyourcurrentemployees:yourtopperformerandyourlowest performer.

Fillinthistableashonestlyasyoucanaboutwhatmaybetheirimpressionofyou.

Usearatingscalefrom1=Lowestto5=Highest

ComponentofMotivation

Howwouldyour TOP PERFORMER RATEYOU?

Howwould yourLOWEST PERFORMER RATEYOU?

Mysupervisortellsmewhathe/sheexpectsofmein measurable(Q,Q,Tseepage10)terms. Mysupervisorgivesmeachancetoperform. MysupervisorletsmeknowhowIamdoing. Mysupervisorgivesmehelpandguidance MysupervisorrewardsmewithpayorpraisewhenI succeed.

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Isthereadifferenceintheirscores? Whatcouldthesedifferencesinscorestellyouaboutyourrelationshipwiththem?(Maybeyoutreat
thehigherperformerbetterwithoutrealizingit.Then,sinceyoutreatthemlikeahighperformer,theytendto ACTLIKEONE.Thatisthepremiseofthemovie.)

Whatcouldthedifferenceinscorestellyouaboutopportunitiesformotivation?(Howcouldyour
workloadbeeasedwithtwohighperformersinsteadofonlyone?)

WHATWOULDMOTIVATEYOUREMPLOYEES?
Askyouremployeeswhatyoucouldgivethemthatwouldhavethemostvalueforthem.Tellthem tokeepinmindthatyoucannothandoutspotbonuses,privateparkingspaces,etc.(Youmaybe surprisedatwhattheytellyou!) Whatdoyouremployees wantinaworksituation? WHATISKEEPINGYOUFROMGIVINGTHEMTHEFREEITEMSTODAY? WHATISKEEPINGYOUFROMGETTINGTHEFREEITEMSTODAY? WHATDOYOUHAVETODOTOGIVETHEMTHEITEMSTHATARENOTFREE? WHATDOYOUHAVETODOTOGETTHEITEMSTHATARENOTFREE? Doesit cost money? Whatdoyouwantinawork situation? Doesit cost money?
WHENYOUREMPLOYEESGETWHATTHEYWANT,YOULLGETWHATYOUWANT!

ZigZiglarMotivationalspeaker

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CONFIDENCE>>>>>>>>PERFORMANCE>>>>>>>>>>>>ACHIEVEMENT

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

Confidencegrowswhenpeople:
Feeltheyhavevalue(Doyoufeelvaluedbyyoursupervisor?Doyoushowyour employeesthatyouvaluethemallthetimeorjustwhenyouneedtheirhelp?) Knowwhatyouexpectoftheminmeasurabletermssuchasquality, quantity,andtime Knowwhattheyexpectofthemselves. Knowtheirstrengths. Knowtheirweaknesses. Knowwheretogethelp. Constantlymeasuretheirownperformanceagainsttheirowngoals. Expectthatrewardswillfollowachievement.

Putthenamesofthreeofyouremployees(yourbest,average,andpoorestperformers)intothis tableandrankeachoneL(low),M(medium),H(high)basedonyourperceptionoftheir confidenceineachcategory.Wecreatedanexampleforyou.

Elementsof CONFIDENCEinthese motivationalelements

KnowsyourMEASURABLE EXPECTATIONSofthem

BestEmployee

AverageEmployee

Ben
H
(YouhaveaHighdegree ofconfidenceBenknows themeasurable expectationsthatyou haveofhim.)

Joan
H
(YoumayalsohaveaHigh degreeofconfidencethat Joandoes,too.Youcan haveadifferentratingfora onetopicwhilethe majorityoftopicshavea differentrating.)

Worst Employee

Ruth
L

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Knowswhattheyexpectof themselvesin MEASURABLETERMS

H
(YouhaveaHighdegree ofconfidenceBenknows themeasurable expectationsthathehas forhimself.)

Knowstheirstrengths

H
(YouhaveaHighdegree ofconfidenceBenknows hisstrengths.)

Knowstheirweaknesses

M
(YouhaveaMedium degreeofconfidenceBen knowshisweaknesses.)

Knowswhereandhowto gethelpwhenhe/sheneeds it.

H
(YouhaveaHighdegree ofconfidenceBenknows whereandhowtoget help.)

Constantlymeasurestheir ownperformanceagainst theirowngoals.

H
(YouhaveaHighdegree ofconfidenceconstantly measureshis performanceagainsthis goals.)

Expectsthatrewardswill followachievement

L
(YouhaveaLowdegreeof confidenceBenexpects rewardswillfollow achievement.I.e.,you dontthinkhesworking fortherewardsjust becausehesproudofhis work)

ThemajorityofyourratingsforeachemployeeshouldfallunderthebroadcategoryofHigh, Medium,orLow.Thismeansyouaresaying,ineffect,IseeBenasmybestemployeebecauseIhave ahighdegreeofconfidenceinhimforthemajorityofthesemotivationaltopics.

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YOURVIEWOFTHEM
Nowthatyouunderstandwhatwearedoing,takeafewminutestocompletethistableonthreeof youremployees.

ELEMENTSOF CONFIDENCE
Yourviewofthem KnowsyourMEASURABLE EXPECTATIONSofthem Knowswhattheyexpectof themselvesinMEASURABLE TERMS Knowstheirstrengths Knowstheirweaknesses

BEST EMPLOYEE
Name:

AVERAGE EMPLOYEE
Name:

WORST EMPLOYEE
Name:

Knowswhereandhowtogethelp. Constantlymeasurestheirown performanceagainsttheirown goals. Expectsthatrewardswillfollow achievement

YOUREMPLOYEESVIEWOFHIMSELF/HERSELF
Afteryouhavecompletedyourprivateassessmentofthosethree,calleachofthosethreeasideand askthemtolisttheirperceptionsofthemselves.Theymaynotfeelcomfortabledoingitifyouve neverdonethisbeforewiththem. Wesuggestyoucalmtheirapprehensionsbysayingsomethinglike,Imtakingaselfstudy leadershipcourseandoneoftheactivitiesistoseeTHOUGHTHEEYESOFTHEEMPLOYEEhowthey viewthedepartmentandthemselvesundermyleadership.IcantmakeitbetterifIdontknowwhere wearenow.IamaskingthreeemployeeswhoIthinkwillbehonestwithmetotakeafewminutesto completethissurvey.Itiscompletelyconfidentialandwillhavenoimpactwhateveronyourwork performanceevaluation.
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ELEMENTSOFCONFIDENCE
PleaseuseH(high),M(medium),orL(low)torateyourconfidence levelabouttheseworkplacetopics. Myconfidencelevelisthishighregardingmyknowledgeofthe MEASURABLEEXPECTATIONSmysupervisorhasaboutmywork.

EMPLOYEE

MyconfidencelevelisthishighregardingmyknowledgeaboutwhatI expectofmyselfinMEASURABLETERMS Myconfidencelevelisthishighregardingmyknowledgeaboutmy workstrengths Myconfidencelevelisthishighregardingmyknowledgeaboutmy workweaknesses

Myconfidencelevelisthishighregardingmyknowledgeofwhereand howtogethelp. Myconfidencelevelisthishighregardingmyabilitytomeasuremy ownperformanceagainstmyowngoals. Myconfidencelevelisthishighregardingmyexpectationthat rewardswillfollowachievement

Thereisastrongprobabilitythattheemployeeyouthinkisthe bestmatchestheirselfperceptionsmostcloselywithyour perceptionsofhimorher.

Likewise,thebiggestgapisprobablywiththepersonyoucallthe worstemployee.

WHATISIN ITFORYOU TODOTHIS?

Thismeansyouhaveagreatopportunitytoworkwiththeworst
oneandyoumaygainabetteremployee.

