020832_010

02.08.32 - 010

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Social skills

Work discussion

Forms of discussion

You are likely to spend a lot of time talking to other people—colleagues, yourboss, the group, other people from inside and outside the organisation. This iswhy discussion and communication skills are so important. It is crucial to beable to take part in daily and periodic work discussions effectively and in acongenial atmosphere.In this lesson we shall be paying particular attention to the subject of ‘workdiscussions’ with the aim of learning to use discussion as a means, in sensibleco-operation with other people, of making the most of our own professionalskills. There are various forms of discussion that occur as a normal part ofeveryday work. We can think in terms of such things as the daily discussionabout the allocation of tasks and the progress of the job, solving problems, thestaff appraisal and performance discussion, and the periodic work discussion.These are all discussions in which we communicate and work with other people.

Contents of the lesson

1 Discussion and participation

2 Forms of discussion

3 Decision-making

4 Participation

5 Factors that have an effect on work discussions

6 Preparation for work discussions

7 Guidelines for work discussions

8 Effects of work discussions

9 Discussion and co-operation

10 The problem-solving discussion

11 The staff appraisal and performance discussion

12 Tips for effective discussions

The copyright in this material is vested in Shell Global Solutions International B.V., The Hague, The Netherlands and Shell Netherlands Raffinaderij B.V. All rightsreserved. Neither the whole or any part of this document may be reproduced, stored in any retrieval system or transmitted in any form by any means (electronic,mechanical, reprographic, recording or otherwise) without the prior written consent of the copyright owner.

Social skills / 02.08.32 - 010

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Lesson

1. Discussion and inputIf we ask different people what they understand by discussion, we will get avariety of answers. In any event what it boils down to is that it is not just thesenior management—the bosses—who 'decide' but that everyone decides in hisown particular field. We call this employee participation. And if there is to beparticipation, there has to be discussion. Participation therefore means:

Taking decisions about the work and the changes to it on the basis of detaileddiscussions with one another.

In the old days, workers were simply told what to do by the boss and did itwithout comment. This doesn’t happen in a modern company. Does this meanthat we are going to bypass management or that every decision has to bediscussed with the entire staff? Won’t this cause major delays in the decision-making process? These are just some of the questions that arise when we starttalking about employee participation.

Why do we have participation?In order to answer the question as to why we should have participation, we haveto go back to the question of what motivates people to work. Studies ofmotivation and practical experience tell us that money and security are not theonly things that affect people’s motivation. People want to contribute their skilland their responsibility. They are particularly keen to join in the discussion whenthere are impending changes to things that they are involved with every day. Inthe past—happily long gone now—when the working man was concerned solelywith earning enough to feed his family, this was not an issue. But in these days,where these daily concerns have receded into the background to some extent, theneed for input automatically comes to the fore.

Better educationAnother reason is that educational standards have improved. Not that long ago,boys left school at eleven or twelve years old and went out to work. Nowadays,most young people take some form of further education and don’t actually get ajob until they are at least twenty. Much more than the previous generation, theseyoung people want to know how and why things are done, and they want to beinvolved in taking decisions.

- definition of employee input

- motivation


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2. Forms of discussionIn any organisation, depending on its working practices, more or less frequentformal and informal contacts between everyone involved in a particular topicwill be necessary. Against this background, the work discussion as a method ofsupervision and coaching deserves attention. This is all the more true becausethe people who are responsible for the end product are becoming increasinglydependent on the input of everyone involved.

How the work discussion came aboutWork discussions became the focus of attention during the democratisationmovement of the late sixties and early seventies. The work discussion was seenas a means of achieving democratisation from the bottom up. In theirenthusiasm, people often lost sight of the elementary rules of decision-making.As a result, the few successes were overshadowed by the many failures. Thesedisappointments led to a decline in interest in the work discussion. At themoment the work discussion is again the subject of interest as a managementtool, in part as a result of the introduction of management techniques like qualitycircles and so on.

Types of work discussionThe work discussion is a form of consultation about the work in the broadestsense of the word, which is accepted by the organisation. A work discussioninvolves a group or a department.There are two types of work discussion:1 Discussions between all the members of a group that take place periodically

(group discussion).2 Discussions between two people in the form of a conversation.

