The Six Conversations of
Performance Excellence
© 2006 Targeted Learning NTPT 0109
Our Premise
Nothing truly great (i.e. significant,
enduring and positive) happens in any
organization until two or more people
start a conversation.
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The ConocoPhillips Performance
Management Process
Dec.-Jan.
Feb.-Oct.
Nov.-Jan.
Phase 1:
Aligning Goals
Phase 2:
Tracking Progress
Phase 3:
Measuring Results
Feedback & Coaching
Feedback & Coaching
Feedback & Coaching
Feedback & Coaching
Where within the ConocoPhillips Performance Management
Process does a supervisor or manager have the greatest impact
on a direct report’s performance?
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Workshop Objectives
To give you the skills, tools and
templates for:
1. Developing, retaining and
motivating talent.
2. Helping others learn faster, work
smarter and achieve more.
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The Harvest of a Bully
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The Six Conversations of
Performance Excellence
Talking About
Business Goals
Results
Reviews
• Learn
Faster
• Work
Smarter
• Achieve
More
(Routine,
Quarterly,
Mid-Year
And
Year-End)
Development
Conversations
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The Six Conversations of
Performance Excellence
Module 1: Coaching Conversations: Supporting Individual
Initiative and Goal Attainment
Module 2: Seeking and Receiving Feedback: Accelerating
Your Journey from Good to Great
Module 3: Giving Feedback: Providing Feedback that
Changes Behavior and Supports Goal Attainment
Module 4: Talking About Business Goals: Tips and Tools for
Achieving Exceptional Results
Module 5: Development Conversations: Maximizing
Individual Vitality
Module 6: Results Reviews: Minimizing the Stress—
Maximizing the Value
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Some Negative Views of
Performance Management
“I know my manager is busy, but when he
reschedules our Performance Agreement discussions
three or four times, and then tells me we have to get
it done in 10 minutes, it’s hard for me to take the
process seriously.”
“I just ask myself, what garbage do I have to put
in these forms so I can get it over with and get
back to doing my real work?”
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Some Negative Views of
Performance Management
“I know my manager is busy, but when he reschedules our
Performance Agreement discussions three or four times, and
then tells me we have to get it done in 10 minutes, it’s hard
for me to take the process seriously.”
“I just ask myself, what garbage do I have to put in these
forms so I can get it over with and get back to doing my
real work?”
Have you ever felt sentiments
similar to these?
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Some Encouraging Views of
Performance Management
“I see goal setting as a chance to influence my
manager and achieve my career goals. For
example, when I wanted to be promoted on the
technical ladder, I identified business goals that
would enable me to make a real difference on the
team, and give me the opportunity to establish the
track record I needed to be considered for a
promotion. I basically use goal setting to shape
my job and the projects I work on.”
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Grasping the Opportunity
Do you use goal setting to
shape your job and the
projects you work on?
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Some Encouraging Views of
Performance Management
“I find that when I work too hard to do things
myself and exclude my manager, it often takes me
twice as long to get the job done. On the other
hand, a 10-minute conversation with my manager,
or just an email, will sometimes remove a barrier,
spark an idea, or eliminate an unnecessary step
that ends up saving me hours of effort.”
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A Word About Trust
Trust is at the heart of any effective working
relationship. If people don’t trust you, your efforts
to help will be seen as a threat
_____ or an imposition
________,
and they will respond _________.
defensively If people trust
you, you can fall short on the techniques and they
will respond positively to your leadership. On the
other hand, if you have all the techniques but are
not trusted, people will view you as manipulative
__________
and you will fail.
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Module One
Coaching Conversations:
Supporting Individual Initiative
and Goal Attainment
© 2006 Targeted Learning NTPT 0109
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Module One Objectives
By the end of this module you will know:
• How to engage in day-to-day workplace
conversations that reduce dependence and
build the ability of people to think and act for
themselves.
• How to adapt your coaching style to the needs
of your people and the situation at work.
• How to engage in dialogue that supports
greater openness, creativity and individual
initiative.
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Behaviors Associated
with Each Style
Expert
• Advocating
• Talking/Selling
• Giving Advice
• Asking Closed Questions
• Sharing Information and
Feedback
• Doing the Thinking
• Evaluating Others’ Ideas
Facilitative
• Inquiring
• Listening & Learning
• Exploring Others’
Opinions and Ideas
• Asking Open-Ended
Questions
• Suggesting a
Self-critique
• Getting the Other Person
to Think
• Building on Others’ Ideas
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Prework Insights
(p.7 in prework)
Structured (4.51)
•7
EXPERT
Prescriptive
(4.44)
•6
Risk Averse
(4.24)
•5
•4
•3
•2
•1
•1
•2
FACILITATIVE
•3
•4
•5
Risk-tolerant
(2.76)
•6
•7
Non-Prescriptive
(2.56)
Flexible (2.49)
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What is the default style of
your manager?
