Chapter 9: Performance Management Skills
diagnose performance problems
give feedback and develop employees
-acknowledges the positives
-employee is the source and director of change, the coach is a facilitator.
Use all four as appropriate. Adapt to the situation to be more or less assertive, task oriented, and people oriented.
reduce memory related errors
helps plan for the future
provide legal protection
few adjectives and adverbs
balance positives with negatives
focus on job-related information
describe observable behaviour
-build confidence and competence
-improve future performance
costs of poor/no feedback:
-difficult for employees to improve their own performance
-employees have inaccurate perceptions of their performance quality
effective feedback is:
-provides description and evidence first, evaluation second
-covers positives and negatives
-describes context and consequences
-allows for discussion and idea generation
-be sincere – only give praise when it is deserved
-be specific, provide evidence and description
-be comfortable and take your time
negative feedback is necessary, however managers often avoid giving negative feedback due to…
-negative reactions and past experience
-dislike of playing “judge and jury”
-perceived need for irrefutable and conclusive evidence
negative feedback should give employees control over their future by:
-identifying performance problems early on when they are still manageable
-clarifying what unwanted behaviours are and their consequences
-focusing on behaviour that is controllable
-come from a credible source
-be supported by data
skills and resources: do you have what you need to do your job?
training: are you adequately trained?
the future: what can be done to improve?
the customer: how can customers be better served?
block sufficient time
arrange to meet in a private location without interruptions
2. employee self-appraisal
3. supervisor and employee share rating and rationale
4. developmental discussion, including resources and training.
5. employee summary
6. rewards discussion
7. follow-up meeting arrangement
8. approval and appeals process discussion
9. final recap
stay factual and on topic
establish and maintain support
observe verbal and nonverbal cues
don’t threaten, encourage. it’s amazing how reframing prevents problems
-staring at supervisor
-continually changing the subject
-quickly agreeing without basis
-acknowledge employee’s feelings
-ask for additional information and clarification (if appropriate)
-get comfortable with being silent and simply waiting for the other person to vent out/get tired
-reschedule if situation becomes intolerable
-have a plan for calling for help
which may lead to termination
not all offenses require warnings
follow the companies progressive discipline policy to the letter
Occasionally, decision-making leave may be offered
-a day or week of contemplation that is paid and allows the employee to stay home and decide whether working in this organization is what he or she really wants to do.
-people believe that substandard performance is acceptable (or even outstanding).
-it becomes difficult to fire with cause
-high performing employees will feel like they are being taken advantage of and lose motivation.
2. Failure to get the message through
-be specific about the problem, potential solutions, and consequences.
3. Performance standards are unrealistic or unfair
-make sure the standard is fair and provide documentation (i.e., data) of poor performance
4. Negative affective reactions
-do not let emotional reactions distract you, stay task oriented. Saying less is often best
5. Failure to consult HR
-consult with HR regarding legal requirement prior to termination.
-be respectful and get right to the point
-wish the employee well (carefull)
-send the employee to HR
-have the employee leave immediately
-have the termination meeting at the end of the day
-have security ready
-close all access points: keys, ID badges, have IT change computer access during the meeting.
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