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Coaching: Tapping Into Your Employees Potential. 2 Objectives After this workshop you will be able to: Set the groundwork for productive coaching sessions.

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Presentation on theme: "Coaching: Tapping Into Your Employees Potential. 2 Objectives After this workshop you will be able to: Set the groundwork for productive coaching sessions."— Presentation transcript:

1 Coaching: Tapping Into Your Employees Potential

2 2 Objectives After this workshop you will be able to: Set the groundwork for productive coaching sessions Understand the importance of your role in sharing performance expectations with your employees Observe your employees in a productive manner, allowing you to compare the observed performance with what was agreed upon Provide meaningful feedback to your employees Document all feedback sessions with your employees, as well as other events that take place during the course of your work day. Use the EPA Performance cycle to assist you in preparing annual performance reviews for your employees.

3 3 Effective Coaches Base the coaching relationship on trust, not similarity Are optimistic about human nature Meet people where they are Give people opportunities to take risks and learn from their mistakes Listen more than they talk Are patient, and are willing to find the coachable moment Speak candidly, but dispense their message in the right size dose Cultivate personal accountability and ownership Approach resistance and reluctance to change with curiosity Know their own strengths and limitations Are continuous learners

4 4 The EPA Performance Cycle Could it be true? Are we are only as good as our worst performer on their worst day? Clarify Performance Expectations: Observe: Gap Analysis: Provide Feedback: Document: Performance Review: Provide Feedback Observe Clarify Performance Expectations Performance Review Document Gaps Analysis

5 5 Building a Productive Relationship With Your Employees Directions: You are the Supervisor/Coach. Answer the following questions as though you will be sharing the responses with your employee. You will ask the employee what they want to share FIRST, once they are finished, you will share your information. Always ASK before you TELL! What can I do to help you get the most out of our coaching relationship? How can I communicate with you most effectively? How would you prefer to communicate with me? If there were ever conflict between us, what might create that conflict? How would you prefer that our sessions be structured? Is there anything else you would like me to know about working most effectively with you? The EPA Performance Cycle

6 6 Building a Productive Relationship With Your Supervisor Directions: You are the employee. Answer the following questions as though you will be sharing the information with your supervisor. What can I do to help you get the most out of our coaching relationship? How can I communicate with you most effectively? How would you prefer to communicate with me? If there were ever conflict between us, what might create that conflict? How would you prefer that our sessions be structured? Is there anything else you would like me to know about working most effectively with you? The EPA Performance Cycle

7 7 Clarifying Performance Expectations Identify and agree on the performance expectations. Test these expectations to make sure they are: Specific Observable Based on agreed upon expectations (technical or behavioral) Communicate performance expectations so employees know what is expected of them. State: WHAT you are looking for. (Specific performance expectation). For example: All monthly reports are due to the division head on the 25 th of each month. WHY the performance expectation is important. (Is it meaningful to the employee and to the organization?) The information we provide is included in the overall Program report shared with our Senior Management Team. The resources we are granted to continue our work is greatly impacted by the information we share. HOW do you perform the task or display the behavior? (Agree on how the performance should look, sound, and feel.) Have you ever performed this type of task before in your previous positions? (I like to mark my personal calendar a day or two in advance to remind me of reports that are due, and then again on the day they are due.) CHECK to make sure the employee understands the performance expectation and how they can use or practice it in their work. (Dose the employee agree that the expectation is realistic and can be achieved within the time frame agreed on.) Based on our conversation, what steps will you take to help you deliver your reports to the division head on the 25 th of each month? The EPA Performance Cycle

8 8 CommunicateAnnounce Problems _____Let me know when something is unclear or confusing. _____Ask if you do not understand. _____All Employees should speak English at work. _____Derogatory remarks will not be tolerated. _____ Work team members are to share information with each other on a regular basis _____Other _______________________ TimeSolve Problems and Take Initiative The EPA Performance Cycle Directions: Each group will be assigned one of the four lists noted below. With your group members, brainstorm various ways to communicate the importance of these behaviors with your staff members. Be specific…. what would you say…what would you do? Use the What, Why How and Check process when preparing your presentations. _____Let me know when a mistake has been made. _____Tell me about complaints from internal and external customers. _____Let me know when they are having difficulty with completing assignments. _____Tell me when you disagree. _____Let me know when there is a problem so we can explore alternatives. _____Other _______________________ _____It is important that we meet deadlines on projects and tasks. _____Give appropriate advance notification if deadlines cant be met. _____Make requests for time off in advance. _____Coordinate break and lunch schedules so there is always someone in the office during normal working hours. _____Be on time for work, meetings and appointments. _____Other ______________________________ _____Suggest improvements and solutions for work initiatives, processes or tasks. _____Work cooperatively with others to find solutions when working in teams. _____Participate actively in staff meetings, updating colleagues on projects and when you need help in accomplishing a task. _____When appropriate, take independent action to deal with problems. _____Risk taking can often lead to innovative solutions. _____Other ___________________________.

