ORGANIZATION
MANAGEMENT
Improving Work
Performance
As a manager . . .
you don’t get paid for
what you do
you get paid for
what your subordinates do
You are a manager with 10 people
answering directly to you. What
will be accomplished tomorrow if:
a. You take the day off, but all 10 people
in your group go to work
b. You go to work, but all 10 people
in your group take the day off
You need them more than they
need you
You should do everything in
your power to help them be
as successful as possible
There is a performance problem
You: “I don’t think Charley is going
to work out. I think we made
a poor hire.”
Your boss: “ How long will it take to
get his replacement?”
Attitude
Consequences
Behavior
Behavior
Mowing the lawn today
Positive Consequences
Negative Consequences
+ Lawn looks nice
– Don’t play golf today
+ Easier to do because
grass is not too long
– Perspire in hot sun
+ Neighbors tell you how
nice it looks
– Physical effort
Undesirable Task (monthly)
- In January, I gave it to Lou. He totally
screwed it up.
- In February, I gave it to Angela. She did
the best job anyone has ever done.
- In March, I will give it to . . .
Why Don’t Subordinates Do What They
Are Supposed To Do?
1. They don’t know what they are supposed to do
2. They don’t know how to do it
3. They don’t know why they should
4. There are obstacles beyond their control
5. They don’t think it will work
6. They think their way is better
7. Not motivated – poor attitude
8. Personally incapable of doing it (personal limits)
9. Not enough time for them to do it
10. They are working on wrong priority items
11. They think they are doing it (no feedback)
12. Poor management
13. Personal problems
Why Don’t Subordinates Do What They
Are Supposed To Do?
1. They don’t know what they are supposed to do
2. They don’t know how to do it
3. They don’t know why they should
4. There are obstacles beyond their control
5. They don’t think it will work
6. They think their way is better
7. Not motivated – poor attitude
8. Personally incapable of doing it (personal limits)
9. Not enough time for them to do it
10. They are working on wrong priority items
11. They think they are doing it (no feedback)
12. Poor management
13. Personal problems
Communication Problem
“This is important.
Really, really important”
• He thinks it’s important –
I think it’s boring
• Is that an ugly tie, or what?
• That was a great movie last night
• I hope traffic isn’t too bad tonight
• How many martinis did he
have for lunch?
• I’m hungry
Two-Part Communication Process
1. Ask a question
2. Shut up
“Thought Transmission”
Coaching Analysis
Identify unsatisfactory performance
Is it worth your time and effort?
YES
Does subordinate know performance is
unsatisfactory?
YES
Does subordinate know what is
supposed to be done and when?
YES
Are there obstacles beyond
subordinate’s control?
NO
Does subordinate know how to do it?
NO
NO
NO
YES
NO
Don’t waste your time on it
Let subordinate know – provide feedback
Let subordinate know – work planning
Remove obstacles
Train subordinate and/or provide practice
YES
Does negative consequence follow
performance?
NO
Does positive consequence follow
nonperformance?
NO
Could subordinate do it if he or she
wanted to do it?
YES
Redirect subordinates behavior through
coaching
YES
YES
NO
Change consequences or transfer
subordinate
Change consequences
Transfer or terminate subordinate
Identify unsatisfactory performance
Is it worth your time and effort?
NO
Don’t waste your time on it
YES


Performance – focus on behaviors,
not the results of the behaviors
Why
Otherwise, they don’t know what to change
 Able to measure (so you can recognize if
it’s getting better or worse)

Does subordinate know performance is
unsatisfactory?
NO
Let subordinate know – provide feedback
YES

An estimated 50% of non-performance problems
in business are due to the lack of feedback
?
?
?
Do you know what your error rate is?
Do you know that you frequently interrupt people in meetings?
Do you know that you begin to mumble after you get a minute
or two into presentations?
Note: They could know that the behavior exists, and not know that it’s a problem
Does subordinate know what is
supposed to be done and when?
NO
Let subordinate know – work planning
YES


Number one issue on list “Why don’t
subordinates do what they are supposed to”
Common problem in creative areas with
complex work: What is it supposed to look
like when it’s finished?

Complaint: assistant does not analyze situations in
depth to reach solutions or suggest alternatives
 Approach: manager and assistant work together to
develop a list of key questions that should be
addressed in all reports
Are there obstacles beyond
subordinate’s control?
NO
Does subordinate know how to do it?
YES
NO
Remove obstacles
Train subordinate and/or provide practice
YES


Number two issue on list “Why don’t
subordinates do what they are supposed to”
Common problems

Experienced employees assigned to train new
employees – trainers have not been taught how to teach
 Lack of testing and/or opportunities for application –
trainees are not required to demonstrate learning
Does negative consequence follow
performance?
NO
Does positive consequence follow
nonperformance?
YES
YES
Change consequences or transfer
subordinate
Change consequences
NO



Behavior is a function of its consequences
Avoid negative consequences – they can have
undesirable side effects
Positive consequences should be:

Relevant
 Direct
 Immediate
Could subordinate do it if he or she
wanted to do it?
NO
Transfer or terminate subordinate
YES
Redirect subordinates behavior through
coaching


