the six conversations of performance excellence © 2006 targeted learning ntpt 0109
TRANSCRIPT
The Six Conversations of Performance Excellence
© 2006 Targeted Learning NTPT 0109
2© 2006 Targeted Learning NTPT 0109
Our Premise
Nothing truly great (i.e. significant, enduring Nothing truly great (i.e. significant, enduring
and positive) happens in any organization until and positive) happens in any organization until
two or more people start a conversation.two or more people start a conversation.
i
3© 2006 Targeted Learning NTPT 0109
The ConocoPhillips Performance Management Process
Phase 1:Aligning Goals
Phase 2:Tracking Progress
Phase 3: Measuring Results
Feedback & Coaching Feedback & CoachingFeedback & 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?
Dec.-Jan. Feb.-Oct. Nov.-Jan.
i
4© 2006 Targeted Learning NTPT 0109
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
5© 2006 Targeted Learning NTPT 0109
The Harvest of a Bully
6© 2006 Targeted Learning NTPT 0109
The Six Conversations of Performance Excellence
ResultsReviews(Routine, Quarterly, Mid-Year And Year-End)
Development Conver-sations
Talking About Business Goals
• Learn Faster
• Work Smarter
• Achieve More
ii
7© 2006 Targeted Learning NTPT 0109
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
8© 2006 Targeted Learning NTPT 0109
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
9© 2006 Targeted Learning NTPT 0109
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
Have you ever felt sentiments similar to
these?
10© 2006 Targeted Learning NTPT 0109
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
11© 2006 Targeted Learning NTPT 0109
Grasping the Opportunity
Do you use goal setting to shape your job and the projects
you work on?
iii
12© 2006 Targeted Learning NTPT 0109
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
13© 2006 Targeted Learning NTPT 0109
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 _____ or an ________, and they will respond _________. 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 __________ and you will fail.
iv
threatdefensivel
y
manipulative
imposition
14© 2006 Targeted Learning NTPT 0109
Module One
Coaching Conversations:Supporting Individual Initiative
and Goal Attainment
15© 2006 Targeted Learning NTPT 0109
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 dialogue that supports greater openness, creativity and individual initiative.
1
16© 2006 Targeted Learning NTPT 0109
Behaviors Associatedwith Each Style
Expert Facilitative
• Advocating• Talking/Selling• Giving Advice
• Asking Closed Questions
• Sharing Information and Feedback
• Doing the Thinking
• Evaluating Others’ Ideas
• 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
17© 2006 Targeted Learning NTPT 0109
Prework Insights (p.7 in prework)
3
Structured (4.51)
Flexible (2.49)
7
6
5
4
3
2
1
•
•
•
•
•
•
•
•
•
•
•
•
•
•
••
••
••
•
•••••••
•••••••
••
••
••
•
7654321
76
54
32
1
1
2
3
4
5
6
71
23
45
67
1234567
Risk Averse (4.24)
Non-Prescriptive (2.56)
Prescriptive (4.44)
Risk-tolerant (2.76)
EXPERT
FACILITATIVE
18© 2006 Targeted Learning NTPT 0109
What is the default style of your manager?
1. Expert2. Facilitative
2
19© 2006 Targeted Learning NTPT 0109
What is your default style when someone brings you a problem?
1. Expert2. Facilitative
2
20© 2006 Targeted Learning NTPT 0109
Five Most Important Coaching Questions
1. What are you ______________?
2. What seems to __________?
3. What have _______?
4. What ______ have you _________? (pros & cons)
5. What do _____________?
trying to achieve
be the issue
you tried
options considered
you recommend
3
21© 2006 Targeted Learning NTPT 0109
The Paradox of Power
ControlCompliance and/or
Rebellion
Influence Commitment
Compliance and/or
Rebellion
4
22© 2006 Targeted Learning NTPT 0109
Case #1: Coaching the Reluctant Employee
1. Prepare (5 min.)2. Hold Discussion (7
min.)3. Debrief (10 min.)