9 9 Clarifying Performance Expectations Directions: Review the performance expectations you worked on with your table group. Take a few minutes to re-write the What, Why, How and Check in your own words. In the space below, write specifically what you will say to communicate this important agreed upon expectation. Remember, be specific, make it measurable and based on the task or behavior you agreed upon. What? Why? How? Check? The EPA Performance Cycle

10 10 Observing Guidelines When you are able to observe a specific behavior or task….. Have a reason: (I.e., I need to evaluate Mary when she makes her presentation to our State constituents) Have a plan: (Mary will make her next presentation on the 20 th of this next month) Focus on a few: (I will focus on two things during the presentation, vocal variety and her ability to connect with the audience.) Eliminate distractions: (Make sure you position yourself at the presentation session where there will be no distractions) Take notes on: Quality (what is the overall quality of the this presentation) Consistency (What did she do, what did she say, was she consistent throughout the presentation) The EPA Performance Cycle

11 11 Analyzing Gaps What? Identify the differences between actual performance and the agreed upon performance expectation. –Is it better than expected? (exceeds expectations) –Is it worse than expected? (below expectations) –Is it inconsistent? (not meeting expectations consistently) So What? Determine the gap and its impact on your internal and external customers, partners, co-workers and or the organization. Now What? Decide what needs to be done, or what behaviors or tasks would you like to see change. The EPA Performance Cycle

12 12 Giving Effective Performance Feedback When actual performance meets/exceeds what you agreed upon In these instances, feedback can help to increase confidence and encourages employee to maintain high performance When actual performance falls short of what was initially agreed upon In these instances, feedback can help to increases competence and encourages the employee to achieve higher performance The EPA Performance Cycle

13 13 Keys to Effective Feedback Make your feedback specific and clear Avoid feedback overload Separate positive feedback from constructive feedback Does the employee understand what needs to change, to what degree and in what time frame Concentrate on one thing at a time. Make it simple and direct. Too much too fast overwhelms And blurs the message. Do not sandwich the good and the Constructive feedback.

14 14 Giving Effective Performance Feedback To give effective feedback, describe: What gaps you observed (actual performance vs. agreed upon performance expectation) Why this gap is important to address (impact on customers, co-workers or organization) Determine what the employee has been doing to attempt to meet the expectation. What obstacles are they encountering? Does the goal or expectation need to be changed? How the employees performance/behavior should: Continue (if gap is positive or there is no gap between the actual performance and the agreed upon performance expectation) Change ( if the gap is negative or below the agreed upon performance expectation) Check (developmental) : Is the feedback understood and accepted by the employee? What will they do to change their behavior or process? Set the new performance expectation. The EPA Performance Cycle

15 15 The EPA Performance Cycle P When Where and How Positive Public or Private praise Constructive Private P Timing Is Everything! Positive Feedback is most effective when given as soon as possible after your observation to promote continuation and increase confidence (Reinforce) Constructive Feedback is most effective when given as soon as possible to avoid repeating the behavior or action, and allowing employee to make corrections (Change) P Effect Avoid linking Positive and Constructive feedback

16 16 Feedback Guidelines Make sure your feedback is: Focus on the Expectation (task or behavior) Focus on what the employee has done (or not done). Focus on the situation, issue, or behavior, not on the person. Specific Pinpoint discrete, observable performance expectations/ behaviors; dont use vague descriptions or judgments. Be objective. Simple Concentrate on one or two things at a time; dont overwhelm the employee with too much information at once. Ask the employee to give you a list of options they have available to accomplish the expectation. Ask the employee if they would like you to suggest some alternative ways of accomplishing the expectation. Relevant Make sure the employee can act on your feedback (does he or she have the skills, knowledge, systems support, or whatever else is required)? Ask the employee to determine what will happen and when that might take place. The EPA Performance Cycle