In this lesson we will be discussing the following aspects of the groupdiscussion:A. Discussions about the current work; we refer to this as a work review.B. Discussions about co-operation.C. Discussions about policy.We refer to the last two as work discussions.

A. The work reviewProblems relating to planning, work allocation, progress monitoring, relevantsafety and environmental issues and so forth are solved during work reviews,which are concerned with the work in hand. They will also deal with solvingtechnical problems. To distinguish it from the wider concept of the workdiscussion, we call this type of discussion, which occurs daily and is ofteninformal, the work review.This form of work discussion generally does not go beyond the confines of theimmediate working environment.During these work reviews:- information is passed top down and vice versa;- problems/results from the most preceding period of work are talked through;- agreements are made about the approach to the work and the targets for the

next period(s) of work.

- democratisation

- management tool

- group discussion

- work review- work discussions


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B. The work discussionThere is only genuine work discussion when ‘the departmental management isinfluenced by the workforce in formulating its policy with regard to the workand the working conditions’.As this definition makes clear, the formulation of decisions and the taking ofdecisions in work discussions are the province of the management of the groupor department. There must be a degree of ‘influence’ in this decision-makingprocess. However, the extent of this influence may vary.

Work discussion on co-operationIt is understandable that openly discussing the way in which people—includingthe hierarchy—get on together is perceived as a barrier. It is therefore onlypossible if a sufficiently strong sense of trust has been built up.

The following subjects are among the more formal issues relating tocollaboration and co-operation:- allocation of jobs;- staffing;- quality and safety;- on-the-job instruction/coaching;- holidays, days off;- working conditions;- etc.

C. Work discussion on policy mattersDiscussing policy involves developing a shared vision and objectives, in otherwords the group or the department’s overall approach. There is a greatdifference between tabling a plan and forcing acceptance, and developing acommon vision, objectives and approach.

The essentials of a work discussion lies between:- informative or instruction meetings in which decisions that have been taken

are elucidated and employees can only ask for further information;- decision-making meetings in which the group is responsible for taking a

decision on the basis of information exchanged during the meeting.

Question 1What is the difference between a work review and a work discussion?

- subjects of work discussion about co-operation

- developing vision, objectives and approach


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3. Decision-makingLeaving aside for the moment the question as to who takes the decisions duringa work discussion, it is important to understand the process by which decisionsare made. We can identify five steps in the decision-making process, and weshall now deal with them one by one.

Step one: the problem definitionThe problem has to be clearly defined and understood by all those concernedbefore we can start talking about taking a decision. This means that everyonemust be given the opportunity to contribute information, and that everyoneshould listen to what is being said and should take it seriously. It involvesfinding out other people's understanding and position on the issue. The peoplewho have raised the matter and who have had time to think about it must bear inmind that some of the people who are being confronted with it for the first timemay well need time to clearly understand the problem. We cannot proceed to thenext step until they do.

Step two: getting the pictureThe second step in the decision-making process is what we might call ‘gettingthe picture’. This means that all the information relating to the problem must beshared. At this stage we are not concerned with how we feel about the problem,but with what is known about it. We must stick to factual information. It is as ifwe are doing a jigsaw puzzle together. Each person has some of the pieces—some people have more pieces than others, but even the smallest piece is neededto complete the picture.This step may not lead to a difference of opinion, nor will this happen if weconfine ourselves to contributing facts or asking one another questions thatclarify matters.

Step three: forming a opinionAssuming that the problem has been defined and is clear to everyone, that all theimportant information has been gathered during the process of getting thepicture and that everyone has understood it, we can go on to ask ourselves ‘Whatdo we think about it?’ Now there may well develop differences of opinion,because people are different and have different frames of reference. This meansthat what one person thinks is beautiful, someone else may find ugly. So as toavoid getting into a ‘yes it is – no it isn’t’ situation, it is important during thisstep to decide jointly on the criteria that the solution has to satisfy. We must findthe criteria that the solution will have to meet and rank them. In other words,decide what is the most important criterion, what is the second most important,and so on.After this we need to look for the different options there are for solving theproblem. Every idea counts here, because during the decision-making steptesting the solution against the criteria will ultimately determine which solutionis the best.