Exercise Steps Roles/NotesCoach—p. 6 & 7Learner—p. 8 & 9Observers—p. 10 & 11
Debrief Sequence1. Time for everyone to gather thoughts2. Coach self-critique (p. 7)3. Learner feedback to coach (p. 9)4. Observers’ feedback to coach (p. 11)
6
23© 2006 Targeted Learning NTPT 0109
Practice makes _________. Only practice plus _______ make ______.
Development plans should be __% knowledge focused and __% skill focused.
permanentfeedback perfe
ct
2080
Developmental Realities
12
24© 2006 Targeted Learning NTPT 0109
Planning for Learning Transfer
12
•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
25© 2006 Targeted Learning NTPT 0109
Module Two
Seeking and Receiving Feedback
26© 2006 Targeted Learning NTPT 0109
Exercise: Unhelpful Feedback
Draw a “picture” representing unhelpful feedback:
• What it “looks” like.
• What it “feels” like.
17
27© 2006 Targeted Learning NTPT 0109
Feedback Defined
Feedback is _________ about behavior and performance that helps you align your actions with your goals.
information
17
28© 2006 Targeted Learning NTPT 0109
Common Complaints About Feedback
• 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
How many of these challenges have you faced in the workplace?
29© 2006 Targeted Learning NTPT 0109
Module Two Objectives
By the end of this module, you will know how to:
1. Get the timely feedback and information you need in order to achieve your development, performance and career objectives.
2. Find value in all feedback—even vague, inaccurate or unfair feedback.
3. Handle criticism with less anxiety and frustration.
4. Foster a feedback culture—a culture where candid feedback is welcomed as a tool for learning faster, working smarter and achieving more.
18
30© 2006 Targeted Learning NTPT 0109
Feedback and Success
• Impact on Perceived Value• Impact on Pay• Impact on Customer Satisfaction• Impact on Learning and Long-Term
Success
19
31© 2006 Targeted Learning NTPT 0109
The Consequences of Our Negative Mental Images
The greatest learning _______ in organizations today is the inability to receive and give candid feedback.
disability
20
32© 2006 Targeted Learning NTPT 0109
How did you feel at the moment you received the criticism?
1. Negative (sad, bad, surprised, shocked, embarrassed, upset, disappointed, annoyed, foolish, angry, small, defensive, hurt, offended, guilty, misunderstood, resentful, etc.)
2. Positive (grateful, trusted, confirmed, happy, realistic, open, etc.)
20
33© 2006 Targeted Learning NTPT 0109
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
34© 2006 Targeted Learning NTPT 0109
22
How good are your subordinates at receiving candid feedback?
1. Most are excellent
2. Good3. 50/504. Poor5. Most are very
poor
35© 2006 Targeted Learning NTPT 0109
How good is your manager at receiving candid feedback from
subordinates?
1. Excellent2. Good3. Fair4. Poor5. Very Poor
22
36© 2006 Targeted Learning NTPT 0109
How good are you at receiving candid
feedback?
1. Excellent2. Good3. Fair4. Poor5. Very Poor
22
37© 2006 Targeted Learning NTPT 0109
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
38© 2006 Targeted Learning NTPT 0109
A New Paradigm for Feedback
The usefulness offeedback depends less on the ability of others to give it well, than it does on our
abilityto receive it well.
23
39© 2006 Targeted Learning NTPT 0109
“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
Seeing the Compliment in Criticism
25
40© 2006 Targeted Learning NTPT 0109
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
41© 2006 Targeted Learning NTPT 0109
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 somethingbefore it really matters or can hurt you.
25
42© 2006 Targeted Learning NTPT 0109
Homework Follow-Up: Planning to Seek Feedback
Complete this exercise based on the person you identified on page 14 of the prework:
1. Who do you want the feedback from? (Done)
2. What feedback do you want? (Done)3. How will you ask? (Done—possibly revise)4. 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
43© 2006 Targeted Learning NTPT 0109
Planning for Learning Transfer
29
•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
44© 2006 Targeted Learning NTPT 0109
Module Three
Giving Feedback
45© 2006 Targeted Learning NTPT 0109
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.
43
46© 2006 Targeted Learning NTPT 0109
Redirecting Feedback
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.