1. Expert
2. Facilitative
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What is your default style when
someone brings you a problem?
1. Expert
2. Facilitative
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Five Most Important
Coaching Questions
trying to achieve
1. What are you ______________?
2. What seems to __________?
be the issue
3. What have you
_______?
tried
4. What options
______ have you _________?
considered
(pros & cons)
you recommend
5. What do _____________?
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The Paradox of Power
Control
Compliance
and/or
Rebellion
Influence
Commitment
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Case #1: Coaching the
Reluctant Employee
Exercise Steps
1. Prepare (5 min.)
2. Hold Discussion (7 min.)
3. Debrief (10 min.)
Roles/Notes
Coach—p. 6 & 7
Learner—p. 8 & 9
Observers—p. 10 & 11
Debrief Sequence
1. Time for everyone to gather thoughts
2. Coach self-critique (p. 7)
3. Learner feedback to coach (p. 9)
4. Observers’ feedback to coach (p. 11)
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Developmental Realities

permanent Only
Practice makes _________.
perfect
practice plus feedback
_______ make ______.

Development plans should be __%
20
knowledge focused and __%
80 skill
focused.
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Planning for Learning Transfer
• Review your Back-Home Applications
• Review your notes and wallet cards, and
then update your Learning Journal
• Use Post-It Notes to flag important
pages
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© 2006 Targeted Learning NTPT 0109
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Module Two
Seeking and Receiving
Feedback
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Exercise: Unhelpful Feedback
Draw a “picture” representing
unhelpful feedback:
•
What it “looks” like.
•
What it “feels” like.
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Feedback Defined
Feedback is information
_________ about behavior
and performance that helps you align
your actions with your goals.
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Common Complaints
About Feedback
How many of these challenges have you
faced in the workplace?
•
The lack of regular or ongoing feedback
•
Feedback that is not timely
•
Feedback that is vague
•
Feedback that is indirect or sugarcoated
•
Feedback that is inaccurate
•
Feedback that is unfair
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Module Two Objectives
By the end of this module, you will know how to:
1.
2.
3.
4.
Get the timely feedback and information you need in
order to achieve your development, performance
and career objectives.
Find value in all feedback—even vague, inaccurate
or unfair feedback.
Handle criticism with less anxiety and frustration.
Foster a feedback culture—a culture where candid
feedback is welcomed as a tool for learning faster,
working smarter and achieving more.
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Feedback and Success
•
•
•
•
Impact
Impact
Impact
Impact
on
on
on
on
Perceived Value
Pay
Customer Satisfaction
Learning and Long-Term Success
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The Consequences of Our
Negative Mental Images
The greatest learning _______
disability in organizations
today is the inability to receive and give candid
feedback.
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How did you feel at the moment
you received the criticism?
1. Negative (sad, bad, surprised,
shocked, embarrassed, upset,
disappointed, annoyed, foolish,
angry, small, defensive, hurt,
offended, guilty, misunderstood,
resentful, etc.)
2. Positive (grateful, trusted,
confirmed, happy, realistic, open,
etc.)
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Four Step Model for Receiving
the “Gift” of Feedback
1.
Acknowledge the Gift.
2.
Open the Gift.
3.
Confirm the Nature and Value of the Gift.
4.
Use the Gift.
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How good are your subordinates
at receiving candid feedback?
1. Most are
excellent
2. Good
3. 50/50
4. Poor
5. Most are very
poor
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How good is your manager at receiving
candid feedback from subordinates?
1.
2.
3.
4.
5.
Excellent
Good
Fair
Poor
Very Poor
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How good are you at
receiving candid feedback?
1.
2.
3.
4.
5.
Excellent
Good
Fair
Poor
Very Poor
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Yes, But…And Other Questions
•
If the feedback is inaccurate or subjective,
can it still be considered a gift?
•
What if the feedback giver has no credibility?
•
What if I think their advice will do me more
harm than good?
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A New Paradigm for Feedback
The usefulness of
feedback depends less on the
ability of others to give it well,
than it does on our ability
to receive it well.
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Seeing the Compliment
in Criticism
“It’s a great sign of respect to me if
someone feels I’m strong enough and
capable enough and objective enough so
that he can tell me when I’ve done or
said something stupid. It’s only those
people who regard me as delicate,
sensitive, weak, or fragile who will not
dare to disagree with me.”
Abraham Maslow
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Tips for Asking for Feedback
1.
