The Six Conversations of
Performance Excellence
© 2010 Targeted Learning TPT 0110
Our Premise
Nothing truly great (i.e. significant,
enduring and positive) happens in any
organization until two or more people
start a conversation.
i
© 2010 Targeted Learning TPT0110
2
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?
i
© 2010 Targeted Learning TPT0110
3
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.
i
© 2010 Targeted Learning TPT0110
4
The Harvest of a Bully
© 2010 Targeted Learning TPT0110
5
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
ii
© 2010 Targeted Learning TPT0110
6
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
ii
© 2010 Targeted Learning TPT0110
7
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?”
iii
© 2010 Targeted Learning TPT0110
8
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?
iii
© 2010 Targeted Learning TPT0110
9
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.”
iii
© 2010 Targeted Learning TPT0110
10
Grasping the Opportunity
Do you use goal setting
to shape your job and
the projects you work
on?
iii
© 2010 Targeted Learning TPT0110
11
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.”
iii
© 2010 Targeted Learning TPT0110
12
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.
iv
© 2010 Targeted Learning TPT0110
13
Module One
Coaching Conversations:
Supporting Individual Initiative
and Goal Attainment
1
© 2010 Targeted Learning TPT0110
14
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 open dialogue that supports
greater openness, creativity and individual
initiative.
1
© 2010 Targeted Learning TPT0110
15
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
2
© 2010 Targeted Learning TPT0110
16
Prework Insights (p.7 in prework)
Structured (4.50)
•7
EXPERT
Prescriptive
(4.44)
•6
Risk Averse
(4.26)
•5
•4
•3
•2
•1
•1
•2
FACILITATIVE
•3
•4
•5
Risk-tolerant
(2.74)
•6
•7
Non-Prescriptive
(2.56)
Flexible (2.50)
3
© 2010 Targeted Learning TPT0110
17
What is the default style
of your manager?
1. Expert
2. Facilitative
0%
1
© 2010 Targeted Learning TPT0110
0%
2
18
What is your default style when
someone brings you a problem?
1. Expert
2. Facilitative
0%
1
© 2010 Targeted Learning TPT0110
0%
2
19
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 _____________?
3
© 2010 Targeted Learning TPT0110
20
The Paradox of Power
Control
Compliance
and/or
Rebellion
Influence
Commitment
3
© 2010 Targeted Learning TPT0110
21
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)
6
© 2010 Targeted Learning TPT0110
22
Developmental Realities

permanent Only
Practice makes _________.
perfect
practice plus feedback
_______ make ______.

Development plans should be __%
20
knowledge focused and __%
80 skill
focused.
12
© 2010 Targeted Learning TPT0110
23
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
12
© 2010 Targeted Learning TPT0110
24
Module Two
Seeking and Receiving
Feedback
© 2010 Targeted Learning TPT0110
25
Exercise: Unhelpful Feedback
Draw a “picture” representing
unhelpful feedback:
•
What it “looks” like.
•
What it “feels” like.
17
© 2010 Targeted Learning TPT0110
26
Feedback Defined
Feedback is information
_________ about behavior
and performance that helps you align
your actions with your goals.
17
© 2010 Targeted Learning TPT0110
27
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
© 2010 Targeted Learning TPT0110
28
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.
18
© 2010 Targeted Learning TPT0110
29
Feedback and Success
•
•
•
•
Impact
Impact
Impact
Impact
on
on
on
on
Perceived Value
Pay
Customer Satisfaction
Learning and Long-Term Success
19
© 2010 Targeted Learning TPT0110
30
The Consequences of Our
Negative Mental Images
The greatest learning _______
disability in organizations
today is the inability to receive and give candid
feedback.
20
© 2010 Targeted Learning TPT0110
31
How did you feel at the moment
you received the criticism?
1.
2.
Negative (sad, bad,
surprised, shocked,
embarrassed, upset,
disappointed,
annoyed, foolish,
angry, small,
defensive, hurt,
offended, guilty,
misunderstood,
resentful, etc.)
Positive (grateful,
trusted, confirmed,
happy, realistic,
open, etc.)
0%
0%
1
2
20
© 2010 Targeted Learning TPT0110
32
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.
22
© 2010 Targeted Learning TPT0110
33
How good are your subordinates
at receiving candid feedback?