- steps in decision- making

- solution criteria


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Step four: making the decisionIt is only now that the actual decision-making process can begin. Deciding onsomething always involves making a choice from a number of options.However, if we have succeeded during the step to come to a shared opinion andto arrive at a number of criteria against which we test each solution, the choicebecomes much simpler. This is where we decide what the best solution to theproblem will be.

Step five: implementationNow the decision that was taken in the previous step has to be carried out. If wehave gone through the first four steps properly, we can expect the peopleconcerned to be motivated to implement the decision. We will also have ananswer to questions such as ‘why do it like this and not some other way?’ Wecan then refer to the criteria that were selected and the testing of the decision inthe light of these criteria.

4. ParticipationParticipation means that employees, with or without management, are involvedin taking decisions: the decision-making process. The level of participation isdetermined by the moment when other people are brought into the decision-making process.

We can identify the following participation levels:A. awareness.B. contributing ideas.C. taking part in the discussion.D. sharing in the decision-making.E. making decisions.

We will discuss these various levels as they relate to work discussions. This alsoapplies to individual discussions, management discussions, discussions inquality circles or works councils and to other discussion situations in whichdecisions are taken.

A. being awareBeing informed is the most basic form of participation. The decision-makingprocess takes place at company management level. The decision has been made.However, before the decision is put into effect it is discussed with theemployees. The discussion is essentially a question of passing on information,but it does go somewhat further. The management explains the problem and howthe management is planning to solve it. In short: this is about the why and howof the decision.

- participation levels


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B. contributing ideasIn this case the process of decision-making again takes place primarily atmanagement level. However, before the final decision is taken, the managementconsults the employees and asks them to confirm that their approach is the rightone and that nothing has been overlooked. The employees are therefore involvedin thinking about the issue and can exercise influence if there are things that themanagement has overlooked. The final decision is then taken by themanagement.

C. taking part in the discussionNow the employees are involved in the decision-making process one step earlier.The first two steps (defining the problem and 'getting the picture') are carried outby management. The employees are involved in the process before the opinionforming step has been completed, they can contribute their thoughts if steps oneand two have been clearly and fully explained, and join in the discussion in stepthree—deciding on the criteria that the solution to the problem will have tosatisfy. Again, the management takes the ultimate decision. The employees areinformed of the decision and the reasons for selecting a particular course ofaction.

D. sharing in the decision-makingIn this situation the employees are involved in the decision-making process at aneven earlier stage. After the management has identified and defined the problem,the management and the employees discuss the issue. They go through stepstwo, three and four—'getting the picture', forming an opinion and making thedecision together. Here the employees are part of the whole decision-makingprocess and meet one another on peer basis.

E. making decisionsIn this scenario, the management delegates the authority for making thedecision. The management sets out the problem and then withdraws. Theemployees notify management later of the decision they have taken.

We have just listed and discussed the levels of participation. This is not any sortof indication of what is the best. We do, however, want to emphasise that it isextremely important, in order to avoid disappointments, that everyone is awareof the level of the discussions. So if it is simply a matter of informing theemployees, we have to say this up front and not allow them to labour under theillusion that the group itself is going to take the decision. The responsibility fortaking the decision ultimately lies with the group- or departmental management.They can delegate certain responsibilities to section heads and members of staffappointed for the purpose. Some things may, however, go further.

The extent of participation depends on the subjects under discussion, theexpertise of the group, and the employees’ tasks and responsibilities. It is also aprocess of growth. In groups which are just starting out on work discussions, it isimportant to pay a great deal of attention to informing them, and getting them tothink about and discuss the problem. If this is done properly, the process ofdiscussion can develop, and the employees and their boss will perceive this as avery open relationship.

- responsibility for decision-making


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Question 2What are the five levels of participation and what do they entail?

5. Factors that have an effect on work discussionsA number of factors affect the way that work discussions function. Theyinclude:- familiarity with the objectives of the discussion;- the size of the group;- the boss’s management style;- the preparation for the work discussion;- acceptance by the group; aspects of power and authority play a role here.