Ask people who:
a. are appropriately informed, and
b. will be candid with you.
2.
Be specific about both (a) what you need help with and
(b) why it is important to you.
3.
Make it worthwhile by explaining the business need or
the “WIIFT.”
4.
Make it safe for the giver to be candid by:
a. Asking for help, advice or suggestions rather than
feedback.
b. Priming the pump with a self-critique.
c. Stressing your commitment to being open.
d. Asking for “feedforward” rather than “feedback.”
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Feedforward
Feedforward: The modification or control of a
process using its anticipated results or effects
(The New Oxford American Dictionary)
In other words, feedforward is information that
helps you make improvements to something
before it really matters or can hurt you.
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Homework Follow-Up:
Planning to Seek Feedback
Complete this exercise based on the person you
identified on page 14 of the prework:
1.
2.
3.
4.
Who do you want the feedback from? (Done)
What feedback do you want? (Done)
How will you ask? (Done—possibly revise)
What will you do if the other person resists by
saying they don’t have time, or by choosing to
only give you praise, or by giving you vague
feedback?
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Planning for Learning Transfer
• Review your notes and wallet cards, and
then update your Learning Journal
• Use Post-It Notes to flag important
pages
• Follow-through. Ask for feedback
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Module Three
Giving Feedback
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Reinforcing Feedback Defined
Reinforcing Feedback is information that
confirms that our actions are aligned with
our goals, and tells us what we are doing
well and should continue doing.
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Redirecting Feedback
Redirecting Feedback is information that
alerts us to actions that are not aligned
with our goals, and tells us what we need
to do to reach our goals.
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© 2006 Targeted Learning NTPT 0109
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Module Three Objectives
By the end of this module, you will know how to:
1. Give feedback that motivates others, provides
clear direction, builds understanding and
improves performance.
2. Give candid feedback that others will recognize
as a gift.
3. Minimize defensiveness in others when giving
candid feedback.
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Five Reasons to be Generous
1.
Keeps people focused.
2.
Provides fulfillment.
3.
Builds performance, self-esteem
and confidence.
4.
Motivates people to persevere.
5.
Builds relationships of mutual
respect/support.
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The Four Steps to Reinforcing
Feedback—SAIT
1.
2.
3.
4.
Sincerity first: This requires you to be specific.
Action: Describe the observed behavior or action.
“Kelly, I like the way you changed the quality charts.”
Impact: Mention the positive impact on the business,
the vision, the team, the customer, you etc.
“The new charts are easier to read, and help us make
a more compelling case in our sales presentation.
You really seem to have a knack for anticipating the
customer’s needs.”
Thanks: Express appreciation. “Thanks!”
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Additional Tips for
Effective Reinforcement
1.
Be generous (third most critical)*.
2.
Be timely (most critical)*.
3.
Speak privately first.
4.
Avoid sandwiching (fourth most critical)*.
5.
Praise efforts and progress (second most
critical)*.
6.
Give it in writing.
* Based on responses from COP participants in 2006
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Which would you choose if we split #2
into two separate conversations?
1. Reinforcing only
2. Reinforcing and
redirecting together
3. Separate
conversations
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Which Do You Prefer?
1. I prefer the context to
be clear
2. I prefer people to get
to the point quickly
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Which do You Prefer?
1. I prefer honest, but
balanced feedback—both
the “good” and the “bad”
2. I prefer honest feedback —
just the hard facts without
the “fluff” or sugarcoating
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Which do You Prefer?
1. I prefer to be able to
think about feedback
before having to
respond
2. I prefer to talk things
through there and
then—get it over with
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Which do You Prefer?
1. I prefer feedback face-toface
2. I prefer feedback in
writing
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Which do You Prefer?
1. I prefer that all praise be
given in private—never in
public
2. I prefer most praise be
given in private—but I
sometimes appreciate it
in public
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Principles for Giving the Gift
of Redirecting Feedback
•
The first principle is to focus on the receiver’s
needs and interests rather than your own.
•
The second principle is to be direct and candid.
Don’t beat around the bush, drop hints, use the
“sandwiching” technique, or use “entrapment”
questions.
•
The third principle is to make it safe for the
receiver to listen openly. The challenge is to do
this without violating the second principle.
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Tips for Making it Safe
for the Receiver
a.
Give the feedback in private.
b.
Check the receiver’s readiness, or that the timing is convenient.
c.
Frame the feedback in one or more of the following ways:
1. In terms of the receiver’s interests or values.
2. As a request for help.
3. As a request or suggestion for the future.
4. By acknowledging the receiver’s pressures or constraints.
5. By building on what they’re already doing right.
6. By asking the receiver to go first.
7. By pointing out the natural rather than imposed consequences.
8. Own the feedback whenever you can.
d.