1. Mostly poor
2. Half good,
half poor
3. Mostly good
0%
1
© 2010 Targeted Learning TPT0110
0%
2
0%
3
34
How good is your manager at receiving
candid feedback from subordinates?
1.
2.
3.
4.
5.
Excellent
Good
Fair
Poor
Very Poor
0%
1
© 2010 Targeted Learning TPT0110
0%
2
0%
0%
3
4
0%
5
35
How good are you at
receiving candid feedback?
1.
2.
3.
4.
5.
Excellent
Good
Fair
Poor
Very Poor
0%
1
© 2010 Targeted Learning TPT0110
0%
2
0%
0%
3
4
0%
5
36
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?
23
© 2010 Targeted Learning TPT0110
37
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.
23
© 2010 Targeted Learning TPT0110
38
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
25
© 2010 Targeted Learning TPT0110
39
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.”
25
© 2010 Targeted Learning TPT0110
40
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.
25
© 2010 Targeted Learning TPT0110
41
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?
27
© 2010 Targeted Learning TPT0110
42
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
29
© 2010 Targeted Learning TPT0110
43
Module Three
Giving Feedback
© 2010 Targeted Learning TPT0110
44
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.
44
© 2010 Targeted Learning TPT0110
45
Redirecting Feedback Defined
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.
55
© 2010 Targeted Learning TPT0110
46
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.
43
© 2010 Targeted Learning TPT0110
47
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.
44
© 2010 Targeted Learning TPT0110
48
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!”
44
© 2010 Targeted Learning TPT0110
49
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)*.
(COP=59%)
(COP=89%)
(COP=38%)
(COP=54%)
5.
Praise efforts and progress (second most
critical)*. (COP=78%)
6.
Give it in writing.
(COP=49%)
* Based on responses from a total of 3,009 managers
44
© 2010 Targeted Learning TPT0110
50
Which Would You Choose if We Split #2
into Two Separate Conversations
1. Reinforcing only
2. Reinforcing and
redirecting
together
3. Separate
conversations
44
© 2010 Targeted Learning TPT0110
51
Which do You Prefer?
1. I prefer the
context to be
clear
2. I prefer people
to get to the
point quickly
0%
1
© 2010 Targeted Learning TPT0110
0%
2
52
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
0%
1
© 2010 Targeted Learning TPT0110
0%
2
53
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
0%
1
© 2010 Targeted Learning TPT0110
0%
2
54
Which do You Prefer?
1. I prefer
feedback faceto-face
2. I prefer
feedback in
writing
0%
1
© 2010 Targeted Learning TPT0110
0%
2
55
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
0%
1
© 2010 Targeted Learning TPT0110
0%
2
56
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.
55
© 2010 Targeted Learning TPT0110
57
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.
56
© 2010 Targeted Learning TPT0110
58
Exercise: Setting the Stage
•
•
•
•
Review the four sample
responses.
Identify the best.
Identify the worst.
Analyze the best.
57
© 2010 Targeted Learning TPT0110
59
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.
56
© 2010 Targeted Learning TPT0110
60
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”
61
© 2010 Targeted Learning TPT0110
61
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
exploring historic reasons.
D.
If appropriate, start by asking the
other person to do a self-critique.
63
© 2010 Targeted Learning TPT0110
62
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
75
© 2010 Targeted Learning TPT0110
63
Module Four
Talking About Business
Goals
© 2010 Targeted Learning TPT0110
64
Management Realities
© 2010 Targeted Learning TPT0110
65
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.
77
© 2010 Targeted Learning TPT0110
66
Agenda for Module Four
Part A: Preparing for Effective Goal-Setting
Conversations
Part B: Having an Effective Goals
Conversation
77
© 2010 Targeted Learning TPT0110
67
The Anatomy of Significant
Accomplishments*
A.
D.
Written
1.
2.9%
2. 29.3%
3. 67.8%
Challenge
1.
0.6%
2. 11.3%
3. 88.1%
B.
Specificity
1. 28.5%
2. 29.1%
3. 42.4%
E.
Degree of Control
1.
4.5%
2. 48.9%
3. 46.7%
C.
Quantifiable
1.
1.1%
2. a) 4.7%
b) 28.8%
3.
65.4%
* Results from 2,415 COP managers in 2006 through 2009.
78
© 2010 Targeted Learning TPT0110
68
The Anatomy of Significant
Accomplishments*
F.