17 17 Statement 1.Youre doing a great job. Your co- workers really appreciate all that you do for them. 2.You should get your hair cut. I think that you will be able to present yourself in a more professional manner. What do you think? I could actually help you find someone. 3.Meeting deadlines is very important to our internal partners. Before you go to lunch make sure you check when everyone else is going so we have coverage, be sure to submit your activity report by Friday morning; and call the contractor to see when we will be getting a copy of last months status report. Okay? 4.You have an opportunity to work with employees from different regions. We require our staff to address all issues presented within 24 hours. If you do not have an answer to their inquiry within that time frame, call or e-mail your colleagues to advise them of the current status. Your colleagues will appreciate your attention and feel that you are taking time to assist them. Missed Guideline(s ) Giving Feedback Analyzing Feedback Worksheet Directions: Some of the statements listed below do not follow the guidelines for effective feedback. For each statement, identify which guideline(s) have been missed. The EPA Performance Cycle

18 18 Giving Effective Feedback Without Loss Of Face Feedback is essential in any work environment. Employees need to know when they are on track and when they are not. However, feedback is difficult enough to take in mainstream American culture, which values directness, let alone in cultures that value more subtle communications, harmony, and the saving of face. Before giving feedback, it is important to examine your motives. What is your reason for giving it? Is it really a chance to help the employee learn, or is it a way to assert your authority or to get the person back for something? Feedback that comes out of benevolent motives is more apt to be accepted positively. Once youre clear that your feedback is truly constructive, the following are some tips that will help. Position the Feedback as a Benefit to the Receiver Build a Relationship First Go from Subtle to More Direct Communication Make Observations about Behaviors and Conditions, Not Judgments about the Person Be Positive, Telling What You Do Want, Not What You Dont Make It Low-Key Use an Intermediary (3 rd party facilitator) Assure the Individual of Your Respect for Him/Her The EPA Performance Cycle

19 19 Giving Effective Feedback Directions: Using the following framework and your previous gap analysis, outline your positive feedback conversation. What is the gap? Why is it important? How will you encourage the employee to continue or repeat positive behavior or actions? The EPA Performance Cycle

20 20 Giving Effective Feedback Directions: Using the following framework and your previous gap analysis, outline your constructive feedback conversation. What is the gap? Why is it important? (what is the impact on self, others, or the organization?) How the behavior or action change? Ask the employee for suggestions, thoughts or ideas! Check for understanding / other suggestions. The EPA Performance Cycle

21 21 Giving Feedback Directions: Observer Worksheet - Use the spaces below to record your feedback while observing the practice session containing one feedback situation when the employee did not met the performance expectation. What is the gap? Why is it important? (Did the practicing supervisor clearly describe the impact?) How the behavior or action should change? Did they ask the employee for suggestions, thoughts or ideas? Check for understanding / other suggestions ? Was the feedback? Based on the agreed upon performance expectation Specific Simple Relevant The EPA Performance Cycle

22 22 Giving Feedback Directions: Observer Worksheet - Use the spaces below to record your feedback while observing the practice session containing one feedback situation when the employee did not met the performance expectation. What is the gap? Why is it important? (Did the practicing supervisor clearly describe the impact?) How the behavior or action should change? Did they ask the employee for suggestions, thoughts or ideas? Check for understanding / other suggestions ? Was the feedback? Based on the agreed upon performance expectation Specific Simple Relevant The EPA Performance Cycle

23 23 Handling Resistance to Feedback Understand Help Check ConfirmQuestion Listen The EPA Performance Cycle

24 24 Handling Resistance to Feedback Observer Feedback Worksheet What is the gap? Why is it important? How will you encourage the employee to change the behavior, their performance, or the way they handled a situation or issue? Check for understanding / other suggestions? Based on agreed upon performance expectation Specific Simple Relevant Understand Help Check Confirm Question Listen The EPA Performance Cycle

25 25 Why Document? 1. 2. 3. 4. 5. 6. 7. The EPA Performance Cycle

26 26 Documenting: What do the following statements tell you? How can you change them to be more specific? 1.Mary quit. 2.Anthony was late today. The EPA Performance Cycle