Be specific about what you observed. Do not imply motive or exaggerate.
e.
Maintain a positive tone and body language.
f.
Be collaborative.
g.
Focus on only one or two issues.
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Exercise: Setting the Stage
1. Review the four sample
responses.
2. Identify the best.
3. Identify the worst.
4. Analyze the best.
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Tips for Making it Safe
for the Receiver
a.
Give the feedback in private.
b.
Check the receiver’s readiness, or that the timing is convenient.
c.
Frame the feedback in one or more of the following ways:
1. In terms of the receiver’s interests or values.
2. As a request for help.
3. As a request or suggestion for the future.
4. By acknowledging the receiver’s pressures or constraints.
5. By building on what they’re already doing right.
6. By asking the receiver to go first.
7. By pointing out the natural rather than imposed consequences.
8. Own the feedback whenever you can.
d.
Be specific about what you observed. Do not imply motive or exaggerate.
e.
Maintain a positive tone and body language.
f.
Be collaborative.
g.
Focus on only one or two issues.
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The Four Steps to Giving
Redirecting Feedback
Remember to “SAIT:”
Step One:
Safety First
Step Two:
Action
Step Three: Impact
Step Four:
Talk it Through to “Thank You”
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Additional Tips for
Redirecting Feedback
A.
B.
Focus on what you want rather than
what you don’t want.
Be timely and avoid “dumping.”
C.
Focus on finding solutions rather than
dwelling on historic reasons.
D.
If appropriate, start by asking the
other person to do a self-critique.
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Planning for Learning Transfer
• Review Back-Home Applications
• Review your notes and wallet cards, and
then update your Learning Journal
• Use Post-It Notes to flag important
pages
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Module Four
Talking About Business
Goals
© 2006 Targeted Learning NTPT 0109
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Module Four Objectives
To equip you with the tools and skills you need to:
•
•
Set (or revise) business goals that will ensure
greater individual contribution, superior
business results and increased job
satisfaction—for yourself and others.
Prepare for and engage in conversations that
will help you, and your direct reports, secure
the direction and support needed to achieve
exceptional results.
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Agenda for Module Four
Part A: Preparing for Effective Goal-Setting
Conversations
Part B: Having an Effective Goals
Conversation
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The Anatomy of Significant
Accomplishments*
A.
Written
1. 2.5%
2. 28.5%
3. 69.0%
B.
D. Challenge
1. 0.6%
2. 11.3%
3. 88.1%
E.
Specificity
1. 27.1%
2. 29.3%
3. 43.6%
C.
Quantifiable
1. 1.3%
2. a) 4.6%
b)29.3%
3. 64.8%
Degree of Control
1. 4.6%
2. 47.9%
3. 47.5%
* Results from 1982 COP participants from 2006 through 2008
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The Anatomy of Significant
Accomplishments*
G. Degree of
H. Value Added to
Support
Organization
1. 4.1%
1. 2.5%
2. a)5.7%
2. 20.0%
b)9.9%
3. 77.5%
3. 80.3%
I. Importance to Me
1. 0.2%
2. 5.0%
* Results from 1982 COP participants from
2006 through 2008
3. 94.8%
F. Milestones
1. 4.0%
2. 29.1%
3. 66.9%
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The Significance of SMART
Specific
Measurable
Aggressive
Realistic
Time-Bound
(b)
(c)
(d)
(e), (g), (h), (i)
(f)
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Long-Term Career Success:
What Matters Most?
Which of these has the greatest predictive
value for long-term career success?
•
Self-Awareness
•
Intelligence Quotient
•
Organizational Savvy
•
Handling Conflict
•
Speaking Skills
•
Grades at University
•
Extracurricular Activities at University
•
Learning from Experience
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Learning Agility: the Strongest
Predictor of Long-Term Career Success*
1.
2.
3.
Finding new and challenging experiences.
Learning from those experiences through personal reflection and
feedback from others.
Implementing your learnings—having the discipline to unlearn
old habits/behaviors and develop new ones.
Goal setting is a process that people can use to shape the
projects they work on, thereby laying the foundation for
their growth, impact and long-term career success.
* 100 Things You Need to Know: Best People Practices for Managers & HR, Robert W. Eichinger,
Michael M. Lombardo, David Ulrich. Lominger Limited, Inc. Minneapolis, USA. 2004
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The Traps of
Performance Management
1.
What happens to engagement when people
experience these traps?
2.
Why do people fall into these traps, and how
can they avoid them?
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What is your assessment of
Robin’s effectiveness as a coach?