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DESIRABLEJOBCONDITIONS
Whatjobconditionswillcontributetoanemployeesmotivationanddesiretodotheirbest? TheUSChamberofCommerceasked40,000hourlyemployeesand5,000 supervisorstoratethe10jobconditionsbelowfrom1(mostimportant) to10(leastimportant). YOURTASK:Ratetheconditionsfrom110ineachtablefromthe perspectiveofthehourlyemployee.(Ifyouarenotanhourlyemployee, trytoviewtheworkthroughtheireyesandscoretheselikeyouthink theywould.)Thenscorethedifferencebetweentheactualresultsas shownonpage19.(Youcanuseeachnumberonlyonce.)

RATETHESEFROMTHEHOURLYEMPLOYEESVIEWPOINT

JobCondition

YourRating

ActualRating
(wellshowtheiractual numberstoyoulater)

Differencewithout+/ (Theirabsolutevalue)

Fullappreciationof workdone

Feelinginonthings Sympathetichelpon personalproblems Jobsecurity Goodwages Workthatkeepsyou interested Promotionandgrowth inthecompany Personalloyaltyto workers Goodworking conditions Tactfuldiscipline Totalthenumbersinthedifferencecolumn>>

Thegreateryourdifferencescore,thegreaterthegapbetweenyourviewoftheseworking conditionsandthoseoflineemployees.

Whyisthisworthknowing?(Themoreyoucanseetheworldthroughtheeyesofyouremployees
meansthestrongerpotentialyouhaveformotivatingthem.)

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THEIGNORANCEICEBERG
Whatmakes thishappen? 4%

9%

Problemsknownto seniormanagement

Problemsknownto departmentmanagers

74%

Problemsknownto departmentsupervisors

100%

Problemsknown tolineemployees

AdaptedfromQualityImprovementandTQCManagementatCalsonicinJapanandOverseas"SydneyYoshida

Themessagewiththispictureisthatthelineemployeeshavemostknowledgeaboutconditions (problemsoropportunities)attheproductionlevel.Awiseleadercreatesanenvironmentof motivationwhereemployeeswanttotakecareoftheirleaders(andtheiremployers)bydealing withproblemsbeforetheycanoccurorgetbiggerortakeadvantageofopportunitiesto

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improveefficiency.However,iftheydonotfeeltheirleadervaluesthem,theystayquietandlet thingshappen. Doyouthinkproblemsexisttodayinyourdepartmentwheresupervisorsaboveandbelowyou maynotknowaboutthem? Ifso,wherearethemostlikelyplaces:specificdepartments,specificworkflows,underspecific people?

Whatisthereaboutyourworkplacethatcouldkeepyourpeoplefromtellingyouaboutexisting problems? WhatisinitforANEMPLOYEEtotellyouabouttheproblemsoitcangoaway? WhatisinitforYOUifthathappens?

ACTUALSCORESFROMTHESURVEYJUSTCOMPLETED
JobCondition Fullappreciationofworkdone Feelinginonthings Sympathetichelponpersonalproblems Jobsecurity Goodwages Workthatkeepsyouinterested Promotionandgrowthinthecompany Personalloyaltytoworkers Goodworkingconditions Tactfuldiscipline ActualRating 3 4 9 1 2 5 7 10 6 8

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SETTINGEFFECTIVEPERFORMANCEGOALS
OnedayAlicecametoaforkintheroadandsawaCheshirecatinatree. WhichroaddoItake?sheasked. Wheredoyouwanttogo?washisresponse. Idon'tknow,Aliceanswered. Then,saidthecat,itdoesn'tmatter.Whenyoudontknowwhereyou aregoing,anyroadwilltakeyouthere.
(LewisCarroll,ThroughtheLookingGlassortheAdventuresofAliceinWonderland)

TheCheshirecatsresponseisamodelformuchofthedifficultywithemployeeworkperformance intheworkplacetodayasemployeeshearphraseslikethese: Makeitlookveryprofessional Iknowyouwilldoagreatjob! Makesuretheygettheirmoneysworth. Iwillneedthatreportinatimelymanner.

What vague directions do you hear daily?

Ask Yourself

How do you know when you have met their expectations?

How do those vague directions make you feel?

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THEVALUEOFSETTINGMEASURABLEGOALS

Whatvaluedoyouthinkthereisinhavingmeasurablegoals?
(SpecificmeasurablesintermsofQQTmakeiteasytomonitorprogress towardtheirachievement.)

Whataresomesourcesofstressinyourworklife? Whataresomemeasurablegoalsinyourworklife?

Whataresomesourcesofstressinyourhomelife? Whataresomemeasurablegoalsinyourhomelife? Doyouthinktherearesignificantdifferencesbetweenworkpressureandworkstress?Ifso,how wouldyoudescribethem?

(Manytimesworkstresscomesfromundefinedsourcesorvagueexpectations.Forexample,ifyourbosstells youtocompleteafinancialproposalwithinaweek,but,youdonotknowwhatheexpectsinitorwhatitshould looklike,youwillbestressedtryingtomeethisvagueexpectations.Evenafteryouturnitin,youstillworry becauseyoudonotknowwhetherhewilllikeit. LeadershipFundamentalsIOutsourceTraining.bizLLC2009 Page21

Ifyouhavedonemanyfinancialproposalsforhiminthepast,youstillmayfeelsomeworktensionandjob pressureuntilyoufinish.However,onceyouturnitin,youarerelievedbecauseitisfinishedandyouknowyou didagoodjob.)

ExamplesofWORKPRESSURE inyourjob
Howcanmeasurablegoalsreducestressinyourlife?

ExamplesofWORKSTRESS inyourjob

Whatcanyoudotoincreasetheamountofmeasurablegoalsinyourlife?

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Listsomeactivitiesassociatedwithyourjobthatyouwishweredefinedmoreclearly regardingwhatyourleaderexpectsyoutodo. Howdoesthislackofclarificationaffectyouandyourwork? Whatriskdoesthislackofclarificationmeantoyouremployersperceptionofyouvalueto theorganization? Whatwillyoudoaboutthisafteryoufinishthiscourse?

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THEELEMENTSOFEFFECTIVEGOALS

Aneffectivegoalrequiresatleasttheseelements:

Realistic(inthemindofthepersondoingthework)Thepersonmustfeel
theyhavesomechanceofsuccessortheywillnotbothertrying.

Quantifiable ItmusttellthepersonHOWMUCH(Quantity),
HOWWELL(Quality),andBYWHEN(Time).Thisknowledgehelpsthem
gaugetheirownprogresstowardtheultimategoal.Wewillabbreviatethisto QQTinthisclass.

Job RelatedHe/shemustunderstandhowhis/herpersonalgoals
supportthegoalsofthedepartment,whichsupportthegoalsofthedivision.

Doable Theymustinvolvehis/herdoingsomethingthattheycanobserveandmeasure.
AgoalthatcallsforUnderstandinghowworkflowsthroughtheHighway DepartmentisuselessbecauseyoucannotmeasureUNDERSTANDING. Itonlybecomesusefulifhe/shemustdosomethingthatdemonstrates his/herunderstandingsuchas,explaininwritingthecompleteworkflow ofarequestfromacitizenforasafetysignonhisstreetuntilitisinstalled.

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PRACTICEACTIVITY
Describeanactivityassociatedwithyourjobthatisclearlydefinedandcontainsquantity, quality,andtimecomponents. TheQualitycomponentis: Howdoesthiscleardefinitionofwhatyourleaderexpectsaffectyourpersonalsatisfactionand yourworkperformance? Howdoesyourworkperformanceandpersonalsatisfactionregardingthisclearlydefinedtask comparewiththetaskyouidentifiedearlierthatisnotdefinedasclearly? Howcanyouusethiscomparisonoftwoofyourtaskswithyouremployeesandsomeoftheir tasks?
(Itmaygiveyousomeinsightwhytheyarenotworkingtoyourexpectations.)