27 27 Office and team meetings are a great way to regularly reinforce the performance expectations that provide a professional, and consistent experience for our employees. We should not rely on office and team meeting alone to share information for skill building. Coaching is a daily part of your responsibilities. Some of the things you need to keep in mind: Model the skills and expectations you ask your employees to demonstrate. Clarify performance expectations with your employees for all elements they will be evaluated on: Communicate several ways to accomplish tasks. Ensure all employees understand the standards set by the group. Regularly emphasize key ideas and skills. –Make customer satisfaction (internal or external) a high priority. –Deliver fast and flawless service to all internal/external customers, partners, or constituents. This will help to build credibility for your department and your program. –Build teamwork to create seamless service experiences for our customers and partners. –Offer suggestions on how to improve the work flow of the department, and encourage your staff members to do the same. Remember: You play a crucial role in the success of our Agency and the satisfaction of our employees, internal customers, external customers, partners and constituents. By regularly modeling, coaching, and reinforcing what is expected, you set the expectations for your group. This is the key to creating an Agency that can meet and exceed the goals and expectations set by our partners, constituents and customers. The EPA Performance Cycle

28 28 Effective Coaching Introduction Coaching is the art of facilitation – the development, learning, and performance of another. Coaching your employees as they perform their jobs is one of your biggest responsibilities. Coaching involves finding the right balance between challenging your people to stretch and grow, and supporting them with tools, feedback, and help when they need it. The coaching skills you learned provide you with a simple, quick, and effective performance management process. Clarify Expectations and Expectations is the process you use to: Identify the ideal Expectation or Expectations. It sets the stage for excellence, what you want to observe and why. Communicate the ideal. When setting a new performance Expectation with employees. You communicate what Expectation you are looking for, why its important, how the Expectation or Expectation would ideally be demonstrated, and check to ensure the employee understands. Observe is the process you use to: Take note of actual quality of work delivery. Take note of actual consistency of work delivery. Analyze Gaps is the process you use to compare and contrast actual Expectations or Expectations with ideal Expectations and Expectations. You do this by asking: What is the difference between what I observed and what I hoped/need to observe? So what? What is the significance of the gap, positive or negative? Now what? What type of feedback do I need to give? Positive or constructive. Give Feedback is the process you use: Positive, when Expectations or Expectation observed meets/exceeds expectations. constructive, when Expectations or Expectation falls short of expectations. Far and away the best prize that life offers is the chance to work hard and Its work worth doing. Theodore Roosevelt The EPA Performance Cycle

29 29 Effective Coaching Focus on the Outcome by Focusing on the Employee The best coaches are aware of the importance of empowering their employees to get the job done to meet established expectations and accomplishing their goals and objectives while expanding their competencies. They focus the lenses of their work units direction. These coaches stay in touch with their employees needs as well as the mission, vision and goals of their departments and the EPA. Empower Employees to Serve their Internal/External Customers, Partners or Constituents To meet the public needs, employees must use individual judgment. Great coaches build competence and confidence to take action on behalf of customers, partner or constituents. Coach Through Active Involvement The best coaches are visible and hands-on (yet not intrusive). They do not wait for their employees to come to them; they are actively involved in their group or teams mission of excellence. They also seek direct contact with their customers, partners or constituents to understand their values and needs and to model the clarified expectations outlined for the group or team. The EPA Performance Cycle

30 30 Coaching Objectives You probably find yourself focusing on two objectives as you coach: To build your employees skills and help them do a better job. To help them handle problem situations as well as create solutions for hidden dissatisfiers. Steps you can take for both types of coaching situations 1.When clarifying expectations, set an agreed upon foundation for excellence. Use the values and mission of the EPA as a basis of setting individual and group expectations. Doing it better, consistently, is what will make and keep the EPA a quality organization. 2.When observing, focus on a particular expectation (focus on a few) in order to direct and refine your observation. Be clear on what you are actually observing. Watch your employees in action, ask them how they are doing, and when a misstep occurs, first get all the facts before taking action. 3.When analyzing gaps, note what is happening as well as not happening. Look for opportunities to give motivational feedback. Before giving constructive feedback, analyze the situation to determine if there are skill deficiencies, motivational problems, interpersonal problems, support or system problems. Get to the root of the situation or problem. 4.Separate situations in which there is a process or workflow beyond the employees control or influence – one that requires you to suggest or implement a system solution – from those in which individual feedback would be beneficial. The EPA Performance Cycle