1. Excellent
2.
3. Okay
4.
5. Poor
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How does Robin compare to your
past managers/supervisors?
1. Better than
2.
3. Same as
4.
5. Worse than
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What is your assessment of Ingrid’s
skills as a SMART goal setter?
1. Excellent
2.
3. Okay
4.
5. Poor
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Setting SMART Goals
Remember to be:
Specific
— Business outcomes
rather than activities or
processes
— Clear to 3rd party
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Setting SMART Goals
Remember to be:
Measurable
—Metrics that matter
(business outcomes)
—Verifiable by a 3rd
party
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Setting SMART Goals
Remember to be:
Aggressive
—Breakthrough versus incremental
—Requires new skills
—Requires new methods/processes
—Requires support from others
(over whom you have no formal
authority)
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Setting SMART Goals
Remember to be:
Realistic
—Within accountability and control
(at least partly)
—Consistent with talents and
interests
—Aligned and supported (by
manager and others)
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Setting SMART Goals
Remember to be:
Time-Bound
—Deadline for completion
—Milestones
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SMART Goals
Poor Examples
Better Examples
1. Encourage Knowledge
Sharing and attend a
workshop on developing
protégés in February.
1. By year-end, reduce the
time it takes to get newly
hired programmers fully
functional from 15 months
to 9 months. Mentors
assigned to all new hires by
February 28. Training of
mentors by end of March.
New-hire learning goals set
by April.
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SMART Goals
Poor Examples
Better Examples
2. Decrease the error rate
by 4th quarter.
2. Decrease the error rate
by 15% by October 31
(5% by May 31, 10% by
July 31).
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SMART Goals
Poor Examples
Better Examples
3. Improve cash flow analysis
for new projects.
3. Improve the planning and
cash flow analysis for new
projects by July 1st by
putting together dynamic
plans with cash flow
projections in 3 days or less
(currently takes 4-5 days and
has no cash flow). Supervisor
will verify that plans have the
predetermined functionality.
Criteria to be agreed upon by
March 1st.
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Individual Application: Writing
SMART Goals
Instructions: Select one goal from page 24 of your prework. The goal you select should be
the one that has the greatest opportunity for improvement in terms of the SMART criteria.
PART A: One person from the group will volunteer her/his goal (or a direct report’s goal) for
the group to work on. The goal should be one that is reasonably challenging to make
SMART.
PART B: Now make the goal SMARTer by doing the following:
1. Share your goal with the other members of your team, and get their advice on how
to make your goal SMARTer. (Capture the “Before” goal statement on a flipchart.)
2. Re-write the goal to better reflect the SMART criteria: Specific, Measurable,
Aggressive, Realistic, and Time-bound. (Capture the “After” goal statement on
a flipchart.)
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Agenda for An Effective Business
Goals Conversation
Step 1 — Build Shared Understanding
Clarify your respective roles, expectations
and desired outcomes for the conversation.
Step 2 — Create Alignment
Work together to ensure that business goals
are SMART, aligned and supported.
Step 3 — Summarize and Determine Next Steps
Confirm the mutual commitments and
identify next steps.
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Planning for Learning Transfer
• Review Back-Home Applications
• Review your notes and wallet cards, and
then update your Learning Journal
• Use Post-It Notes to flag important
pages
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Module Five
Development
Conversations
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Module Five Objectives
By the end of this module you will know:
•
How to help your people learn more in less time.
•
How to ensure that development goals will have
the greatest possible impact.
•
How to prepare for and conduct an effective
development conversation.
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Agenda for Module Five
Part A: The Language and Principles for
Effective Development
Part B: Engaging in Effective
Development Conversations
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The Ceramics Class
Which group got the highest
grades?
1. Group 1—Metric was 50 pounds.
2. Group 2—Metric was “a perfect pot.”
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The Ceramics Class
Which group produced the
highest quality pots?
1. Group 1—Metric was 50 pounds.
2. Group 2—Metric was “a perfect pot.”
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The Ceramics Class
1.
This story is a parable about the benefits
of being willing to learn by doing
_____, and
about not being too afraid of making
mistakes Mistakes are the tolls we pay
________.
on the highway to mastery.
2.
When people are working on things they
care about, their their need for personal
achievement and satisfaction—and not
extrinsic rewards — will usually be the
________
primary driver of improvement.
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The Ceramics Class (Cont’d)
3.
The role of the manager is to create
opportunities for people to practice in a
safe environment and to ensure that
people learn from their experience.