43
47© 2006 Targeted Learning NTPT 0109
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
48© 2006 Targeted Learning NTPT 0109
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
49© 2006 Targeted Learning NTPT 0109
The Four Steps to Reinforcing Feedback—SAIT
1. Sincerity first: This requires you to be specific.
2. Action: Describe the observed behavior or action.
“Kelly, I like the way you changed the quality
charts.”
3. 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.”
4. Thanks: Express appreciation. “Thanks!”
44
50© 2006 Targeted Learning NTPT 0109
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)*.
5. Praise efforts and progress (second most critical)*.
6. Give it in writing.
44
* Based on responses from COP participants in 2006
51© 2006 Targeted Learning NTPT 0109
49
Which would you choose if we split #2 into two separate conversations?
1. Reinforcing only
2. Reinforcing and redirecting together
3. Separate conversations
52© 2006 Targeted Learning NTPT 0109
52
Which Do You Prefer?
1. I prefer the context to be clear
2. I prefer people to get to the point quickly
53© 2006 Targeted Learning NTPT 0109
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
54© 2006 Targeted Learning NTPT 0109
52
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
55© 2006 Targeted Learning NTPT 0109
52
Which do You Prefer?
1. I prefer feedback face-to-face
2. I prefer feedback in writing
56© 2006 Targeted Learning NTPT 0109
52
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
57© 2006 Targeted Learning NTPT 0109
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
58© 2006 Targeted Learning NTPT 0109
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
59© 2006 Targeted Learning NTPT 0109
57
Exercise: Setting the Stage
1. Review the four sample
responses.
2. Identify the best.
3. Identify the worst.
4. Analyze the best.
60© 2006 Targeted Learning NTPT 0109
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
61© 2006 Targeted Learning NTPT 0109
The Four Steps to Giving Redirecting
Feedback
Step One: Safety First
Step Two: Action
Step Three: Impact
Step Four: Talk it Through to “Thank You”
Remember to “SAIT:”
61
62© 2006 Targeted Learning NTPT 0109
Additional Tips for Redirecting Feedback
A. Focus on what you want rather than what you don’t want.
B. Be timely and avoid “dumping.”
C. Focus on finding solutions rather than dwelling on historic reasons.
D. If appropriate, start by asking the other person to do a self-critique.
63
63© 2006 Targeted Learning NTPT 0109
Planning for Learning Transfer
75
•Review Back-Home Applications
•Review your notes and wallet cards, and then update your Learning Journal
•Use Post-It Notes to flag important pages
64© 2006 Targeted Learning NTPT 0109
Module Four
Talking About Business Goals
65© 2006 Targeted Learning NTPT 0109
Module Four Objectives
• 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.
To equip you with the tools and skills you need to:
77
66© 2006 Targeted Learning NTPT 0109
Agenda for Module Four
Part A: Preparing for Effective Goal-Setting Conversations
Part B: Having an Effective Goals Conversation
77
67© 2006 Targeted Learning NTPT 0109
78
The Anatomy of Significant Accomplishments*
A. Written1. 2.5% 2. 28.5% 3. 69.0%
D. Challenge1. 0.6% 2. 11.3% 3. 88.1%
B. Specificity1. 27.1% 2. 29.3% 3. 43.6%
C. Quantifiable1. 1.3% 2. a) 4.6%
b)29.3% 3. 64.8%
E. Degree of Control1. 4.6% 2. 47.9% 3. 47.5%
* Results from 1982 COP participants from 2006 through 2008
68© 2006 Targeted Learning NTPT 0109
The Anatomy of Significant Accomplishments*
79
* Results from 1982 COP participants from 2006 through 2008
G. Degree of
Support1. 4.1% 2. a)5.7% b)9.9%
3. 80.3%
H. Value Added to
Organization1. 2.5% 2. 20.0% 3. 77.5%
I. Importance to Me1. 0.2% 2. 5.0%3. 94.8%
F. Milestones1. 4.0% 2. 29.1% 3. 66.9%
69© 2006 Targeted Learning NTPT 0109
The Significance of SMART
Specific (b)Measurable (c)Aggressive (d)Realistic (e), (g),
(h), (i)Time-Bound (f)
79
70© 2006 Targeted Learning NTPT 0109
Long-Term Career Success:What Matters Most?