31 31 Giving Effective Feedback Giving effective feedback is your most powerful coaching tool. When your employee is performing well, feedback can increase his or her confidence and encourage him or her to continue at that level of performance. When an employee is not performing as well as you would like, constructive feedback can help the employee determine how to change and improve his or her performance, which can increase his or her feelings of competence. Remember, your employees cannot read your mind. You must give feedback often and well to create and sustain excellence in your work team. Not getting feedback is not an excuse for not giving feedback. Guidelines for Providing Effective Feedback 1. Make your feedback specific and clear. Make sure the employee understands what needs to be changed, to what degree, or what was effective. For example, saying Great job, Frank, is not as effective as Frank, you really came through for the department with the information you gathered for the month report. I think your patience and attention to detail enabled us to deliver a quality product to the Administrator. Ensure your feedback is factual vs. judgmental. 2. Avoid feedback overload. When giving feedback, concentrate on one thing at a time and make it simple and direct. Feedback that covers too many performance areas tends to overwhelm the employee and blurs the message you are trying to communicate. 3. Separate positive feedback from constructive feedback. The EPA Performance Cycle

32 32 Effective Feedback: Positive vs. Constructive Setting Positive feedback can be powerful when it is given publicly. Know your employees, not everyone is receptive to public praise. In some instances, private praise is appropriate and appreciated. Team meetings are a convenient forum for giving positive feedback, both to the group/team or individuals. Constructive feedback is most effective when given privately to help focus the persons attention on the expectation or their behavior, rather than on his or her embarrassment or resentment. Timing Positive feedback is most effective when given as soon as possible after the performance. Constructive feedback is most effective when given right before the person is ready to perform again. Effect In situations in which it is not practical to split your feedback, it is very important to avoid linking positive feedback with constructive feedback. Pause between the positive and constructive feedback and involve the employee as you move from discussing his or her successes to discussing those areas he or she needs to improve. Do not underestimate the power of positive feedback. Most supervisors find they give little, if any, positive feedback to their employees. They assume their employees know what they did well. But even if an employee knows he or she has done a good job, it means much more to hear it from a supervisor or manager. In fact, if you tell an employee that he or she is good at something, the person is much more likely to focus on improving that skill than to be satisfied with his or her present level of performance. Make your constructive feedback future oriented. Employees cannot correct something that is history. They can work on improving that skill for the next interaction. Therefore, it is important to direct constructive feedback to a future expectation or performance opportunity. The EPA Performance Cycle

33 33 My Teams Performance and the EPA Mission How do I show my team that their performance has an effect on the EPA Mission? Put yourself in your employees shoes. When you are interacting with others day in and day out, your perspective can narrow; you forget the big picture. Here are some tips to keep the Big Picture alive: All victories and challenges can affect the mission. At team and office meetings and other off-the-job engagements, be sure to speak of the EPA mission and how the department can help achieve these goals. Discuss challenges. Be sure to align small victories with larger agency goals. Post a goals chart. Use posters and other visuals to keep team values and delivery expectations in the forefront. Many outcomes from team meetings and assignments can be posted; such as success stories and various skills/actions, hidden dissatisfiers found and fixed, and action plans. Communicate results of the strategy used to focus organizational and individual activities. Take responsibility for making sure your team stays informed about the collective results of their work. Actively seek out success stories from other teams/departments or the Agency as a whole. Reinforce messages about results that are communicated in other ways such as group e-mails, group phone messages or newsletters. Help your team make specific links between their application of skills and results that are achieved. The EPA Performance Cycle

34 34 Tips for Coaching Challenging Situations You will have multiple opportunities to impact the way your employees handle Challenging Situations, from modeling the process with colleagues and with situations you encounter with employees to the direct coaching you give to employees with the situations they handle. Here are some specific things you can do to make these opportunities: Have group/team members share their solutions to challenging situations so they can learn from each other, rather than having to face and learn from the situation(s) themselves. Establish a non-blaming climate so that your people feel free to discuss their needs and seek your help or help from other team members. Encourage employees to be helpful, since it can defuse anger and creates team focused relationships. Help your employees understand that customers, partner or constituents have a right to be treated in a professional manner. Explain that listening to others before providing information will help them understand exactly what their needs are. Do not be afraid to ask questions and offer suggestions when appropriate. Encourage them to provide information and options before discussing what they cannot do. When your employees complete a task or project, be sure to have them check for satisfaction. If others are not satisfied, empower your employees to search for alternatives and options for improving their product. Help them understand what they can and cannot do, and coach them in communicating these limitations to customers, partner or constituents in a way that is professional, positive and customer focused. The EPA Performance Cycle