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The 70:20:10 Rule
Research* demonstrates:
• 70 percent of the learnings that drive longterm success come from on-the-job
experience
• 20 percent of the learnings come in the form
of feedback, coaching and advice from
managers, colleagues, mentors and others
• 10 percent comes from formal education and
training
*
100 Things You Need to Know: Best People Practices for Managers & HR, Robert W. Eichinger, Michael M. Lombardo, David Ulrich.
Lominger Limited, Inc. Minneapolis, USA. 2004
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The Anatomy of Ability
Knowledge
Skill
Confidence
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Options for Building Skills
and Acquiring Knowledge
Options for
Acquiring
Knowledge
• Reading
books/articles
• Observing an
expert
• Listening to tapes
or experts
• Watching videos
• Attending
workshops or
conferences
• Talking with a
mentor, advisor or
coach
OPTIONS FOR BUILDING SKILLS AND
CONFIDENCE
APPLY new knowledge and PRACTICE new skills
through:
• Job experiences
• Special projects
• Volunteer work
PLUS FEEDBACK
• Self evaluation
• Personal reflection
• After-action reviews
• Getting feedback from supervisors, mentors
and others
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Four Principles for
Accelerating Your Learning
1.
2.
3.
4.
Learn by Doing Rather than
Learning and Then Doing
Build on Strengths (While Managing
Weaknesses)
Make Development Plans SMART
Don’t Do It Alone
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The Hazards of Fixing
Weaknesses
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Principle #2: Build on Strengths
Menu:*
fix
knowledge
purpose
reward
skills
talents
weaknesses
Using the words in the menu, please
complete the following sentences:
1. Training is most effective when it
teaches knowledge and skills
associated with one’s existing
______
talents and _______.
purpose
* Some words will need to be used more than once,
and others not at all.
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Principle #2: Build on Strengths
Menu:*
fix
knowledge
purpose
reward
skills
talents
weaknesses
Using the words in the menu, please
complete the following sentences:
2. Hire/select first for ______
talents
and _______,
purpose then ____
skills and
_________.
knowledge
* Some words will need to be used more than once,
and others not at all.
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Principle #2: Build on Strengths
Menu:*
fix
knowledge
purpose
reward
skills
talents
weaknesses
Using the words in the menu, please
complete the following sentences:
3.Only try to __
fix a weakness
when the weakness is
undermining your ability to
utilize a talent. (i.e., a
potential derailer), and an
adequate level of proficiency
will do.
* Some words will need to be used more than once,
and others not at all.
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Principle #2: Build on Strengths
4. Focus on managing rather than fixing
weaknesses. Which of these strategies have
you previously used (for yourself or to help a
direct report)?
a. Renegotiating/adjusting expectations.
b. Partnering with the right people.
c. Changing the process/system.
d. Adopting enabling technology.
e. Moving to a job that represents a better fit.
f. Specifying the outcomes but not the process.
g. Managing the mindsets/perceptions of others.
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Aligning Strengths with
Business Needs
Your Talents
• Innate abilities
• Things you
pick up quickly
f.
a.
c.
e.
Your Purpose
• Passions
• Values
• Interests
b.
g.
d.
The Organization’s
Needs
• Now
• Future
Your return on your investment (time, energy, money, etc.) in your own
e
development will be highest when you focus your learning efforts in segment __.
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Principle #3: Make
Development Plans SMART
Specific — in terms of behavioral and/or business
outcomes that are important to
the business.
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Principle #3: Make
Development Plans SMART
Measurable — in terms of either:
• directly observable behaviors
(verifiable by a 3rd party), or
• specific task, project or business
outcomes from which new
abilities can be inferred.
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Principle #3: Make
Development Plans SMART
Aggressive — in terms of stretch:
• focused on skills more than
knowledge (80% skills),
• focused on outcomes rather than
processes,
• involves the elimination of an
ingrained habit, and
• the goal cannot be achieved
alone.
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Principle #3: Make
Development Plans SMART
Realistic —in terms of support, talent and resources:
•
•
•
•
•
•
aligned with business needs (short or
long-term)
you have the time/resources to acquire the
knowledge,
you have the talents necessary to develop the
skill,
you have opportunities to practice,
you have someone willing and able to give you
ongoing feedback, and
you make time to reflect—to mine your
experiences for lessons learned.
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Principle #3: Make
Development Plans SMART
Time-Bound — in terms of both:
• demonstrating mastery of the new
skill by a certain date,
• key steps and milestones that allow
one to monitor and celebrate
one’s own progress.
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Writing SMARTer
Development Goals
Poor Example
Develop
technical
expertise in
both the SAP
Supply and
Distribution and
the Materials
Management
modules.