79
Which of these has the greatest
predictive value for long-term career
success?• Self-Awareness
• Intelligence Quotient
• Organizational Savvy
• Handling Conflict
• Speaking Skills
• Grades at University
• Extracurricular Activities at University
• Learning from Experience
71© 2006 Targeted Learning NTPT 0109
Learning Agility: the Strongest Predictor of Long-Term Career Success*
80
1. Finding new and challenging experiences.
2. Learning from those experiences through personal reflection and feedback
from others.
3. 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
72© 2006 Targeted Learning NTPT 0109
The 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
73© 2006 Targeted Learning NTPT 0109
What is your assessment of Robin’s effectiveness as a
coach?
1. Excellent2. 3. Okay4. 5. Poor
83
74© 2006 Targeted Learning NTPT 0109
83
How does Robin compare to your past managers/supervisors?
1. Better than2. 3. Same as4. 5. Worse than
75© 2006 Targeted Learning NTPT 0109
84
What is your assessment of Ingrid’s skills as a SMART goal setter?
1. Excellent2. 3. Okay4. 5. Poor
76© 2006 Targeted Learning NTPT 0109
Setting SMART Goals
Remember to be:Specific
85
— Business outcomes rather than
activities or processes
— Clear to 3rd party
77© 2006 Targeted Learning NTPT 0109
Setting SMART Goals
Remember to be:Measurable
85
—Metrics that matter (business outcomes)
—Verifiable by a 3rd party
78© 2006 Targeted Learning NTPT 0109
Setting SMART Goals
Remember to be:Aggressive
85
—Breakthrough versus incremental
—Requires new skills
—Requires new methods/processes
—Requires support from others (over whom you have no formal authority)
79© 2006 Targeted Learning NTPT 0109
Setting SMART Goals
Remember to be:Realistic
85
—Within accountability and control (at least partly)
—Consistent with talents and interests
—Aligned and supported (by manager and others)
80© 2006 Targeted Learning NTPT 0109
Setting SMART Goals
Remember to be:Time-Bound
85
—Deadline for completion
—Milestones
81© 2006 Targeted Learning NTPT 0109
85
SMART Goals
Poor Examples Better Examples1. 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.
82© 2006 Targeted Learning NTPT 0109
85
SMART Goals
Poor Examples Better Examples2. 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).
83© 2006 Targeted Learning NTPT 0109
85
SMART Goals
Poor Examples Better Examples3. 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.
3. Improve cash flow analysis for new projects.
84© 2006 Targeted Learning NTPT 0109
Individual Application: Writing SMART Goals
86
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.)
85© 2006 Targeted Learning NTPT 0109
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
86© 2006 Targeted Learning NTPT 0109
Planning for Learning Transfer
99
•Review Back-Home Applications
•Review your notes and wallet cards, and then update your Learning Journal
•Use Post-It Notes to flag important pages
87© 2006 Targeted Learning NTPT 0109
Module Five
DevelopmentConversations
88© 2006 Targeted Learning NTPT 0109
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
89© 2006 Targeted Learning NTPT 0109
Agenda for Module Five
Part A: The Language and Principles
for Effective Development
Part B: Engaging in Effective
Development Conversations
101
90© 2006 Targeted Learning NTPT 0109
The Ceramics Class
104
Which group got the highest grades?
1. Group 1—Metric was 50 pounds.
2. Group 2—Metric was “a perfect pot.”
91© 2006 Targeted Learning NTPT 0109
The Ceramics Class
104
Which group produced the highest quality pots?