It is important that the objectives of the discussion are clearly formulated andthat everyone involved is familiar with them. Clarity prevents frustration andwill promote acceptance by the employees and effective and efficient input.One practical point that will make it possible for all those involved to have theirsay is that the group should not be too big. Experience has taught us that thereshould never be more than twelve people in a discussion group. If there are anymore than this, there is a good chance that some of the participants looseinterest, or that they are physically present but don’t make any contribution, orthat the group disintegrates into sub-groups. The management style also has adirect influence on the nature and extent of the group members’ input.

6. Preparing work discussionsGood preparations are essential to the success of a work discussion. Thechair/leader or the person who plans the work discussion must ask himself whichaspects of the procedure, the people and the facilities are important.

Procedure* Have I thought about what the objectives of the work discussion are and

whether they are achievable?* Has the agenda been prepared?

- consulted the group members and any additional participants?- sent everyone a copy?- thought of possible 'hidden agenda items'?

* Timetable for the discussion worked out?- is it complete?- questions and approach noted?- introduction planned?- thought about timing and transitions from one item to the next?

* Have I made the preparations for getting minutes made?- asked someone for their help?- decided who should be sent a copy?

- factors affecting work discussions

- group size


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People* Have I asked all the group members and any additional participants?

- special participants or speakers?- have I invited everyone?

* Have I made an analysis of all the participants?- knowledge and experience?- general attitude, prejudices?- input: uncommunicative, talkative?

Facilities* Have the necessary aids been organised?

- aids such as video, board, flip chart, audio-visual equipment?- do I know how to operate this equipment?

* Do I have all the material to hand?- documentation and brochures?- drawings, overviews and diagrams?

* Have the venue and refreshments been taken care of?- room and coffee organised?- tables and chairs arranged?

The following applies to taking part in a work discussion.‘Every participant must have the right attitude, respect other people, be willingand able to listen, and be prepared to help shape group objectives.’

7. Guidelines for participants in work discussionsAlways bear the following tips in mind when participating in a work discussion.

Own input- Take part in the discussion at the earliest possible stage so that your

presence is acknowledged and felt throughout the meeting.- Do not hesitate to speak frequently as long as you still have something to

say. Speaking frequently does not necessarily mean that you are beingunpleasant to other people.

- Provide information and data that are useful to the group. And ask forinformation where necessary.

- Do not get into arguments in the early stages of a problem-solvingdiscussion. The problem is still in the analysis phase, so you should confineyourself to suggesting possible solutions at this stage.

- Alternate your contributions to the consultation and discussion with—questions, information, opinion and argumentation.

- discussion tips


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Reactions to other people’s input- When you respond to remarks someone else has made, target the remarks,

not the person.- Do you disagree with someone else’s view? If so, base your remarks on

principles of tact and tolerance.- Try to use the personal pronouns ‘we’ and ‘you’ more often than ‘I’. This

signals that it is the interests of the group that matter.- Make your contribution to the discussion spontaneously, also without being

asked. Do not interrupt another speaker. Be ready to make your contributionas soon as he has finished.

Keep to the point- Keep an eye on the time when you are speaking. Don’t speak for too long on

each occasion—one minute is often plenty. Do not talk about a number ofdifferent points at the same time. It is better to speak several times and raisea different point each time.

- Show that you have sound reasoning abilities when you construct yourargument, and underpin your argument with solid facts. Make sure that youhave factual data in support of your argument. Make sure you don’t repeatarguments that have already been raised.

- Use language that everyone can understand. If you use new terms, definethem or explain them. Always make your meaning crystal clear.

- Make sure that your contribution is clear to the group. Take particular careto do this when you are stating a position on a subject, or if you want to saysomething more about a subject that has already been discussed at an earlierstage of the work discussion.

Finally, there are two important personal prerequisites for everyone who takespart in a work discussion.1 Prepare for the meeting, read the documents beforehand and allocate

sufficient time.2 Do whatever you agreed to do during the work discussion: actions speak

louder than words.

Question 3List a number of guidelines for participants in work discussion.

8. Effects of work discussionsIf conducting work discussions is not part of the culture of a given group, thegroup will not accept this method of consultation and its effects will be slight.The boss needs to devote sufficient attention to it beforehand and keep a closeeye on the extent to which it is accepted. The effects of work discussion governthe degree of acceptance. The following factors affect the acceptance of workdiscussions.