SMART Example
Develop technical expertise in
both the SAP Supply and
Distribution and the Materials
Management modules to become
the department power user and
trainer by the end of the first
quarter. Average trainer ratings
(using standard workshop
evaluation forms) to be 3.7 or
higher by the end of the 3rd
quarter.
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Writing SMARTer
Development Goals
Poor Example
Attend a marketing
class oriented to
creating a customer
focus and achieve a
B grade or higher.
What could an
individual gain by
linking a development
goal to a business
metric?
SMART Examples
Develop and demonstrate
greater customer focus by
attending a marketing/
customer service class (1st
quarter); create and
implement a plan that will
reduce overall complaints
and returns by 20 percent
—by the end of 3rd quarter.
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Individual Application:
Writing SMART Goals
Review the development goals from page 26 of your prework.
PART A: Selecting a Goal for the Group to Work On
One person from the group will volunteer her/his goal (or a direct
report’s goal) for the group to work on. The goal you select should
be a goal that can be made a lot SMARTer.
PART B: Making Your Development Goal SMARTer
1. Share the development goal with the other members of your
team, and get their advice on how to make the goal SMARTer.
2. Re-write the goal to better reflect the SMART criteria (Specific,
Measurable, Aggressive, Realistic, and Time-bound).
3. Capture your “Before” and “After” statements on the flipchart.
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Thriving on Change
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Principle #4: Don’t Do It Alone
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Principle #4: Don’t Do It Alone
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Principle #4: Don’t Do It Alone
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Planning for Learning Transfer
• Review Back-Home Applications
• Review your notes and wallet cards, and
then update your Learning Journal
• Use Post-It Notes to flag important
pages
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Module Six
Results Reviews
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Things Haven’t Changed Much
“The Imperial Rater evaluates
people not according to their
merits, but according to his
likes and dislikes.”
Comment by a member of the Chinese
Imperial Court—China’s Wei Dynasty
3rd/4th Century A.D.
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The Case for Humility
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The ConocoPhillips Performance
Management Process
Dec.-Jan.
Feb.-Oct.
Nov.-Jan.
Phase 1:
Aligning Goals
Phase 2:
Tracking Progress
Phase 3:
Measuring Results
Feedback & Coaching
Feedback & Coaching
Feedback & Coaching
Feedback & Coaching
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Module Six Objectives
To give you the concepts and tools you need to:
1.
Effectively prepare for results reviews that will
minimize the stress and maximize the value—for
you and your direct reports,
2.
Facilitate results reviews that will help your
under-performers to perform and your top
performers to do even better, and
3.
Ensure that year-end reviews are accurate,
balanced, complete and free of major surprises.
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The Purpose of Year-End Reviews
•
Accountability
•
Self-insight
•
Participation and mutual
understanding
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The Purpose of Interim
Results Reviews
Interim reviews accomplish far more than year-end
reviews. Interim reviews have a greater impact on
results because:
•
•
•
Problems are identified and addressed in a
more timely fashion
Support and encouragement are more timely
People learn a lot more from both their
successes and failures
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The Impact of Time on
Learning and Performance
High
Impact on
Learning
and hence
Future
Behavior
None
Immediate
Distant
Time Lapse Between
Behavior/Action and Structured
Reviews
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Personal After-Action Reviews
1.
2.
3.
4.
5.
What did I expect to happen?
What actually happened?
Was there a difference?
— If not, what led to the success?
— If there was a difference, why was there a
difference?
What role did I play in creating this outcome?
What have I learned for the future? What does
this teach me about my strengths?
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The Six-Question Interim Review
Conversation (Supervisor Version)
1.
Where are you in terms of the performance
objectives and individual development plans you
established at the beginning of the year?
2.
How well do your current objectives (performance
objectives and development plans) align with our
organization’s objectives, our team’s objectives
and your career objectives?
3.
What has gone well so far this year and is
continuing to go well?
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The Six-Question Interim
Review Conversation
(Supervisor Version) Continued
4.
If you were your own coach, what suggestions
would you give yourself for the future?
5.
What can I do to support you in your work?
6.
What other suggestions do you have for me?
(What can I do to be a more effective
manager/leader?)
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Exercise: Dealing With
Motivation
Within your group, brainstorm solutions to the following
challenges and capture your ideas on a flipchart:
1.
What can managers do/say to help employees
understand the rating system at ConocoPhillips, and
what it takes to get a rating of exceptional?
2.
What else can managers do to minimize the
expectations-reality gap?
3.
After you have given someone a rating that didn’t meet
their expectations, what can you do to motivate them
going forward?
4.
How can leaders ensure that the rating system does not
hurt teamwork, collaboration and knowledge sharing in
the organization?
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Which of these would be most
important for employees to understand?
1.
2.
3.
4.