TheQuantitycomponentis: TheTimecomponentis:

Whywouldyouwanttodothis?

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GOALSANDTASKS
Doyouthinkapersoncanbeverybusybutnotveryproductive? Howcouldthishappen? Tasksarenotalwaysproductive.Sometimespeoplearejustbusy.Whenyoufocusataskwith thethreecriticalperformancestandardsthatdefinehowmuch,howwellandbywhen (QQT),youestablishgoalsandbecomeproductive. Thelightbulbinalampisphysicallythesameasalaserbeam. However,thelaserhasallofitsenergynarrowlyfocuseduponaparticularpointthat givesitincrediblepower.Howcouldyoucomparepartsofyourworkdaytothelight bulbandthelaserbeam? Whendoyoufeelmoresatisfiedwithyourwork:whenyouareactinglikealightbulboralaser beam? Whichconditionultimatelymakesyourjobmoreenjoyableandyourworkmoreproductive? Howcanyouusethelightbulbandlaserbeamexampleinadiscussionwithyouremployees? Whywouldyouwanttodothat?
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Arethesesituationsproductiveorbusy? Readeachsituationandputacheckmarkundertheappropriate ProductiveorBusycolumn.Remember,wedefine productiveashavingallthreeelementsofhowmuch (quantity),howwell(quality),andbywhen(time)present inasituation. Thesituation

Grant has been pushing the cart loaded with statements up and down the hall for the past 45 minutes. Logan has processed 200 documents in the past 3 hours. Murphy has the machine running items at a speed of 375/hour and a reject rate of .82% Cindy completed 3 hours of classes at night school this past quarter. Describe a typical activity of yours that is busy but not productive because you have not been told the three components of productivity; quality, quantity, and time.

Productive

Busy

Ifbusy,what ismissing?

Which of the three components is missing?

What will you do about it?

Grantisjustbusy.Nothinghasbeenaccomplished.Whatisthequalitymeasurement? Loganhasprocessed200documentsbutaretheythecorrectones?Wheretheyprocessedaccurately?Thereis noQUALITYcomponent.S Murphyhasbeenproductive.Thequalitycomponentistherejectrate. Cindycompletedthecoursesbutwhatwashergrade?Ifshefailed,thereisnoproductivity.IfshereceivedanA, shewasmoreproductivethanifshereceivedaC. LeadershipFundamentalsIOutsourceTraining.bizLLC2009 Page27

ESTABLISHINGEFFECTIVEPERFORMANCEGOALS
Selectoneofyourcurrentemployeesandwritetwoeffectiveperformancegoalsforthem.Putthe wordshowmuch,howwell,andbywheninparenthesisbehindtheproperelementwithin yourgoal.Usethisasasample: SandywillcompletethenightschoolAccounting101class(howmuch=1class)within6 monthsoftoday(bywhen)withatleastagradeofB(howwell). Myemployeeis___________________________________ Theirperformancegoal#1is: Theirperformancegoal#2:

Threepossiblesituationscanhappenwhensettingperformancegoals:
1. Yousetthem;youremployeetakesthemandtriestomeetthem. Think about... Whichdoyouthinkisabettersituationandwhy? 2. Youremployeesetsthem;youacceptthemandhopetheycanmeet them. 3. Youandyouremployeesetthemtogetherandtrackprogresstogether.

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THOSEHARDTOMEASUREPERFORMANCETOPICS

Howcanyouputameasurementonthesetopics?

QualityService TeamWork

WrittenCommunication

OralCommunication
Itiseasytomeasureifyouwilldothis: 1. Workwithyouremployeestodefinejointlythebehavioraltraitsthatdemonstratethetopic. (Itiscriticaltothesuccessofthismeasurementprocessthatyouincludethosewhosebehavior youexpecttomeasure.Theirbuyiniscriticalforthesuccessofthisapproach.) Forexample,ifyouwantedtomeasurePRIDEINWORK,youfirstidentifybehavioraltraits thatindicatetheyhaveprideintheirwork. Therearenospellingerrors. Itisalwaysontimeorbefore. Shealwaysusestheproperformatforthereport. Therearenosmudgesorwhiteoutsontheform. Herdataisalwaysaccurate.

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2. Establishascalewitharangeofvaluesforusewitheachtrait.[ThisisaLikertScale.] 1=Ineverseethis(DonotgetoverlyconcernedwiththedefinitionofNever.Aslongasyouandthe employeesagreeonwhatfrequencyitmeans,thescalewillwork.) 2=Ioccasionallyseethis(Donotgetoverlyconcernedwiththedefinitionofoccasionally.Aslongas

youandtheemployeesagreeonwhatfrequencyitmeans,thescalewillwork.)

3=Ialwaysseethis(DonotgetoverlyconcernedwiththedefinitionofAlways.Aslongasyouand theemployeesagreeonwhatfrequencyitmeans,thescalewillwork.) X=Doesnotapply

CAUTION:Professionalssuchasengineers,surveyors,andaccountantsareusedtoworkingwithspecific dataandmaybeuncomfortablewiththisconcept.Theyshouldrememberwearemeasuringimpressions andattitudesthatmaybevagueatbest.AskingacustomertoranksatisfactionalongascalefromNot satisfied,Somesatisfaction,VerySatisfied,orDoesnotapplyismoreusefulthanaskingthemareyou 43%satisfiedor72%?

3. Thencreateascalethatconvertstheaverageofthetraitscale(#2above)toyourperformance assessmentsystem. JoanSmithsPrideinWork(PrideinWorkisthebehaviorweareevaluating) Evaluation Therearenospellingerrors.

Itisalwaysontimeorbefore. Shealwaysusestheproperformatforthereport Therearenosmudgesorwhiteoutsontheform. Herdataisalwaysaccurate

Scores 3 2* 2* 3 2* 12/5=2.4

Averagescorefortheobservationperiod

*Awiseleaderwillhavedocumentationofthetimeswhentheemployeedidanythingthatwould resultinalessthanperfectscore.Youcanexpectthemtoaskforprooftheydidnotearnthetop score. Also,theirmoraleisimprovedifyouputtheburdenofprovingtheydidnotgetthemaxscoreonyou insteadofputtingtheburdenofproofonthemtheydidearnit.Thiswouldbelikeateacherinschool tellingyouatthestartoftheyearEveryonehasanAinthisclassuntilyourscoresshow otherwise.Theresultfromagradestandpointisprobablythesamebuttheattitudeofthestudents ismuchmoreoptimisticandtheymayscorebetter!

Thesefivebehavioraltraitsfrompart#1definethebehaviorPrideinWork.
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Youcanaskyouworkteamhowtheywanttobemeasuredontheirteamworkskills.

SomeTEAMWORKtraitsthattheymaysuggest: Demonstrateswillingnesstohelpotherswhenfinishedwithownworkwithout beingasked. Demonstrateswillingnesstohelpotherswithlessexperienceorconfidence Demonstrateswillingnesstogivecredittootherswhenpraiseisgiven Demonstrateswillingnesstocarryhis/herfairshareoftheworkload(andmoreat timesifasked) Theyarereliableandcanbecountedontocarrytheirshareoftheworkload

ThisishowtheXYZCorporationmaysetupasimple,yeteffective becauseitiseasilyunderstoodbyemployees,performanceassessment scaleof1.03.0.