Usually the first question asked, and answered,
“Of course the _____ could do it if he’d get off
his rear end!”
Should be addressed when you have determined:






They know their performance is not satisfactory
They know what is supposed to be done and when
There are no obstacles beyond his or her control
They know how to do it
A negative consequence does not follow performance
A positive consequence does not follow
nonperformance
Coaching Analysis
Identify unsatisfactory performance
Is it worth your time and effort?
YES
Does subordinate know performance is
unsatisfactory?
YES
Does subordinate know what is
supposed to be done and when?
YES
Are there obstacles beyond
subordinate’s control?
NO
Does subordinate know how to do it?
NO
NO
NO
YES
NO
Don’t waste your time on it
Let subordinate know – provide feedback
Let subordinate know – work planning
Remove obstacles
Train subordinate and/or provide practice
YES
Does negative consequence follow
performance?
NO
Does positive consequence follow
nonperformance?
NO
Could subordinate do it if he or she
wanted to do it?
YES
Redirect subordinates behavior
through coaching
YES
YES
NO
Change consequences or transfer
subordinate
Change consequences
Transfer or terminate subordinate
Coaching Technique
Get his or her agreement that
a problem exists
Mutually discuss alternative
solutions
Mutually agree on action to be
taken to solve problem
Follow up to measure results
Recognize any achievement
when it occurs
Agreement That a
Problem Exists



Most critical step of the coaching
process – can take up to half the
total time
Most coaching efforts fail here –
step is bypassed, assuming the
subordinate knows
Important to recognize
Effects on the business/others – results
 Effects on self – consequences
Get his or her
agreement that
a problem exists
Mutually discuss
alternative
solutions
Mutually agree on
action to be taken
to solve problem
Follow up to
measure results


Use thought transmission
Recognize any
achievement
when it occurs
The Conversation
• Do you know why I’ve called up in?
• No
• We have a problem.
• What problem?
• It’s about your performance.
• What about my performance?
I thought I was doing pretty good.
I turn out a lot of work around here.
• It has to do with your not coming
to work on time.
• Oh that. Yeah, I know I’ve been late
a few times. I’ll clean it up.
• Do you know how many times
you’ve been late in the last month?
• Probably more than I should, but like
I said, I’ll take care of that.
• I’m glad you are willing to take care
of that, but do you know how many
times you’ve been late?
• I have no idea
• Guess.
• Probably once or twice a week.
The Conversation . . . Continued
• You were on time only 40 percent
of the time – that averages three
days per week you were late.
• I didn’t realize it was that many
days.
• Do you agree that it is a problem?
• I agree it’s a lot of days, but after all
I work harder than anybody else, so
it all evens out.
• Do you know what happens when
you don’t come to work on time?
• Well, I guess you get mad at me.
• Not mad, just disappointed. Do you
know what else happens?
• Well, I heard some grumbling that
others don’t like answering my
phone when I’m late for work.
• You’re right. What else happens?
• Well, I guess some customers don’t
like it when they can’t get me first
thing in the morning.
The Conversation . . . Continued
• You’re right. What else happens?
• I can’t think of anything else.
• There’s no rush. I’ll wait while you
think about it.
• I really can’t think of anything else.
• Do you think customers ever
complain to me or to my boss?
• Well, I guess that is a problem, but
I work harder and get more done
than anybody else.
• What do you think will happen if
you continue to come to work late?
• I guess customers will complain and
you might fire me.
• You’re right. I need somebody in
that job who will do what has to be
done, and I wish it were you. Now
do you agree that this is a problem?
• Well, when you put it all together,
I suppose it is a problem.
• I’m glad that you recognize the
problem. How can we solve it?
Step 2
Mutually Discuss
Alternative Solutions /
Mutually Agree on Action



Trying harder is not a solution –
what will the individual do
differently
Agreement what will be done when
Use thought transmission
Get his or her
agreement that
a problem exists
Mutually discuss
alternative
solutions
Mutually agree on
action to be taken
to solve problem
Follow up to
measure results
Recognize any
achievement
when it occurs
Follow Up to Measure
Results / Recognize Any
Achievement




Lack of follow up is a common
reason for failure
Sometimes, subordinate initially
changes, but lack of follow up does
not reinforce the new behavior
Timeliness of recognition is critical
Important to recognize progress
even when it is short of the goal
?
Get his or her
agreement that
a problem exists
Mutually discuss
alternative
solutions
Mutually agree on
action to be taken
to solve problem
Follow up to
measure results
Recognize any
achievement when
it occurs
Giving Effective Feedback

Relate feedback to existing performance goals and
clear expectations

Give specific feedback (observable behavior and
measurable results)

Give feedback as soon as possible

Give positive feedback for improvements, not just
final results

Focus on performance, not personalities

Base feedback on accurate and credible information
To improve performance of the individual
and the work unit
Formula for Failure







Don’t get the subordinate involved, just talk at
him or her
Don’t give specific feedback – talk in generalities
Concentrate on attitude rather than behavior
Assume the subordinate understands that a
problem exists
Assume the subordinate knows what has to be
done to solve the problem
Don’t follow up to ensure that agreed upon action
has been taken
Don’t acknowledge or praise improvement