Boston College
The Well-Practiced Manager
Professional Development
February 2010
Resource for
Boston College Managers
and Supervisors
■
From the Director:
■
■
■
Performance-Based Conversations
■
Greetings,
■
■
■
February is the time we begin
watching for tentative signs of
spring, as we await the last of the
snowfall and look for that first
patch of green grass.
Because spring is coming, we
know that performance review time
will soon be at hand. Yes, we have
a month or so before our formal
conversations take place regarding
our work goals and professional
development goals, but now is the
time to make improvements to the
quality of our performance-based
conversations – discussions that
should be taking place throughout
the year.
In this issue we provide some
helpful guidelines and examples
to get you thinking about new
practices you may want to initiate.
One recommendation I’d like to
make is that you ensure you have
performance-based conversations
with your own manager. These
conversations are important and
critical to success.
ane
Bernie O’K
■
■
■
■
■
■
■
■
■
■
■
■
■
■
■
■
■
■
■
■
■
■
■
■
■
■
■
■
■
■
■
■
■
■
■
■
■
■
■
■
■
I
It’s hard to talk when you are having performance-based conversations
with individuals in your work group who report to you. You have your
“manager’s hat” on and the conversation is not a carefree discussion.
A lot is at stake, regardless of whether performance is on target or not.
There are many contributing factors that make performance-based
conversations difficult for us. It is hard to deliver an objective assessment
in instances when someone is going through tough times. It is hard
to stay on message when the individual you are talking with overflows
with frustration or disappointment. It is hard to stay focused on
preserving cordial, effective relationships with others who are
experiencing performance problems.
One thing for sure, it is nearly impossible to have effective performancebased conversations if you are uncertain about what kind of performance
is needed for success in each of the positions held by the individuals
who report to you. You set the stage for successful discussions when
you know your expectations and have clearly communicated them and
when you engage and involve your employees in the process.
■
■
■
■
■
■
■
■
■
Bernie O’Kane
Director, Employee Development
2-3332
okane@bc.edu
t’s easy to talk. That is, it’s easy to talk about the weather,
sports scores, the latest news headlines, or what’s
in or what’s out of fashion. We can justify our
opinion and share it with others because it doesn’t
matter too much whether there is agreement or
disagreement. It doesn’t matter too much how well informed we are
on the topic – we are just sharing our thoughts with others. It’s all
interesting – and this kind of dialogue is usually safe, bland, and fun –
definitely, not high risk conversations.
How can you make your performance-based conversations easier?
■
Predictability and preparation
■
Clear goals and success criteria
■
Two-way dialogue and assessment
■
Documentation and follow up
■
■
■
■
■
■
■
■
■
■
■
■
Let’s look at four brief examples that illustrate the importance
of these elements.
continued
■
■
■
■
■
■
■
■
■
■
■
■
Predictability and Preparation
Karen has finally decided to act. She calls
Bill into her office and begins to give him
feedback on his performance. Karen finally
worked up the courage to take the initiative
and let Bill know that he wasn’t meeting
her expectations.
■
■
■
■
■
Tw o - w a y d i a l o g u e
■
■
■
■
■
What’s wrong with Karen’s action?
• Karen didn’t prepare herself – she acted
impulsively; her words were not careful
and well planned
■
■
• Bill felt like he was ambushed
• Karen missed the opportunity to bring
out the best in Bill
• Identify specific success criteria
for outcomes
Performance-based conversations are far
too important to hold on the spur of the
moment. Karen needs to schedule these
discussions on a predictable basis – so that
both she and Bill are prepared and ready.
Karen’s preparation should include reviewing
her notes about Bill’s current performance
and determining her key questions and
feedback. She needs to listen to Bill to get
his perspective for a meaningful two-way
dialogue about performance.
• Have regular performance-based
conversations with individuals
■
■
■
■
■
■
■
■
■
■
■
■
■
■
■
■
■
■
■
What does Jeff need to do?
• Sharpen up the goals for the
team and for individuals on
the team
■
■
Clear Goals and Success Criteria
Jeff is a hands-off manager. When talking
with members of his work group, Jeff tends
to speak in generalities: “Do the best you
can,” and, “Nice work.” When it becomes
evident to him that a project he delegated
to the team is not making much progress,
Jeff is disappointed.
• Hold individuals and the team
accountable for results
• Find out what support or training may
be needed and provide it
Clear goals and success criteria move people
in the right direction. Without definition
and clarity, work stalls because people get
sidetracked. Effective managers single out
high priorities, monitor progress, provide
guidance, and ensure good outcomes.
Two-way Dialogue and Assessment
Stephen does many things well. He holds
regular meetings with each person in his
work group and gives individualized
performance feedback to them. He delineates
his expectations and, typically, they are
met. But Stephen is missing an important
opportunity to maximize performance –
he hasn’t involved people in evaluating their
own work.
What might Stephen do?
• Collaborate with individuals on
meaningful success criteria for them
• Jointly evaluate their performance
against objective criteria
• Partner with individuals to identify
further challenges for professional growth
Employee Development Office
Department of Human Resources
More Hall 315
617.552.8532
employee.development@bc.edu
www.bc.edu/ed
With these small, significant shifts
Stephen will bring out the best in people
by engaging them in a two-way dialogue
and assessment of their own performance.
His job becomes easier and the individuals
in his work group have more control and
a bigger stake in their work life.
continued
Documentation and Follow Up
Sylvia is an ace at straight talk about performance. She knows how to
motivate individuals and makes the time to cultivate the skills and abilities
of each person in her work group. Sylvia develops people. What’s her secret?
The elements of Sylvia’s success with her work group:
• Create a current performance file for each person every year.
Success
• In the file, keep current notes about conversations, performance,
challenges, and accomplishments
• Hold 30-minute monthly meetings with each person in her work group;
consider these meetings essential.
• Set aside 15 minutes prior to each meeting to review notes in the current
folder and prepare for the meeting.
• Expect a two-way dialogue about performance; expect people to be
prepared for these meetings.
• Let people know what you value; thank them for their participation
and results achieved.
• Set aside 15 minutes following each meeting to make notes about
the meeting.
• Put follow up action into her calendar.
• Confirm agreements made in a follow-up email.
Sylvia estimates that it takes her about one hour per month per employee
to follow these steps. Documentation and follow up make the difference
between good intentions and good results. Managers are responsible for
good results.
Performance-based conversations are critical
conversations that become easier when you
have a framework around them. Develop your
own signature framework – one that gets you
the very best results – and use that framework
with consistency.
Editorial Services provided by Nancy Sartanowicz, Workplace Strategies, www.yourstrategies.com
Graphic Design by Tania Fine Helhoski, BirdDesign, www.birddesignstudio.com