Performancescaleranges: < 2.0 requires probation and a specific improvement plan 2.0 2.4 = Satisfactory performance with lowest merit increase >2.4 2.7 = Above satisfactory performance with medium merit increase >2.7 = Outstanding performance and maximum merit increase
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EMPLOYEESRATINGEACHOTHER:GOODORBADIDEA?
Askthatquestionamongagroupofsupervisorsandmanagersandyouwillgetmanyreasonsfor andagainstit.Webelievethatitisagoodideaonlywhenthegroupdoingtheratinghasthe maturitytounderstandthebenefitsitoffers. Herearesomeissuesforconsiderationabouttheargumentfor thosewhohavenotattempteditbefore. Theleaderisnotalwayspresentwhiletheteamisworking.Frequentlythereareduties uniquetoleadershipthatrequireshimorhertobeelsewheresuchasattendingmeetings, workingintheofficeplanning,scheduling,budgeting,reporting,etc. Thereareonlytwowaystoevaluateindividualperformancecontributionsbymembersof theteam:theleadercandotheevaluationorthefellowteammemberscan. Teamworkisimportanttothesuccessofourgroup.(Noonewillarguethatfact.)

Sincetheleaderwasperiodicallyabsentandnotabletoobserveperformanceatalltimes, thereisadistinctpossibilitytheslackerwillgetaperformanceratingthatishigherthan deservedwhentheleaderdoesindividualperformanceassessmentsongroupmembers. Thisisunfairtothosewhohadtopickuptheslacktomeetthegroupsgoals. Otherteammembersfrequentlyhavetopickupthatslacktomeetthegroupsproduction goals. Theremaybeteammemberswhoworkmorediligentlywhiletheleaderispresentthan theydowhentheleaderisabsent.

Thegroupsmemberscansolvethisproblembydoinganonymousassessmentsofeach otheriftheychoosetoactobjectively.Theleadercanusethesefortheindividuals performancescoresundertheteamworkcategory.

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Somegroupmemberswillobjectsayingthatassessmentsarethejoboftheleader.While thatistrue,itisalsotruethatthefrequentlyabsentleadercannotevaluateindividual performancewithinthegroupasoftenasothermemberscan.

Thegroupcanchoosetoscoreitselfanonymouslyandbeveryaccurateorinsisttheleader dothescoringandadmittheremaybeundeservedscores.Theycannothaveitbothways unlesstheleadergivesupsomeleadershipduties.However,iftheleaderstoppeddoing thoseleadershipduties,heorshewouldnotremainaleaderverylong.

Thepossibilityofgroupsofteammembersgivingthosetheydonotlikelowerscores(or friendshigherscores)thantheydeservecanbedefeatedbyusingtheOlympicjudge techniqueofthrowingoutthehighestandlowestscores.Or,youcanrequirespecific examplesbeincludedforthehighestorlowestscorestocount.

Ifagroupiswillingtoselfscore,workproductionwillincreasebecausetheslackerscanno longergetawaywiththeirgames:theyknowitandthegroupmembersknowit.

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DESIGNINGASOFTSKILLSPERFORMANCEEVALUATION
ThisisareviewoftheThoseHardtoMeasurePerformanceTopicsonpage29.Wewillshowyou howtobuildagroupassessmentforthesoftskillofteamwork.

Meetwiththeworkgroupandexplaintothemthatyouwanttodevelopawaytoassess teamworkthatfitswiththeirworkandisdesirableandfairtoall.(Besuretoreferencethe argumentsonpage32.) AskthemtooffersomeTeamworktraitsthatyoucoulduseontheirorganizationsannual performanceassessment.Letusassumethesearewhattheyoffered: EXTRABENEFIT:Traitslikethesealsoprovideagroupsunofficialcodeof conductthatbecomesaselfpolicingguideline.Thistakesalargeburdenoff theleaderbecausetheteamselfmonitorsitsperformanceandhelpsnew membersassimilatemorequickly. Willingnesstohelpotherswhenfinishedwithownworkwithoutbeingasked. Willingnesstohelpotherswithlessexperienceorconfidence Willingnesstogivecredittootherswhenpraiseisgiven Isreliablebyalwaysbeinghereontimeanddoingwhattheypromise Willingnesstocarryhis/herfairshareoftheworkload(andmoreattimesifasked)

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PERFORMANCEASSESSMENTSAMPLEUSINGALIKERTSCALE
(ALikertScaleisonethatsurveysarangeofopinionfromoneextremetoanothersuchasAgreevery stronglytoDisagreeverystrongly.)

Sendasurveywithacovermemolikethistogroupmembers.
John Smith is due for a performance assessment of his last 12 months of work. Part of our companys annual Performance Assessment form requires an assessment of TEAMWORK.

We value the Teamwork traits listed below in our group. Please rate John based on your experience with him during this past assessment period and send it to me by (date). If you want to include the highest or lowest scores, you must include specific examples for for those scores to count.

Your name will be helpful if I have questions about your response BUT IT IS NOT REQUIRED. If you will feel more comfortable returning it anonymously, you may do that.

Pleaseratethesesituationsfroma110usingthisrating: 1=Ineverseethattrait3=Irarelyseeit5=Iseeitoccasionally8=Iseeitfrequently10= IalwaysseethattraitX=Idonotknowwellenoughforanopinion. Thetraitwearelookingfor Yourrating

Willingnesstohelpotherswhenfinishedwithownworkwithoutbeingasked. Willingnesstohelpotherswithlessexperienceorconfidence Willingnesstogivecredittootherswhenpraiseisgiven Isreliablebyalwaysbeinghereontimeanddoingwhattheypromise Willingnesstocarryhis/herfairshareoftheworkload(andmoreattimesif asked) Whenyougetthereplies,averagethescoresandassignavalueaccordingtothesystemyouhave developedwithyouremployees.

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ListFiveTraitsThatYouWouldWanttoSeeDisplayedfor

WRITTENCOMMUNICATION

ListFiveTraitsThatYouWouldWanttoSeeDisplayedfor ORALCOMMUNICATION

ListFiveTraitsThatYouWouldWanttoSeeDisplayedfor
QUALITYSERVICE

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DEVELOPINGANACTIONPLAN
Settinggoalsismeaninglesswithoutanactionplanofwhatyouwilldotomakethem happen. Hereisanactionplanthatanemployeewouldwriteusingthenightschoolexampleonpage27.

Step#1. Step#2. Step#3.

Iwillcallthenightschoolrepresentativewithin2daysofthismeetingandaskforthe formneededtoregisterforclass. WhenIgettheform,Ifillitout,getmybosssignature,andsenditbacktothenight schoolrepresentativewithin2daysofreceipt. ThenIwillcallthenightschoolrepresentativeonthefifthdayaftersendingitto confirmshereceiveditandaskifIneedtodoanythingelse.

Transfertohereoneoftheperformancegoalsyoujustwroteforoneofyouremployees: Nowidentifyatleastthreeactionstepstheemployeecouldtaketogetstartedtowardthatgoal. Identifythequality,quantity,andtimeelements. Howmuchshouldaleaderbeconcernedabouttheperceiveddifficultyofachievinggoals?

(Someconcernbutnotasmuchastheemployeewhohastoaccomplishthegoals.)

Who(leaderoremployee)shoulddetermine(andWHY)whetheragoalisdifficult?

(Bothshouldbeinvolved.Iftheleaderthinkstheemployeecandoit,thenstrongcoachingskillsare neededtogettheemployeetoattempttheactivity.)