Milestones
1.
4.1%
2. 29.4%
3. 66.5%
G. Degree of Support
1.
3.6%
2. a) 5.9%
b) 9.7%
3. 80.7%
H.
Value Added to Organization
1.
2.4%
2. 19.9%
3. 77.7%
I.
Importance to Me
1.
0.2%
2.
4.7%
3. 95.1%
* Results from 2,415 COP managers in 2006 through 2009.
79
© 2010 Targeted Learning TPT0110
69
The Significance of SMART
Specific
Measurable
Aggressive
Realistic
Time-Bound
(b)
(c)
(d)
(e), (g), (h), (i)
(f)
79
© 2010 Targeted Learning TPT0110
70
Which of these has the greatest
predictive value for long-term
career success?
1. Intelligence
Quotient
2. Organizational
Savvy
3. Handling Conflict
4. Speaking Skills
5. Grades at
University
6. Learning from
Experience
0%
1
0%
0%
0%
2
3
4
0%
0%
5
6
79
© 2010 Targeted Learning TPT0110
71
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
80
© 2010 Targeted Learning TPT0110
72
The Top 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?
81
© 2010 Targeted Learning TPT0110
73
What is your assessment of
Robin’s effectiveness as a coach?
1. Excellent
2.
3. Okay
4.
5. Poor
0%
1
0%
2
0%
0%
3
4
0%
5
85
© 2010 Targeted Learning TPT0110
74
How does Robin compare to your
past managers/supervisors?
1. Better than
2.
3. Same as
4.
5. Worse than
0%
1
0%
2
0%
0%
3
4
0%
5
85
© 2010 Targeted Learning TPT0110
75
What is your assessment of Ingrid’s
skills as a SMART goal setter?
1. Excellent
2.
3. Okay
4.
5. Poor
0%
1
0%
2
0%
0%
3
4
0%
5
85
© 2010 Targeted Learning TPT0110
76
Setting SMART Goals
Remember to be:
Specific
— Business outcomes
rather than activities or
processes
— Clear to 3rd party
85
© 2010 Targeted Learning TPT0110
77
Setting SMART Goals
Remember to be:
Measurable
—Metrics that matter
(business outcomes)
—Verifiable by a 3rd
party
85
© 2010 Targeted Learning TPT0110
78
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)
85
© 2010 Targeted Learning TPT0110
79
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)
85
© 2010 Targeted Learning TPT0110
80
Setting SMART Goals
Remember to be:
Time-Bound
—Deadline for completion
—Milestones
85
© 2010 Targeted Learning TPT0110
81
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.
85
© 2010 Targeted Learning TPT0110
82
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).
85
© 2010 Targeted Learning TPT0110
83
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.
85
© 2010 Targeted Learning TPT0110
84
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.)
86
© 2010 Targeted Learning TPT0110
85
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.
98
© 2010 Targeted Learning TPT0110
86
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
99
© 2010 Targeted Learning TPT0110
87
Module Five
Development
Conversations
© 2010 Targeted Learning TPT0110
88
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.
101
© 2010 Targeted Learning TPT0110
89
Agenda for Module Five
Part A: The Language and Principles for
Effective Development
Part B: Engaging in Effective
Development Conversations
101
© 2010 Targeted Learning TPT0110
90
The Ceramics Class
Which group got the
highest grades?
1. Group 1—Metric
was 50 lbs
2. Group 2—Metric
was “a perfect
pot”
0%
0%
1
2
104
© 2010 Targeted Learning TPT0110
91
The Ceramics Class
Which group
produced the highestquality pots?
1. Group 1—Metric
was 50 lbs
2. Group 2—Metric
was “a perfect
pot”
0%
0%
1
2
104
© 2010 Targeted Learning TPT0110
92
The Ceramics Class
1. This story is a parable about the benefits of
doing and about
being willing to learn by _____,
mistakes
not being too afraid of making ________.
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.
104
© 2010 Targeted Learning TPT0110
93
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.
104
© 2010 Targeted Learning TPT0110
94
The 70:20:10 Rule
Research* demonstrates:
• 70 percent of the learnings that drive long-term
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
105
© 2010 Targeted Learning TPT0110
95
The Anatomy of Ability
Knowledge
Skill
Confidence
105
© 2010 Targeted Learning TPT0110
96
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
105
© 2010 Targeted Learning TPT0110
97
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
106
© 2010 Targeted Learning TPT0110
98
The Hazards of Fixing
Weaknesses
111
© 2010 Targeted Learning TPT0110
99
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.