- personal conditions

- acceptance of work discussions


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Good work discussions will have the following effects:- the work will be done better, among other things because the employees will

have a better view of interrelationships, will be aware of shortcomings andwill report problems earlier;

- the available time (budget) will be used more efficiently because the wholegroup knows what the ultimate objective is;

- the best possible use will be made of the knowledge, abilities and experienceof all the employees, each at his own level;

- there will be effective communication between the members of the group;- there will be greater involvement in the work, both individually and in the

group (team spirit);- there will be a change in management style—a reduction of the distance

between management, bosses and employees.

There are various ways in which the members of discussion groups cancommunicate—consultation, discussion, negotiation, debate, ‘fighting’, and soon.

The quality of communication runs from positive to negative, in other wordsfrom high-quality to low-quality communication.

Positive discussionDiscussion is a special form of human communication. People get together in anattempt to find a solution to a problem. Consultations regularly occur inmeetings. In discussions, we assume that good communication and co-operationbetween the people involved will improve the quality of the solution to aproblem. The discussion has only succeeded if the co-operation has beenimproved. We call this the ‘interaction’ of the discussion. There is also adiscussion procedure that indicates the route by which the objective of thediscussion is achieved. We call this the ‘decision-making process’.

Negative discussionThe technique of debating and ‘fighting’ is diametrically opposed to thetechnique of co-operation and consultation. We are not looking for the bestpossible contribution that the other person can make, but for his weak points.We make sure that there can be no analysis or establishment of the overallpicture. We keep information back, pass on incorrect information, weimmediately put forward our own solution or we propose a misleading solution.

In a negative discussion, the other person will draw his strength from variousdiversionary manoeuvres such as:- not listening, displaying a lack of interest;- deliberately giving false information;- encouraging others to form a confused opinion;- trying to bring about over-hasty decisions or an endlessly prolonged

decision-making process;- alternating humiliation and threats with flattery, this in order to lower the

other person’s guard;- unleashing a battle for ‘power’ and ‘leadership’;- and so forth.

- quality of communication

- interaction of discussion- decision-making process

- debating and fighting

- diversionary tactics


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In negative discussion, it comes down to power or guile and the ability tomislead, drag your feet and then strike quickly. This is a low-quality method, butit is a part of the reality that we can observe around us. If work discussion is tobe perceived as useful and leading to effective results, the choice has to bepositive discussion.

Question 4What will be the effects of good work discussion?

9. Discussion and co-operationDiscussion is co-operation and is a high-quality form of human communicationin organisations and meetings. Anyone who is aiming for discussion must beable to face discussions turning into a negotiation or a fight, in order toendeavour to achieve the eventual possibility of discussion. This is a toughassignment for both chairmen and participants in a work discussion and ameeting. There can be all sorts of communication breakdowns during a workdiscussion.

Communication breakdownsThe communication breakdowns that can occur in discussion situations arecaused by you yourself, by another person and by the environment, for example:- you are not listening to what the other person is saying;- you do not understand what the other person means;- the other person is formulating his points badly;- the other person does not understand what you mean;- you are distracted by noise in the vicinity;- the telephone rings, outsiders come in;- and so forth.

In the discussion with the other person or in a group discussion the bestapproach is to act as if you are the supplier and the other person is yourcustomer. In other words you are the one who tries to prevent or resolvebreakdowns in communication.A supplier tries as far as possible to put himself in the position of the customerand from there he helps the customer to solve his ‘problem’.In order to treat the other person as a customer, you need the communication andco-operation skills we discussed in the previous lessons.


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A brief recap- listen: switch off your own thoughts for a moment, and hear and understand

what the other person is saying;- ask questions: ask for more information when the other person is not making

himself clear;- summarise: repeat in your own words what the other person has just said- explain: say clearly what you mean and say what possibilities of helping the

other person you can see;- show interest: let the other person know that you think he’s important;- positive attitude: show that you are willing to help the other person with his

problem;- solve problems: work in a focused way on solving the group’s problems;- stay polite: when the other person acts up, control your own natural

aggressive response and continue to respond to what he is saying.

A customer-focused attitudeEvery conversation and every discussion is obviously different. But in everyinstance, as well as dealing with the issues you will also reveal your attitude tothe other person. Below we give an overview of characteristics and responsesthat reveal a customer-focused attitude towards your colleagues and others, andthose that do the opposite. The differences are small, but the consequences interms of effective discussion and co-operation can be immense!