35 35 Coaching Tips for Successful Teaming Teaming is a process you should encourage to create additional value for customers, partner or constituents through the cooperative efforts of employees. When clarifying Expectations and conducting observations, pay particular attention to what happens when an employee refers their customer to another area or department for information. Often, job descriptions and Expectations are specific to each functional role, but do not clarify team-based actions that would further enhance the customer, partner or constituents experience. An example include taking care of a customers needs throughout a process, rather than just in their area of expertise. Here are some specific things you can do to build teamwork: Ensure that systems and policies encourage employees to collaborate rather than compete. Encourage employees to pay special attention to situations where they hand off customers, partner or constituents to other employees or departments for assistance. Model collaborative processes in your work approach. Avoid playing one employee or function against another. Observe for gaps between job functions that work against creating a seamless experience for those that effected by the departments contributions. Encourage teaming expectations and behaviors in team activities, such as meetings and assignments. Facilitate planning and doing of team activities in a way that builds team focus and spirit. Encourage employees to treat each other as internal customers or partners. Encourage employees to listen to each other and confirm what they have heard. Do not be afraid to ask each other questions to clarify statements or comments. Promote team learning by encouraging employees to question processes. Model the behavior and expectations your wish to see among team members, not just with people outside your work area. Insist that team members check with each other to ensure that what they are doing and how they are doing it is supportive and helpful to their co-workers. The EPA Performance Cycle

36 36 Setting Climate Climate means all the factors that influence a learning environment, such as team meetings. Many factors are physical, such as heat, light, ventilation, and noise levels. Other factors include peoples comfort with expressing their ideas, the groups acceptance of ideas, level of stimulation, and pace. Setting a good climate for your team meetings can dramatically increase your employees ability to learn and enhance their job satisfaction, with both impact customer satisfaction. A good climate can be planned by knowing your group, and nurtured by good coaching Expectation. Remember that once a good climate is set, it must be maintained. Actions that will help set a good climate include: 4Having a good knowledge of the jobs, Responding quickly to employees reactions Issues, and areas of interest of group -being quick to analyze, quick to observe, members.quick to think – and always being a step or two ahead of the group. Speaking the language of the group and using expressions most commonly used by Being tactful and patient at all times but firm the group.when necessary. Being interested in employees and being Understand how people learn. sympathetic and understanding. Being able to learn by experience and being 4Stimulating team members to do their owninterested in improving as a leader and thinking and to express their own ideas. Coach. Asking questions that are thought-provoking Striving to develop a coaching manner that and that require more than a yes or noappeals, attracts, and wins confidence and answer. Have a good sense of humor. Actions that will hinder setting a good climate include: Trying to dominate the thinking of Talking too much. employees; however subtly – they always feel its. Trying to be too funny. Restating an employees response so it Setting yourself up as an absolute authority matched your point of view..Or expert. Telling a member of the group that he or she Letting anyone monopolize the discussion.. is wrong; let the group make that decision..Including yourself. Asking leading questions, saying, Dont you Running overtime; start and stop on time. think..? instead of What would happen if…? or What has been your experience? Forgetting to test the group members understanding, the discussions relevance, Taking sides.And the helpfulness of what your are doing. Lecturing continuously; ask questions. The EPA Performance Cycle

37 37 Clarifying Performance Expectations Specific - Observable - Behavior/Task-Oriented WHAT you are looking for WHY the Performance Expectation is important HOW the Performance Expectation might be done / performed CHECK to make sure the employee understands the behavior/task and how they can use or practice it in their work. Observing Guidelines Have a reason Focus on a few Eliminate distractions Take notes on: Quality& Consistency Analyzing Performance Gaps What? Identify the differences between actual and target performance expectations. –Is the behavior/task better than expected? –Is behavior/task worse than expected? –Is behavior/task inconsistent? So What? Determine the gap and the impact on your internal and external customers, your co-workers and or the organization. Now What? Decide what needs to be done. Observe Document Provide Meaningful Feedback Annual ReviewClarify Performance Expectations Analyze Gaps

38 38 What is the gap? Why is it important? (Impact) How should the performance or behavior change? Check for understanding / other suggestions. Behavior Oriented Specific Simple Relevant Document positive and constructive feedback sessions for future reference Performance Review… Often Annual Performance Review… Timely with NO Surprises! Understand Help Check ConfirmQuestion Listen Giving Constructive Feedback Handling Resistance to Feedback Performance Appraisals Document


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