112
© 2010 Targeted Learning TPT0110
100
Strategies for Leveraging
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.
112
© 2010 Targeted Learning TPT0110
101
Strategies for Leveraging
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.
112
© 2010 Targeted Learning TPT0110
102
Strategies for Leveraging
Strengths
4. Focus on managing rather than fixing
weaknesses. Which of these strategies did
your group use to manage Kim’s weakness?
a. Renegotiating/adjusting expectations (turn a
“blind eye”).
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.
112
© 2010 Targeted Learning TPT0110
103
Focusing on High-Impact
Development Opportunities
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 __.
115
© 2010 Targeted Learning TPT0110
104
Make Development Goals
and Plans SMART
Specific — in terms of behavioral and/or business
outcomes that are important to
the business.
116
© 2010 Targeted Learning TPT0110
105
Make Development Goals
and 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.
116
© 2010 Targeted Learning TPT0110
106
Make Development Goals
and 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.
116
© 2010 Targeted Learning TPT0110
107
Make Development Goals
and 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.
116
© 2010 Targeted Learning TPT0110
108
Make Development Goals
and 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.
116
© 2010 Targeted Learning TPT0110
109
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.
118
© 2010 Targeted Learning TPT0110
110
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 and
then creating and
implementing (by year-end)
a plan that will reduce
overall customer complaints
and returns by 20 percent.
118
© 2010 Targeted Learning TPT0110
111
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.
123
© 2010 Targeted Learning TPT0110
112
Thriving on Change
124
© 2010 Targeted Learning TPT0110
113
Principle #4: Don’t Do It Alone
124
© 2010 Targeted Learning TPT0110
114
Principle #4: Don’t Do It Alone
124
© 2010 Targeted Learning TPT0110
115
Principle #4: Don’t Do It Alone
124
© 2010 Targeted Learning TPT0110
116
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
124
© 2010 Targeted Learning TPT0110
117
Module Six
Results Reviews
© 2010 Targeted Learning TPT0110
118
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.
125
© 2010 Targeted Learning TPT0110
119
The Case for Humility
125
© 2010 Targeted Learning TPT0110
120
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
125
© 2010 Targeted Learning TPT0110
121
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.
125
© 2010 Targeted Learning TPT0110
122
The Purpose of Year-End Reviews
•
Accountability
•
Self-insight
•
Participation and mutual
understanding
126
© 2010 Targeted Learning TPT0110
123
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
127
© 2010 Targeted Learning TPT0110
124
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
127
© 2010 Targeted Learning TPT0110
125
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?
129
© 2010 Targeted Learning TPT0110
126
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?
131
© 2010 Targeted Learning TPT0110
127
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?)
132
© 2010 Targeted Learning TPT0110
128
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?
137
© 2010 Targeted Learning TPT0110
129
Which of these would be most important for
employees to understand?
1.It’s the total of your value-added
contributions.
2.Be in the top 25%.
3.Live the SPIRIT values.
4.Think like a marathon runner.
5.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.
0%
0%
0%
0%
0%
0%
0%
0%
0%
1
2
3
4
5
6
7
8
9
0%
10
137
© 2010 Targeted Learning TPT0110
130
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.”
© 2010 Targeted Learning TPT0110
131
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.
© 2010 Targeted Learning TPT0110
132
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
138
© 2010 Targeted Learning TPT0110
133
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)
139
© 2010 Targeted Learning TPT0110
134
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.
145
© 2010 Targeted Learning TPT0110
135
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.
146
© 2010 Targeted Learning TPT0110
136
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)
155
© 2010 Targeted Learning TPT0110
137
Final Question:
When you have to give someone a
rating that you know will leave them very
disappointed, what is the best way to sequence the
discussion?
1. Give them the
rationale and
explanation first,
and then give
them the rating
2. Give them the
rating first, and
then give them
the rationale and
explanation
0%
1
© 2010 Targeted Learning TPT0110
0%
2
138
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
0%
1
© 2010 Targeted Learning TPT0110
0%
2
139
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?
160
© 2010 Targeted Learning TPT0110
140
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
161
© 2010 Targeted Learning TPT0110
141