5.
It’s the total of your value-added contributions.
Be in the top 25%.
Live the SPIRIT values.
Think like a marathon runner.
Set SMART goals and get your manager’s
support.
6. Understand your manager’s mindset with respect
to aggressive vs. achievable goals.
7. Link development goals to business outcomes.
8. Don’t be invisible.
9. Seek assignments aligned with your strengths.
10. “Learning agility” trumps this year’s “rating.”
11. Strong performers are still promotable.
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It is More Important for People to be
Heard than to be Agreed With
From Harvard Business Review, March 2006,
“Why It’s So Hard to Be Fair” by Joel Brockner.
The Background:
• Company imposed a 15 percent across-the-board pay cut for 10
weeks.
• At one plant an executive “briefly explained why, thanked
employees, and answered a few questions—the whole thing was
over in 15 minutes.”
• At the other plant an executive “told them that other costsaving options, like layoffs, had been considered but that the
pay cuts seemed to be the least unpalatable choice . . . (the
executive) . . . took an hour and a half to address employees’
questions and concerns, and he repeatedly expressed regret
about having to take this step.”
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It is More Important for People to be
Heard than to be Agreed With
From Harvard Business Review, March 2006,
“Why It’s So Hard to Be Fair” by Joel Brockner.
The Outcome:
During the ten-week period:
• Employee theft was nearly 80% lower at the second plant
(where the executive took 90 minutes to hear concerns, answer
questions and express regrets), and
• Employees at the second plant were 15 times less likely to
resign.
When people do not feel heard, they feel unfairly treated. And
when they feel unfairly treated, they tend to retaliate. An
employee who is fired, is 17 times more likely to sue for
wrongful termination if he or she feels the process was not fair.
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Keys to a More Value Added and Less
Stressful Results Review
1.
____________
Preparation: Define clear standards
2.
____________
Preparation: Continually assess progress
3.
____________
Preparation: Maintain a P&D log
4.
____________
Preparation: Complete a self-evaluation
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Preparation Keys for
Results Reviews
1.
2.
3
4.
Define clear standards of performance
at the beginning of the year. (p. 139)
Continually assess progress and seek
ongoing feedback/coaching. (p. 140)
Maintain a performance and
development log. (p. 141)
Complete a thorough self-evaluation.
(p.142-144)
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Agenda for a the Year-End Results
Conversation (p. 145-146)
Step 1: Build Shared Understanding
Set a positive tone and create a safe environment
for the conversation (e.g., a neutral and private
setting, open and non-threatening body language,
talk of anticipated benefits and personal positive
feelings—”I’ve been looking forward to this meeting
because . . . you are a valued employee and this is
an opportunity we have to talk about your . . .”).
Step 2: Create Alignment
In an appraisal conversation, alignment is the
process of achieving agreement concerning
accomplishments. Have the employee self-evaluate
first, and then add your own perspective.
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Agenda for a the Year-End
Results Conversation
Step 3: Confirm Commitments and Next Steps
•
What are the implications of the foregoing conversation for next year?
•
When talking of strengths, offer your thoughts first, and then ask for
their thoughts.
•
When it comes to opportunities for improvement, ask for input first,
then add your own thoughts if necessary.
•
What are the individual’s future interests, and what skills or
experiences will help the individual to move in that direction?
What can the supervisor do to help?
•
Who has committed to do what?
•
What are the next steps?
•
Express appreciation.
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Exercise: The Results Review
Steps:
1. Preparation — 7-8 min.
2. Discussion — 5-7 min.
3. Debrief — 10 min.
Preparation:
• Manager — p. 156-157
• Direct Report — p. 158-159
• Observers — p. 156-159
Debrief Sequence:
• Manager self-critique (p.157)
• Feedback from direct report to manager (p.159)
• Feedback from observers to manager (p.159)
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Final Question:
When you need to give someone a rating that you
know will leave them very disappointed, what is the
best way to sequence the discussion?
a. Give them the rationale and explanation first,
and then give them the rating.
OR
b. Give them the rating first, and then give them
the rationale and explanation.
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If my manager is going to give me a
low rating, I would prefer her/him to…
1. Give me the rationale and
explanation first, and then
give me the rating
2. Give me the rating first,
and then give me the
rationale and explanation
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Questions to Help You Choose
1.
If I deliver the “poor” rating first, is this person likely
to respond with:
a. Significant defensiveness, or
b. Greater attentiveness.
2.
Do I have a strong relationship of openness and trust
with this person?
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Planning for Learning Transfer
• Review Back-Home Applications
• Review your notes and wallet cards, and
then update your Learning Journal
• Use Post-It Notes to flag important
pages
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