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CONDUCTINGTHEGOALSETTINGMEETING

PREPARATION
Thegoalsettingmeetingcanbeanexcellent,nonthreatening, opportunityforyoutomakesureyouremployeeunderstands theirjobjunctionandhowitfitsintothepurposeofyour organization.Hereisaneasywaytomakethatdetermination: GiveacopyoftheWorksheetfortheGoalSettingMeeting(on thenextpage)toyouremployeeaboutaweekbeforeyour meeting. Tellthemtothinkabouttheirworkperformanceandprofessionaldevelopmentgoalsforthenext observationperiod.Saysomethinglike,ThishelpsmediscoverhowwellIhavecommunicatedwith youaboutyourjobandmyexpectationsofyourperformance.Pleasefilloneoutaboutwhatyou expectofyourselfandIwilldooneforyoudefiningwhatIthinkyoucandoplusalittlestretchingfor professionalgrowth.Thenwellcomparethemtohelpmeunderstandyourviewofthejobandyour developmentplans. Ifyouarenotsureofwhattosay,trysomethinglike,Ifyouwereme,whatwouldbetheminimum acceptableperformanceandprofessionaldevelopmentthatyouwouldexpectfromsomeonewithyour experience,skills,andpotential?Thenwhatwouldbethemaximumyouthinkcouldbeachieved? Remember,themoretimeyouspendtodayclarifyingquestions,thelesstimeyouwillhaveto spendtomorrowfixingmistakes. Youandyouremployeemustbothbepreparedforthegoalsettingmeeting:hereisausefulguide forpreparation.

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WORKSHEETFORTHEGOALSETTINGMEETING EmployeesName:___________________________________Date:____________ EmployeesPosition:______________________ Supervisor:______________________ Goalsettingperiodfrom(dd/mm/yyyy)____________to___________(dd/mm/yyyy) WORKPERFORMANCEGOALS: Iplantoachievetheseperformancegoalsasanaverageoverthisperiod(including measurementsofquality,quantity,andtime). PROFESSIONALDEVELOPMENTGOALS: Iplantoachievetheseprofessionaldevelopmentgoalsoverthisperiod(including measurementsofquality,quantity,andtime).

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These are the minimal questions for your FIRST goal-setting meeting.

Whatareyourgoalsforthisfirstperiod(1stquarteris ideal)ofobservation?

HowcanIhelp?

Itdoesnothavetobe morecomplexthan that!

1. Whatwereyourgoalsforthispastobservation period? 2. Howdidyoudo? 3. Howdoyouaccountforthegapaboveor belowyourgoals? 4. Whatareyourplansforthenextperiod? 5. HowcanIhelp?

These are the five minimal questions for any goalsetting meeting AFTER your first one.

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ANNUALPERFORMANCEASSESSMENT

PERFORMANCEASSESSMENTSWHY?
Whydowedoannualperformanceassessments? Whatdoyouthinkisthetypicalopinionamongyourfellowleadersaboutdoing performanceassessments? Whydoyouandtheythinkthisway? Whenyouwereingradeschool,wereyoueversurprisedaboutwhatyourreport cardwouldlooklike? Howwereyouabletofigurecloselywhatyourgradeswouldbe? Howoftendidyougetreportcards?

Howdidyourteachers,yourparents,andyouusethem? Didyouhavetowaituntiltheendoftheschoolyeartolearnwhetheryouhadpassedthatgrade? Whynot? Whatdifferencesaretherebetweenreportcardsyouhadinschooland performanceassessmentsyouget(anddo)atwork?

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Whatiskeepingyoufromcreatingthatsamereportcardenvironmentinyourdepartmentwith youremployees?

PERFORMANCEORACTIVITY?
Caterpillarsmovethroughtreesinlonglines;eachonewithitsheadsnuglyfittedagainsttherearof theoneahead. JeanHenriFabre,aFrenchnaturalist,enticedastringofthemoncetotherimofalargeflowerpot. Therehesucceededingettingthefirstinlinebuttedupagainstthelastinabig,hairycirclethat movedaroundandaroundcontinuously. Heexpectedthemtocatchonsomehowthattheywere goingnowherebuttheydidnot.Heevenplacedample foodandwaternearbywheretheycouldseeitbutjust outsidetheirpath.Throughsheerforceofhabit,they continuedthemarchforsevendaysuntilexhaustionand ultimatestarvationendedtheirmarch. Therewasplentyofactivity,allweredeeplyengrossedin thehabit,custom,tradition,orwaywehavealways doneit,buttheyaccomplishednothing!1 ThePerformanceAssessmentexiststorewardemployeesforwhatthey accomplish,notforjustshowingupandstayingbusy.Doyouthinkthatyou, yourleader,andyouremployeeshaveaclearunderstandingofthis difference? Performancemeansachievementofgoals,activity meansstayingbusy!

Think Like a Manager, Roger Fritz, Ph.D., copyright 1994, page 97

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ELEMENTSOFANEFFECTIVEPERFORMANCEASSESSMENTPROCESS

1.

YOURJOBDESCRIPTION

Thistellsyouwhattasksyouarepaidtodotosupportthemission ofyouremployer.

QUESTION:Whatisthemissionofyouremployer?
Whatisyourdepartmentsmissioninsupportofyouremployersmission? Whyisitimportanttoaskthesequestionsinamoduleaboutperformanceassessments? Theemployeeandsupervisorworktogethertodefinehowwelltodothemviathedifferent performancelevelsusingthegoalsettingworksheet. Listherethetopthreethingsyouarepaidtodoinyourjobusing thetermsof HOW WELL (quality), HOW MUCH (quantity),and HOW OFTEN (time).

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Ifyouarehavingdifficultydoingthis,whatdoesthattellyouaboutcommunicationsbetweenyou andyoursupervisor? Whatisyourlevelofconfidencethatyouandyoursupervisorwouldlistthe samethreeitems?Ifitisnotveryhigh,whatdoesthattellyouaboutyour leaderspossibleviewofyourjobperformance? Whatareyougoingtodoaboutthissituation?

WhatdoesjobCONFIDENCEhavetodowithjobCOMPETENCE?
(Themoreconfidentwearethatwearedoingtherightthingsrightmeanswewill bemorecompetentdoingthem.)

WhatdeterminesyoursenseofjobCONFIDENCE? HowdoesyoursenseofjobCONFIDENCEinfluenceyourjobCOMPETENCE? HowdoesyourjobCOMPETENCEaffectyourjobPERFORMANCE? Onwhichofthoseelements(confidence,competence,orperformance)doesyourbossjudgeyou? Howcomfortableareyouwithyourworksituation?

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Whatdoyouplantodonext?

2.

WRITTENPERFORMANCESTANDARDS

Performance standards areorganizationalminimumsforspecificjobtasks.Clerksshouldtype aminimumof35words(quantity)perminute(time)withnoerrors(quality)isanexampleofan organizationalstandard. Performance goals areanindividualsperformanceimprovementpathtoachieving organizationalstandards. Carlcurrentlytypesat35wpmbutmakestypos.Hisgoalisto achievethecompanystandardwithin2weeks. Listsomeperformancestandardsofyourorganization.Thenlistsomeperformancegoals employeeswouldsetastheyworktowardachievingtheorganizationalstandards. ORGANIZATIONALSTANDARDS INDIVIDUALGOALS

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3.

CONDUCTINGAGOALSETTINGMEETING

UsethereportcardmodelfromtheSettingEffectivePerformanceGoalsasa guidetoestablishingthefrequencyofyourgoalsettingsessionsduringayear.

Day 0 = 1st meeting Day 90 = 2nd meeting Day 180 = 3rd meeting Day 270 = 4th meeting. Day 360 = 5th meeting

Didyourteacherseverhavetotellyouhowyouweredoinginclassordidyouknow? Howmuchstressdoyouthinktheyexperiencedatreportcardtime?(Noneorverylittle) Why?(Givingstudentsfeedbackonclassworkscoresallowedthemtotracktheirowngrades.Theworkwas

alreadyfinishedbyreportcardtime.)