1. Group 1—Metric was 50 pounds.
2. Group 2—Metric was “a perfect pot.”
92© 2006 Targeted Learning NTPT 0109
The Ceramics Class
1. This story is a parable about the benefits of being willing to learn by _____, and about 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 ________ rewards — will usually be the primary driver of improvement.
doing
mistakes
extrinsic
104
93© 2006 Targeted Learning NTPT 0109
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
94© 2006 Targeted Learning NTPT 0109
105
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
95© 2006 Targeted Learning NTPT 0109
The Anatomy of Ability
Knowledge Skill Confidence
105
96© 2006 Targeted Learning NTPT 0109
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
97© 2006 Targeted Learning NTPT 0109
Four Principles for Accelerating Your Learning
1. Learn by Doing Rather than Learning and Then Doing
2. Build on Strengths (While Managing Weaknesses)
3. Make Development Plans SMART
4. Don’t Do It Alone
106
98© 2006 Targeted Learning NTPT 0109
The Hazards of Fixing Weaknesses
111
99© 2006 Targeted Learning NTPT 0109
Principle #2: Build on Strengths
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 ______ and _______.talents purpose
Menu:*fixknowledgepurposerewardskillstalentsweaknesses
* Some words will need to be used more than once, and others not at all.
112
100© 2006 Targeted Learning NTPT 0109
Principle #2: Build on Strengths
* Some words will need to be used more than once, and others not at all.
Using the words in the menu, please complete the following sentences:
2.Hire/select first for ______ and _______, then ____ and _________.
talentspurpose
Menu:*fixknowledgepurposerewardskillstalentsweaknesses
skillsknowledge
112
101© 2006 Targeted Learning NTPT 0109
Principle #2: Build on Strengths
* Some words will need to be used more than once, and others not at all.
Using the words in the menu, please complete the following sentences:
3. Only try to __ 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.
fix
Menu:*fixknowledgepurposerewardskillstalentsweaknesses
112
102© 2006 Targeted Learning NTPT 0109
Principle #2: Build on Strengths
4. Focus on managing rather than fixing weaknesses. Which of these strategies have you previously used (for yourself or to help a direct report)?a. Renegotiating/adjusting expectations.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
103© 2006 Targeted Learning NTPT 0109
Your Talents Your Purpose
The Organization’s Needs
a.
c.
d.
e.f. b.
Your return on your investment (time, energy, money, etc.) in your own
development will be highest when you focus your learning efforts in segment __.
e
• Innate abilities
• Things you
pick up quickly
• Now• Future
• Passions• Values• Interests
g.
115
Aligning Strengths with Business Needs
104© 2006 Targeted Learning NTPT 0109
Principle #3: Make Development Plans SMART
116
Specific — in terms of behavioral and/or business
outcomes that are important to
the business.
105© 2006 Targeted Learning NTPT 0109
Principle #3: Make Development Plans SMART
116
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.
106© 2006 Targeted Learning NTPT 0109
Principle #3: Make Development Plans SMART
116
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.
107© 2006 Targeted Learning NTPT 0109
Principle #3: Make Development Plans SMART
116
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.
108© 2006 Targeted Learning NTPT 0109
Principle #3: Make Development Plans SMART
116
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.
109© 2006 Targeted Learning NTPT 0109
Writing SMARTer Development Goals
Poor ExampleDevelop technical expertise in both the SAP Supply and Distribution and the Materials Management modules.
SMART ExampleDevelop 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
110© 2006 Targeted Learning NTPT 0109
Writing SMARTer Development Goals
Poor ExampleAttend a marketing class oriented to creating a customer focus and achieve a B grade or higher.
SMART ExamplesDevelop and demonstrate greater customer focus by attending a marketing/ customer service class (1st quarter); create and implement a plan that will reduce overall complaints and returns by 20 percent —by the end of 3rd quarter.
What could an individual gain by linking a development goal to a business metric?
118
111© 2006 Targeted Learning NTPT 0109
Individual Application: Writing SMART Goals
123
Review the development goals from page 26 of your prework.
PART A: Selecting a Goal for the Group to Work OnOne 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 SMARTer1. 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.
