In “Turning on the Marginal Performer”,
what do you feel was
1)positive & 2)negative effects about
Fred’s conversations with Bob. How do
you see these conversations influencing
what happens thereafter?
Management Dialogues
• Fred: Hi Bob, First full day on the job, I
see?
• Bob: Yes, and I’m ready to go to work.
• F: Good. I just thought I’d stop by first
thing to say hi and remind you we’re
expecting good results. You’ll be pretty
much on you own here, so it will be your
responsibility to stay on top of things.
• B: Well, that shouldn’t be a problem.
• F: I hope not. But if you hit any snags,
don’t be afraid to call me.
• B: All right.
• F: Good enough, Bob. See you later.
Management Dialogues
• F: Hi, Bob. It sure is good weather, wouldn’t you
say?
• B: Yes, it sure is.
• F: I was just passing through the building on
another matter. While I’m here, I thought I’d
should you some new schedule changes.
• B: Oh yes, Darlene (the project manager) told me
all about them. Say how’d we end up last week
anyway?
• F: Pretty good, pretty good. If you have any
questions about those schedule changes, just call
the project manager. Well, I’ve got to run. See you
later, Bob.
Management Dialogues
• F: Hi, Bob, how’s it going.
• B: Pretty good.
• F: Say, I wanted to check with you about your
performance figures for the past couple of weeks.
They’ve been down a little, you know.
• B: Well, I got stuck on a couple of things that threw
me off. But I think I’m back on track now.
• F: The only reason I’m bringing it up is that you’ve
busted the charts in the past. I know you can do it
when you put your mind to it. You’re one of our
top performers. I figured if you were off on the
numbers there must be a reason.
• B: Well, I’m sure my performance results will be
back up this week.
• F: Okay, good. Bob. Take care now.
Management Dialogues
• F: Bob, I want to talk to you.
• B: Hi, Fred, what’s on your mind?
• F: Your lousy performance, that’s what!
Your output has been down again for the
past two weeks. Look, Bob, I know you can
hit the numbers, but you’re just not putting
out. I need someone in here who can get the
job done. If it is not you. I’ll get someone
else. I hope I won’t have to do that. Now
let’s get to it!
• B: _____________________ [no response]
Schermerhorn, Gardner & Martin state
that individual performance is a
function of ability, support and effort.
Do you agree? Why?
• Ability
– who assigns the individual to the task?
– who prepares the individual to do the task?
• Support
– who provides the resources & training, etc?
– who provides the psychological support?
• Effort
– who puts forth the effort?
– how does expectation relate to effort put forth?
All Feedback is not Always Helpful
Destructive When It Is
•
•
•
•
•
Judgmental
Personally Degrading
Insensitive
Confusing
Demoralizing /
De-motivating
• Based upon Personal
Likes & Dislikes
Helpful When It Is
• Descriptive of
Behavior
• Personally Helpful
• Given Sensitively
• Clarifying
• Contribute to a Plan of
Action
• Encourage People to
Try
Feedback Can Lead To
• Evolvement or Dissolvement
– It can Empower or Dis-Empower
• Encouragement or Discouragement
• Productive Relationships or Un-Productive
Relationships
Exploring your questions/issues in a Leadership context
Individuals
Change, how?
or
Pay
Teams
Alternatives?
Focus?
Performance
Rankings/Ratings
Motivation
Need Appraisals?
Legal
Defense
Praise or
Acknowledgement
Estab. Clear Obj.
Performance Appraisal & Pay
• Should Appraisals be Linked to Pay?
Why?
• What does Pay for Performance do to
– cooperative efforts?
– intrinsic motivation?
Consequences of,
“If you do this, then you’ll get that”
• Rewards Punish
– every bit as controlling as punishments
– two sides of the same coin (can’t have one
without the other)
• Destroy Relationships
– based upon “power over”
– minimizes helping relationships
– increases distrust
More Consequences
• Ignore System of Causes
– carrot/stick is all that is needed, no
understanding
– promotes superficiality, disempowering
• offering needs up as a contingency to
control behavior can’t be empowering
More Consequences
• Discourages Risk Taking/Creativity
– focus is on the outcome, not the activity
• attention is on “getting this”, not on doing
– never explore & question, We Just Do
• Changes the Way People Feel About what
They Do!
– poor substitute for genuine interest in the activity
– we come to depend on rewards
– we never get engagement in the activity
Common Management Reward Follies
We Hope For…
but
• Long Term Growth
• Teamwork
• Setting Challenging
“stretch” Objectives
• Commitment to
Quality
• Surfacing Bad News
Early
We Often Reward….
• Quarterly Earnings
• Individual Effort
• Setting Attainable Obj.
-- making the #’s
• Getting It Out the
Door
• Good News Reports,
No Matter What!
Lawler, et al found that there is a
discrepancy in purpose of Performance
Appraisal between appraisee and apprasier.
How does this difference impact the
effectiveness of the Performance Appraisal?
Coaching (not appraising/judging)
Performance
[ Leadership = Being of Service ]
•
•
•
•
•
•
•
To Help Others Develop
To Make the Organization Stronger
Enhance Long Term Outlook
Mutual Evolution (Development)
Improve Relationships
Enjoyment
Learn More About Yourself
Help Others Become Self-Directed ==> Feeling Empowered
The Alternative Systems: What’s the Effect?
• Exploitative System
– “I get positive things from you and, in response, provide you a
negative return”
• Threatening System
– “If you do something I don’t want you to do, then I will do
something you don’t want me to do”
• Exchange System
– “If I do something you want me to do, then I will expect you
to reciprocate and do something I want you to do”
• Integrative System
– “You and I join together and do something because we both seek
to accomplish the same purpose”
• Generative System
– “You and I collaborate to create something that neither one of us
at the outset could conceive”
The Coaching Session Structure
• Establish the Purpose (learning & improvement?)
– agree on the purpose ==> seek cooperation
– remain helpful, always, & build relationship
• Seek Self-Diagnose and Describe
– encourage diagnostic thinking
• solicit “self-perception” & specific examples
– describe -- don’t judge or prescribe
• offer non-judgmental, non-evaluative observations w/ examples
• avoid the “observe-emote-judge” trap; be responsive not reactive (requires
emotional intelligence)
• Explore (possible) Behavioral Changes
– seek self-prescription what actions could be undertaken
• elicit suggestions for improvement/action
• evoke thought about alternative actions
– if resistant ask: “why don’t you do…” or “what would be the + & - of doing”
• if resistance continues ask: “you seem reluctant to try, why?”
• Gain Commitment to Action what will you do & when?
• Support Commitment what do you need & how can I help?
– identify obstacles & needed resources
Good Coaching Requires
Good Coaching Means
•
•
•
•
•
C aring
O pen-mindedness
A daptability
C onsistency
H onesty