Whywouldthatexperiencefromschoolbeanydifferentfromyourworkplace?Whocontrols whetheryouhaveastressFULorstressFREEtimedoingperformanceassessments?

QUESTION:Ifyouaskyouremployeesatthebeginningoftheyear, Howmuchdoyouwanttoearnthisyear?whatdoyouthinkthey wouldsay? Doyouthinkitwoulditbe,IwanttoearnallIcan? Comparethatquestiontoyourdaysinschoolwhentheteacherasked,Whatkindofanaveragedo youwanttoendupwiththisyear?,andyousaid,IwanttogetontheHonorRoll! IfyouwantedtoendtheyearontheHonorRoll,whatpartdidtheteacherplayinyourplans?

(Establishingthegradingsystemandgettingyourscoresbacktoyou.)

WhocarriedthebiggestpartoftheloadofgettingyouontheHonorRoll?(Youdid!) Howdoesthatsituationingradeschoolcomparetoyourdepartmentwhenanemployeesays,I wanttoearnallIcan?

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DoyourememberthisfromtheGoalsettingmodule?

WORKSHEETFORTHEGOALSETTINGMEETING

EmployeesName:______________________________________ Date:____________ EmployeesPosition:______________________Supervisor:______________________ Goalsettingperiodfrom(dd/mm/yyyy)____________to___________(dd/mm/yyyy) WORKPERFORMANCEGOALS: Iplantoachievetheseperformancegoalsasanaverageoverthisperiod(including measurementsofquality,quantity,andtime).

DoyourememberthesefromtheGoalsettingmodule? Usethesequestionsforthefirstmeetingof anobservationperiod(usuallyoneyear). Whatareyourgoalsforthisfirstperiodof observation? HowcanIhelp? Usethesequestionsforeveryothermeeting afterthefirstforthatobservationperiod (quarterly). Whatwereyourgoalsforthisfirstperiodof observation? Howdidyoudo?(Comparinggoalsvs. accomplishment) Howdoyouexplainthegapbetweengoals andactualperformance? Whatisyourplanforthenextperiod? HowcanIhelp?
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QUESTION:Whichisbetter?
Holdtheendofobservationperiodevaluationandsetgoals fornextperiodmeetingatonetime,orhavetwodistinct meetings?

(Two distinct meetings are better. If there is bad news in the first one, the employee needs time to settle down before you set goals for the next period. If they did very well, they need time to settle down so they do not reach for unrealistic goals that may become self-defeating.)

DOCUMENTATIONTHATSATISFIESTHEORPPERSON
DoyouknowtheORPperson?(The rdinary, easonable,and rudent personisanindividualwhodidnotwitnesstheeventbutmaysitin judgmentofyouractionsatanadministrativehearingorasamemberofa jury.)

Besuretochiselthisintoyourmemoryjustasitischiseledintothisblock ofstone!

IF IT ISNT DOCUMENTED, IT DIDNT HAPPEN

Supposeyouremployeesdesklookedlikethis,whichisverycontrary toyoursenseoforderlinessandwhataprofessionalenvironmentshould looklike.Writeacommenthereasifyouwereputtinganentryontoa disciplinaryform.

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QUESTION: Whatdetermineswhetheranemployeesbehaviorrequiresyourintervention?(Themostuniversally
applicableansweris,Ifitimpactswork!)

WhatimpressioncouldthesesentencesgivetheORPpersonaboutthewriterandwhycouldthey givethatimpression?
(TheORPmanmaythinkyouhaveagrudgeagainstthemorthereissomethingpersonalgoingon.Youmust alwaysfocusonobservable,descriptivebehaviorandnotopinionsunlessaskedspecificallyforanopinion.)

Shejustdoesnttakeprideinherwork! Hisattitudetowardcustomersisrudeandveryunprofessional. Sheissoloudandarrogantthatnoonewantstoworkwithher!

Rewritethemsotheydonotgivetheimpressionyoudescribedabove. (Hint:Howcanyouwritethemtofocusonobjectivebehaviorandnotyourvaluesystem?) Shejustdoesnttakeprideinherwork! Herlackofaccuracy(qualityreference)andtardinessinsubmittingthereport(time reference)areperformanceproblems.Idonotthinkshetakesprideinherwork.(Ifyouare compelledtorefertoherpride,thenprecedeitwithbehavioralreferencessotheORPmanwill knowyouhavevalidreasonsforsayingso.)

Hisattitudetowardcustomersisrudeandveryunprofessional. Hekeepsinterruptingthem),doesnotallowthemtofinishquestions),andcallsthemstupid totheirface.(Allspecificbehavioralreferences)Heisuncommonlyrudeandunprofessional tocustomers! Sheissoloudandarrogantthatnoonewantstoworkwithher! Youcanhearhertalkingseveralcubiclesaway.Sheisalwayscorrectingpeopleandusuallysheis wrong!Ihavehadarequestfromeveryoneofhercoworkersatdifferenttimesforatransferto anotherpartofourdepartmentawayfromher.

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CONDUCTAPERFORMANCEASSESSMENTMEETING
ThisprocessusestheReportCardmodelonpage46thatpresupposesyouandyouremployee shareacommonunderstandingofperformancerequiredtoachievethevariousperformancelevels recognizedbyyourorganization.(TheseequatetoyourknowingwhatittooktobeaC,B,orA studentinschool.) Thiscommonunderstandingcanonlyresultfromyouteachingthemwhatyouhavelearnedabout objectiveperformancemeasurements,motivation,andwantingthemtotakechargeoftheirown careers.

Schedulethemeeting.Giveyouremployeesufficientnoticeandinvitethemtobring
documentationthatsupportstheratingtheythinktheyshouldhave.(Wereyounotreadywithyour testscoresandothergradestoarguewithyourteacheratreportcardtimeincaseyoudidnotget thegradeyouexpected?) Conductthemeeting.Takeanapproachthattheyaregoingtotellyouhowwelltheydidonmeeting theirgoalsbypresentingsupportingdocumentation.Inthemeantime, youhavepreparedyourviewofwhattheyhaveaccomplished. (Rememberthattheteacherhadhergradebook,too.) Comparethedocumentationofperformancetheemployeeprovides withthegoalsettingworksheetsdefinitionsforsuccess.(Hereis whatyouarepaidtodoandthesearethedifferentrequirementsfora 1.0,2.0,3.0,4.0,anda5.0rating.Usingourorganizationsscale,what scoresdoyouthinkyouearnedthisperiod?) . REMEMBERthatyourteachersdidnotgive yougoodorbadgrades,youearnedthem. Youshowedyourteacherwhatgradeyouwantedbythewayyouperformed! Itcanbethesamewaywithyourperformanceassessments:letyouremployees performancetellyouthescorestheywanttosee!

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Thebiggestissuemanysupervisorshavewithgettingsalaryrecommendationsacceptedby CompensationisTHEIR(thesupervisors)CREDIBILITY. Ifyouareknownasasupervisorwhoavoidsconflictwithemployeesbygivinghighand unearnedorpoorlydocumentedsalaryincreaserecommendations,youwillnotbeverysuccessful in havingthemapproved. Likewise,ifyourreputationisthatyouarefairand objectiveandthatyourdocumentationprovestheemployees achievement,youwillbemuchmoresuccessfulinhavingyour recommendationsaccepted. YourHumanResourcesDepartmentwillsupportyour recommendationswhenyouhavebuiltcredibilitywiththem overtime.Themorereasonyougivethemtoagreewithyou, thegreaterthelikelihoodtheywill!

QUESTION:WhatwouldbeinitforHumanResourcesifyouinvited
themtoyourdepartmenttoreviewyourrevisedgoalsettingand performanceassessmentscoringprocess?
(Theycouldseeawaytomaketheirjobeasierbyreducingthenumberofcomplaints theyreceiveannuallyaboutperformanceassessmentscores.)