112© 2006 Targeted Learning NTPT 0109
Thriving on Change
124
113© 2006 Targeted Learning NTPT 0109
Principle #4: Don’t Do It Alone
124
114© 2006 Targeted Learning NTPT 0109
Principle #4: Don’t Do It Alone
124
115© 2006 Targeted Learning NTPT 0109
Principle #4: Don’t Do It Alone
124
116© 2006 Targeted Learning NTPT 0109
Planning for Learning Transfer
124
•Review Back-Home Applications
•Review your notes and wallet cards, and then update your Learning Journal
•Use Post-It Notes to flag important pages
117© 2006 Targeted Learning NTPT 0109
Module Six
Results Reviews
118© 2006 Targeted Learning NTPT 0109
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
119© 2006 Targeted Learning NTPT 0109
The Case for Humility
125
120© 2006 Targeted Learning NTPT 0109
The ConocoPhillips Performance Management Process
Phase 1:Aligning Goals
Phase 2:Tracking Progress
Phase 3: Measuring Results
Feedback & Coaching Feedback & CoachingFeedback & Coaching Feedback & Coaching
Dec.-Jan. Feb.-Oct. Nov.-Jan.
125
121© 2006 Targeted Learning NTPT 0109
Module Six Objectives
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
To give you the concepts and tools you need to:
122© 2006 Targeted Learning NTPT 0109
The Purpose of Year-End Reviews
• Accountability
• Self-insight
• Participation and mutual understanding
126
123© 2006 Targeted Learning NTPT 0109
The Purpose of InterimResults Reviews
• 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
Interim reviews accomplish far more than year-end reviews. Interim reviews have a greater impact on results because:
127
124© 2006 Targeted Learning NTPT 0109
The Impact of Time on Learning and Performance
High
None
Immediate Distant
Impact on Learning and hence Future Behavior
Time Lapse Between Behavior/Action and Structured
Reviews
127
125© 2006 Targeted Learning NTPT 0109
Personal After-Action Reviews
1. What did I expect to happen? 2. What actually happened?3. Was there a difference?
— If not, what led to the success?— If there was a difference, why was there a difference?
4. What role did I play in creating this outcome?
5. What have I learned for the future? What does this teach me about my strengths?
129
126© 2006 Targeted Learning NTPT 0109
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
127© 2006 Targeted Learning NTPT 0109
The Six-Question InterimReview 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
128© 2006 Targeted Learning NTPT 0109
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
129© 2006 Targeted Learning NTPT 0109
138
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.
130© 2006 Targeted Learning NTPT 0109
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 cost-saving 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.”
131© 2006 Targeted Learning NTPT 0109
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.
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.
132© 2006 Targeted Learning NTPT 0109
Keys to a More Value Added and Less Stressful Results Review
1. ____________
2. ____________
3. ____________
4. ____________
Preparation: Define clear standards
Preparation: Continually assess progressPreparation: Maintain a P&D log
Preparation: Complete a self-evaluation
138
133© 2006 Targeted Learning NTPT 0109
Preparation Keys for Results Reviews
1. Define clear standards of performance at the beginning of the year. (p. 139)
2. Continually assess progress and seek ongoing feedback/coaching. (p. 140)
3 Maintain a performance and development log. (p. 141)
4. Complete a thorough self-evaluation. (p.142-144)
139
134© 2006 Targeted Learning NTPT 0109
Agenda for a the Year-End Results Conversation (p. 145-146)
Step 1:Build Shared UnderstandingSet 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 AlignmentIn 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
135© 2006 Targeted Learning NTPT 0109
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
136© 2006 Targeted Learning NTPT 0109
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
137© 2006 Targeted Learning NTPT 0109
Final Question:
160
When you need to give someone a rating that you know
will leave them very disappointed, what is the best
way to sequence the discussion?
a. Give them the rationale and explanation first,
and then give them the rating.
OR
b. Give them the rating first, and then give them
the rationale and explanation.
138© 2006 Targeted Learning NTPT 0109
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
160
139© 2006 Targeted Learning NTPT 0109
Questions to Help You Choose
160
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?
140© 2006 Targeted Learning NTPT 0109
Planning for Learning Transfer
161
•Review Back-Home Applications
•Review your notes and wallet cards, and then update your Learning Journal
•Use Post-It Notes to flag important pages