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In “Turning on the Marginal Performer”, what do you feel was 1)positive & 2)negative effects about Fred’s conversations with Bob. How do you see these.

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Presentation on theme: "In “Turning on the Marginal Performer”, what do you feel was 1)positive & 2)negative effects about Fred’s conversations with Bob. How do you see these."— Presentation transcript:

1 In “Turning on the Marginal Performer”, what do you feel was 1)positive & 2)negative effects about Fred’s conversations with Bob. How do you see these conversations influencing what happens thereafter?

2 Management Dialogues Fred: Hi Bob, First full day on the job, I see? Bob: Yes, and I’m ready to go to work. F: Good. I just thought I’d stop by first thing to say hi and remind you we’re expecting good results. You’ll be pretty much on you own here, so it will be your responsibility to stay on top of things. B: Well, that shouldn’t be a problem. F: I hope not. But if you hit any snags, don’t be afraid to call me. B: All right. F: Good enough, Bob. See you later.

3 Management Dialogues F: Hi, Bob. It sure is good weather, wouldn’t you say? B: Yes, it sure is. F: I was just passing through the building on another matter. While I’m here, I thought I’d should you some new schedule changes. B: Oh yes, Darlene (the project manager) told me all about them. Say how’d we end up last week anyway? F: Pretty good, pretty good. If you have any questions about those schedule changes, just call the project manager. Well, I’ve got to run. See you later, Bob.

4 Management Dialogues F: Hi, Bob, how’s it going. B: Pretty good. F: Say, I wanted to check with you about your performance figures for the past couple of weeks. They’ve been down a little, you know. B: Well, I got stuck on a couple of things that threw me off. But I think I’m back on track now. F: The only reason I’m bringing it up is that you’ve busted the charts in the past. I know you can do it when you put your mind to it. You’re one of our top performers. I figured if you were off on the numbers there must be a reason. B: Well, I’m sure my performance results will be back up this week. F: Okay, good. Bob. Take care now.

5 Management Dialogues F: Bob, I want to talk to you. B: Hi, Fred, what’s on your mind? F: Your lousy performance, that’s what! Your output has been down again for the past two weeks. Look, Bob, I know you can hit the numbers, but you’re just not putting out. I need someone in here who can get the job done. If it is not you. I’ll get someone else. I hope I won’t have to do that. Now let’s get to it! B: _____________________ [no response]

6 Schermerhorn, Gardner & Martin state that individual performance is a function of ability, support and effort. Do you agree? Why? Ability –who assigns the individual to the task? –who prepares the individual to do the task? Support –who provides the resources & training, etc? –who provides the psychological support? Effort –who puts forth the effort? –how does expectation relate to effort put forth?

7 All Feedback is not Always Helpful Judgmental Personally Degrading Insensitive Confusing Demoralizing / De-motivating Based upon Personal Likes & Dislikes Descriptive of Behavior Personally Helpful Given Sensitively Clarifying Contribute to a Plan of Action Encourage People to Try Destructive When It Is Helpful When It Is

8 Feedback Can Lead To Evolvement or Dissolvement –It can Empower or Dis-Empower Encouragement or Discouragement Productive Relationships or Un-Productive Relationships

9 Exploring your questions/issues in a Leadership context Performance Rankings/Ratings Estab. Clear Obj. Motivation Need Appraisals? Alternatives? Individuals or Teams Praise or Acknowledgement Pay Legal Defense Focus? Change, how?

10 Performance Appraisal & Pay Should Appraisals be Linked to Pay? Why? What does Pay for Performance do to –cooperative efforts? –intrinsic motivation?

11 Consequences of, “If you do this, then you’ll get that” Rewards Punish –every bit as controlling as punishments –two sides of the same coin (can’t have one without the other) Destroy Relationships –based upon “power over” –minimizes helping relationships –increases distrust

12 More Consequences Ignore System of Causes –carrot/stick is all that is needed, no understanding –promotes superficiality, dis- empowering offering needs up as a contingency to control behavior can’t be empowering

13 More Consequences Discourages Risk Taking/Creativity –focus is on the outcome, not the activity attention is on “getting this”, not on doing –never explore & question, We Just Do Changes the Way People Feel About what They Do! –poor substitute for genuine interest in the activity –we come to depend on rewards –we never get engagement in the activity

14 Common Management Reward Follies Long Term Growth Teamwork Setting Challenging “stretch” Objectives Commitment to Quality Surfacing Bad News Early Quarterly Earnings Individual Effort Setting Attainable Obj. -- making the #’s Getting It Out the Door Good News Reports, No Matter What! We Hope For… but We Often Reward….

15 Lawler, et al found that there is a discrepancy in purpose of Performance Appraisal between appraisee and apprasier. How does this difference impact the effectiveness of the Performance Appraisal?

16 Coaching (not appraising/judging) Performance [ Leadership = Being of Service ] To Help Others Develop To Make the Organization Stronger Enhance Long Term Outlook Mutual Evolution (Development) Improve Relationships Enjoyment Learn More About Yourself Help Others Become Self-Directed == > Feeling Empowered

17 The Alternative Systems: What’s the Effect? Exploitative System –“I get positive things from you and, in response, provide you a negative return” Threatening System –“If you do something I don’t want you to do, then I will do something you don’t want me to do” Exchange System –“If I do something you want me to do, then I will expect you to reciprocate and do something I want you to do” Integrative System –“You and I join together and do something because we both seek to accomplish the same purpose” Generative System –“You and I collaborate to create something that neither one of us at the outset could conceive”

18 The Coaching Session Structure Establish the Purpose (learning & improvement?) –agree on the purpose ==> seek cooperation –remain helpful, always, & build relationship Seek Self-Diagnose and Describe –encourage diagnostic thinking solicit “self-perception” & specific examples –describe -- don’t judge or prescribe offer non-judgmental, non-evaluative observations w/ examples avoid the “observe-emote-judge” trap; be responsive not reactive (requires emotional intelligence) Explore (possible) Behavioral Changes –seek self-prescription  what actions could be undertaken elicit suggestions for improvement/action evoke thought about alternative actions –if resistant  ask: “why don’t you do…” or “what would be the + & - of doing” if resistance continues  ask: “you seem reluctant to try, why?” Gain Commitment to Action  what will you do & when? Support Commitment  what do you need & how can I help? –identify obstacles & needed resources

19 Good Coaching Requires

20 Good Coaching Means C aring O pen-mindedness A daptability C onsistency H onesty

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