Whatcouldthatdoforyourcredibilitywiththem?

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EFFECTIVECOACHING

EffectivecoachingstartswithCATCHINGTHEEMPLOYEESDOINGWHATYOU WANTTHEMTODO...THENREWARDINGORREINFORCINGIT! Thinkaboutyouremployees.Somedotherightthingsallthetimeandyou hopetheycontinue.Othersdomostlyrightthingsandyouwishtheywould change.Listbelowtwoofyouremployeesandtheirbehaviorsyouwantto seecontinuedorchanged.(Thesameemployeemaybeinbothsituations.) Employee Iwantthemtocontinuedoingthis... IwantthemtoSTARTdoingthis

GettingpeopletoSTOPdoingthewrongthingdoesnotmeantheywill automaticallySTARTdoingtherightthing!Theywillonlystopdoing wrongthingssoyoudonotpunishthem.

Ifyouwantthemtodotherightthings,youmustmakesuretheyknow whatrightthingsareandthenpraisethem. YOUGETWHATYOUREINFORCE.

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WHATAREYOUREALLYSEEING?
Coachingmustfocusonobservedperformancewhatpeopleareactuallydoingandnotonour impressionofwhatwethinktheyaredoing. Readthesesituationsanddecidewhatyouthinkishappening. Jenniferisarrivingforworkagainat8:30,whichis30minuteslaterthan therestofhavetobehere.
(Ifyouthoughtshewaslate,youarewrong.Shehasaworkscheduledifferentfrom yours.)

Mikeisjuststandingnexttothatdeskandstaringoutthewindow.
(Mikeisnotwastingtimebutwaitingforaprintjobtofinish.Heisthinkingaboutthe nextreporthehastowrite.)

Sheissittingthereatherdeskreadingamagazineagainwhiletherestofus arestillworking.
(Sheisnotwastingtimebutlookingatatechjournaltryingtofigureouthowtoget heresystemrunningagain.)

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THEORPPERSON(AGAIN)
ItistheOrdinary,Reasonable,andPrudentpersonthatdid notwitnesstheeventbutmaysitinjudgmentofyouractions atanadministrativehearingorasamemberofajury. Lookbackattheexerciseonpage52inwhichyouidentified someofyouremployeesandwhatyouwantthemto continuedoingandstartdoing.Haveyouidentified behaviorstheydoorattitudesthatreflectyour impressionofwhatyouthinktheyaredoing? Doesyourstatementreflecttheobjectivebehavioroftheemployeeoryourimpressionoftheir attitudeabouttheirwork?Howcouldyourewordthestatementmoreeffectively? Whatriskisthereforyouifyoucannotseparatean employeesbehaviorfromyouropinionaboutthatbehavior?
(TheORPmanmaythinktheproblemlieswithinyou,notthe employee.)

Hejustdoesnttakeprideinhiswork!

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COACHINGTOCONTINUEDESIREDPERFORMANCE
Itismoreeffectivefromacoachingstandpointtofocusyouremployees attentiononthethingstheyaredoingrightinsteadofremindingthemof whattheyaredoingwrong. ThinkoftheLittleLeaguebaseballcoachshoutingtohispitcher,Besureto coverhomeplateonapassedballsotherunneron3rddoesntscore! Whatmessagedoyouthinkheisunintentionallysendingbetweenhiswords?(Iexpectyoutothrowa
wildpitch,socoverhomeplateinanattempttolessenthedamageyouaregoingtocause!)

Whatdoyouthinkistheinevitableoutcomeofhiscoachingofthepitcher?(Thereisahigh
probabilitytherewillbeawildpitch!)

Whatshouldhebesaying?(HintWhatdoeshereallywantthepitchertodo?)(Hitthecatchers
glove!Throwitacrosstheplate!)

Thereisasimple,yetverypowerful,methodaneffectiveleadercanuseinlessthan30secondsto helpemployeesfocusonwhattheyaredoingright.Also,increasethelikelihoodtheywillkeep doingit!Thisishowitworks:

1. Drawhis/herattentiontothedesiredperformance youwant. YouvefinishedyourworkearlyAGAIN!Thatisgreat! 2. Gethim/herthinkingaboutwhathedidbyaskinghowhedidit. PleasetellmehowdoyouachievethatEVERYDAY! 3. Listencarefullytohis/herdescriptiontocheckwhetheritwasanintentionalactorrandom chance.(Ifrandom,reviewwiththemwhattheyneedtodotomakeithappen consistently.)

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RememberthewordP-A-C-E-R(PerformanceAskCheckElseReinforce)to takeyouthroughthestepseasily. Hereisanexampleofhowitworks.ImagineyouareaLittleLeagueparentandyourplayergota basehit.Afterthegameorassoonasyoucan,yourunupandcongratulatehim.Yourconversation afterlearningthistechniquewillgolikethis:(Thiswilltakeabout30seconds!) Parent: Greathit,son!Thatballreallytookoff!Howdidyouhitit sowell?(Thiscallshisattentiontotheperformanceyouwant

repeated.)

Player:

Well,Iheldthebatlikeyoutaughtme,stayedrelaxed,and watchedtheball.WhenIthoughtitwascloseenough;I turnedmyhipsintotheballandwhippedmyhandsaround. Thenfollowedthroughandtheballtookoff!(Youaskwhathe

didandchecktomakesureitiscorrect.Ifhesays,Ijustclosedmy eyesandstuckthebatoutthere,havehimrepeatwhatheshould havedone!)

Parent:

Whatdiditfeellikewhenyouhitit?Wasitexcitinghearing everyonescreaming?(Thesequestionshelphimrelivethe
momentandcreateadesiretodoitagain.)

Player: Parent:

Itwasgreat!ThisisthebestbaseballdayIveeverhad!(Thisismorereinforcement
ofthemoment.)

Itsureis!Isthereanythingelsewecandotomakesureyoukeepgettinggreathits likethat?(Askingwhatelsegivesthemachancetoofferanyideastheymayhave.
Remember,youdonothavetoactofthemiftheyareunreasonable.)

Player: Parent:

IcankeepdoingwhatIvebeendoing.And,wecouldstartgoingdowntothe battingcage! OK!Youkeepswingingcorrectlyandwewillgotothebattingcagesomemore, too!Son,youaredoinggreat!Weareveryproudofyou!Keepitup!(Thisisthe

reinforcebypraisinghim.)

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SOMEADDITIONALTHOUGHTS
HerearesomeotherconsiderationswhenusingthePACERmodel.Wewillcontinuewiththe LittleLeagueexampletoexplain.

HOWDIDYOUHITITSOWELL?
Besureyoudonotsaythiswithatoneofdisbeliefasifyouneverexpectedhimtosucceed.Be amazedathowsuccessfulhewasandhowhemadeitlooksoeasy:Neveractsurprised! Whatdiditfeellikewhenyouhitit?Wasitexcitinghearingeveryonescreaming? Thishelpshimrecallthefeelandsoundsofsuccess.Themoreyouinvolveallofhissensesinthe recall,thegreatertheimpressiononhim. Especiallyinvolvehisemotions.Themoreherecallshisemotionstoimprintfurtherthefeeling ofachievement,Howprouddidyoufeel?Wasitexciting?Theeasieryoumakeitto relivethemomentmeansthegreaterthestimulustokeeppracticingproperly.(Thisworksfor adultsaswellasLittleLeaguers!)

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COACHINGTOCHANGEPERFORMANCE
85%ofemployeeperformanceproblemshavetheirrootsinsystemscontrolledby management.W.EdwardsDeming (FamousQualityguru) Whatareexamplesofsystemscontrolledbymanagement?(Hint:Itisnotalwayscomputers.)
(Itcouldpolicies,procedures,traditions,orresources.)

Howcouldemployeeshaveperformanceproblemsifthereareerrorswithinsystems?
(Ifemployeesrelyonmaterial,suchasreferencedata,withinsystemsprovidedandcontrolledbymanagement, thenerrorstheymakearemoretraceabletomanagementthantotheemployees.)

HowdoesEinsteinsstatementfitwithDemingsabove?
(Managementfrequentlytellsemployeestostopmakingmistakesbutrarelygoesupstreamintheprocessto changethethingsthatleadtoemployeemistakes.)

Insanityisdoingthingsthewayyoualwayshaveandexpectingdifferentresults. AlbertEinstein

Canyourecalltryingtodosomethingthesamewayoverandoverandexpectingdifferentresults? Howdoesthissituationapplytoyourworkplaceoryourpersonallife?

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Whatmayhaveledyouremployeetothewrongperformance?(The sectionisbaseduponAnalyzingPerformanceProblems2andWhyEmployees DontDoWhatTheyreSupposedToDo3) Youcannotbegintocoachforachangeinbehaviorwithoutfirstaddressing theCAUSEOFTHEPROBLEM.Otherwise,theproblemwillneverbe resolved!

YOUMUSTDOSOMETHINGDIFFERENTLYIFYOUWANTADIFFERENTOUTCOME!
Thisflowchartwillprovetoyouthat90%ofthereasonsforemployeeperformanceproblemshave theirrootsinsystemscontrolledbymanagement.Workyourwaythroughthesetenstepsandyou willseewhatwemean. Question: Howdoyouknowifitis worthpursuing? Beforeyoubegin Askyourself,Isthisissue worthpursuing? Ifso,gotoSTEP#1.Ifnot,youaredone! Remember,youcanstopanytimetheproblemissufficientlysolved.
(If it interferes with work, it is worth pursuing! If it is only a nuisance or aggravation, but does not interfere with work, it may be best to leave it alone.)

2 3

Analyzing Performance Problems or You Really Oughta Wanna, Mager and Pipe, 3rd Edition, 1997 Why Employees Dont Do What Theyre Supposed To Do and What To Do About It, Fournies, 1988 Page59

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STEP#1 Askyourself,Aremy expectationsclear? Ifso,goontothenextstep. Ifnot,whatshouldyoudo? STEP#2

Question:Whatdoyouask youremployeehere?
(IwanttomakesureIdidagood jobofexplaining.Pleasetellme whatyouthinkIexpectyoutodo.)

Askyourself,Aretheir resourcesadequate?

Question:Whatdoyouaskyour employeehere?
(Do you have everything you need to do what I expect?)

STEP#3 Askyourself,Dotheygetfast andfrequentfeedbackontheir performance? Ifso,goontothenextstep. Ifnot,whatshouldyoudo?

Question: Whatdoyouaskyour employeehere? (Howdoyouknowhowyouaredoing?)

Ifso,goontothenextstep. Ifnot,whatshouldyoudo?

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 STEP#4 Askyourself,Doesthedesired performanceseempunishing? (Hint:Whatdoyouusuallydoif theyfinishearlyandothershave notfinishedyet?) Question: Whatdoyouaskyouremployee (oryourselfaboutthesituation)here?

(Iftheirrewardforfinishingearlyisyougive themtheworktheslowerpeoplehavenot finished,youwillsoonhavenoonefinishing early. Youmustpraisetheoneswhofinishearly,let themknowyoudocumentedtheirfilethatthey finishedaheadoftheothers,andaskiftheywill helptheslowerones. Thiswaytheydonotfeelthattheslackersare gettingawaywithanything)

Ifso,whatshouldyoudo? Ifnot,goontothenextstep.

STEP#5

Question: Whatdoyouaskyouremployee(or yourselfaboutthesituation)here?

(This is the opposite of above. If they are behind, let them know you documented their file that they were behind and you asked a faster worker to help pick up their slack. This way, they realize they are not getting away with anything.)

Askyourself,Ispoorperformance rewardedsomehow? (Hint:Whatdoyouusuallydoif theyhavenotfinishedyetbut othershave?) STEP#6 Askyourself,Isthere anypenaltyfornotdoing itright?

Ifso,whatshouldyoudo?Ifnot,goonto thenextstep.

Question: Whatdoyouaskyour employee(oryourselfaboutthe situation)here?

(Is there any penalty for not doing it right? If there were no penalty, why would they stop doing it?)

Ifso,goontothenextstep. Ifnot,whatshouldyoudo?

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Question: STEP#7 Askyourself,Istheirnon performanceagenuineskill deficiency? Ifso,goontothenextstep. Ifnotsure,whatshouldyoudo? Whatdoyouaskyouremployee(oryourself aboutthesituation)here?

1. (Cantheynotdoitatall?) 2. (Couldtheydoitinthepastbutmayhave forgotten?) 3. (Dotheyjustnotwanttodoit?)

Question: Havetheyeverdonethisinthepast?
(If so, give them practice to refresh their skills) If not, continue to the next step.

STEP#8 Askyourself,Canthe taskbemadeeasier? Question: Whatdoyouaskyouremployeehere?

(Can you think of any easier way you can do this?)

Ifso,doit.Ifnot,gotothe nextstep. STEP#9 Askyourself,Arethereany otherobstaclesthatkeepyou fromdoingwhatwewant? Question: Whatdoyouaskyouremployee here?

(Canyouthinkofanythingkeeping youfromdoingthis?)

Ifso,whatcanyoudo? Ifnot,gotothenextstep.
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STEP#10 Askyourself,Doesthepersonhave thedesiretochange?

Question:Whatdoyouaskyour employeehere?
(Doyouhaveanyplanstochangeyour behavior?)

Ifyes,gotothenextstep. Ifnot,REPLACETHEM!

Haveyounoticedthat everystep,except#10,is afactorcontrolledby management? Thismeansthereisa90% probabilitythatan employeesperformance problemiscausedby somethingcontrolledby management!

Trainthemtothe desiredskilllevel!

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CONDUCTINGANEFFECTIVECOACHINGTOCHANGEPERFORMANCE MEETING
Alwaysplanyourmeeting,andthenmeetyourplan!Knowbeforethemeetingwhatyouintendto emergewithwhenitisover. Hereisasimpleandeffectivemeetingoutline: 1. Asktheemployee,Whatareyoupaidtodointermsofquality,quantity,andtime?and notetheirresponses.(Thispresumestheirjobdescriptioncontainstheseelementsandyou haveuseditduringyourpreviousgoalsettingmeetings.) 2. Contrasttheiractualperformanceresultswiththoseidentifiedintheirjobdescriptionandask fortheirplanstoclosethegaps. 3. Makenoteoftheirplans,signit,andaskthemtoinitialitiftheywantacopy.(Iftheydonot wanttosignorinitialit,theoriginalisyourcopyandyouareundernoobligationtogivethem one.) 4. Askthemifthereisanythingyoucandotohelpthemachievetheirminimalperformance expectations.(Ifyoucandowhattheyask,thendoit.Ifitissomethingthatwouldcompromise yourpositionorappearthatyouaregivingspecialtreatmenttothemthatanotheremployee couldnotexpecttoreceive,tellthemthatyoucannotdothat.) Remindthemthattheymustmakechangessomewhereintheirworkroutinesiftheywantdifferent outcomesintheirworkperformance.(RememberEinsteinsstatementaboutinsanity:Youcannot dothingsthewayyoualwayshaveandexpectdifferentresults!) Or,iftheywouldrathergivetheirjobbacktoyouandsaveeachofyoualotofaggravation,theycan dothat,too!
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