Customer-focused Not customer-focused- clear and specific:

‘Can I get back to you on that this afternoon?’

- always correct:‘Do you have a moment?’

- understanding:‘It’s a pity you haven’t got the instructions toat? hand, but I’ll do my best to help you.’

- helpful:‘I’ll get on to it right away and find out why this hasn’t been done.’

- tactful:‘May I get my boss to call you back about this tomorrow?’

- personal:‘Wait a minute, perhaps we could try another approach.’

- vague:‘I’ll get back to you on that.’

- impatient:‘I haven’t got time for that now.’

- obstructive:‘Well if you don’t know yourself, I don’t see how

I’m supposed to help you.’- quick to take offence:

‘It’s not my fault this hasn’t been organised for you yet.’

- subservient:‘The boss isn’t here and he’s the one who deals with this.’

- inflexible:‘I can’t help you with that.’

Figure 1Chart of customer-focused/not customer-focused characteristics in conversation anddiscussion situations

- communication and co-operation skills


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Important adviceA customer doesn’t criticise, he has a complaint. View the other person’scriticism as a customer's complaint.One important piece of advice is consequently that you should never takecomplaints personally (I feel insulted; I won’t be threatened; I think yourcomplaint or criticism is unfounded, etc.) Let the other person make hiscomplaint in his own words first and help him to do this by giving him yourpersonal attention (how annoying for you, you were unlucky, you were right toraise the matter, etc.) Once the initial ‘fury’ has been spent, try to focus thecomplaint on the subject about which the person is complaining by spelling itout and asking about the problems. This way you can prevent the matter fromescalating and reduce the complaint to proportions such that it lends itself todiscussion.

Question 5List a number of communication breakdowns that can occur in discussionsituations.

10. The problem-solving discussionThe aim in a significant proportion of discussions is to solve a problem.Obviously no two problems are the same, but nevertheless there are alwayscommon features in the process by which all these different problems can betackled. By going through this process we can be more efficient. The mostimportant thing here is to ask the different questions at the right moment and notto shelve the problem before the solution has been put into effect.

The logical process of problem-solving is as follows:

* Gather the factsAsk for essential information, such as the what, where, how and why. Ask aboutthe cause, the nature and the consequences of the problem, and about theimplications of the problem situation for the work, the product or service, andfor the people concerned.* Define the problemTry to determine as exactly as possible what the problem is and define theproblem in a single sentence if you can.Start thinking about what solution will satisfy the employee.* Analyse the problemLook up the information you need or consult other people; remember that aproblem will almost always have more than one cause.* Select a solutionTry to find as many different solutions as possible. If there is only one possiblesolution, put it forward. If the other person could benefit from more than onesolution, suggest several solutions. However, do not give too many alternativesat once (keep it to a maximum of three).* Put the solution into effect

- dealing with complaints

- problem-solving process


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Gather facts Identify problem Analyse Solution Implement• clarify the

procedure• structure

discussion• ask targeted

questions• check accuracy

of information

• ask open questionsabout problem

• ask about anythingthat is unclear

• summarise theproblem

• search forinformationsystematically

• getinformationfrom others

• workefficiently

• suggestalternativesolutions

• ask for reactions• give advice• refer

• do• give instructions

to other people• check that the

solution has beenput into effect

Figure 2Chart of problem-solving skills

Question 6What are the five steps in the problem-solving process?

11. The staff appraisal and performance reviewWhy have appraisals? Well, imagine that you do your work year in and year outand never hear a word about it. Apparently you are not doing anything thatmerits appreciation or approval. But similarly there are no areas in which youcould be given tips for improvement and you are not doing anything for whichyou could expect a comment or a reprimand. Apparently you are simply doingyour job and that’s all there is to it.

Why are people often so motivated by sport—football or tennis, for example?It’s because either on their own or with other people they can achieve results. Itis a game either win or lose, but the result is clear. One of the most importantsources of motivation lies in getting results, turning in a good performance.We can safely assume that all employees are interested in hearing the extent towhich they are or are not appreciated, the reasons for this, and how—if theirrating is disappointing—they can improve the way they do things.

These issues can be raised in a staff appraisal discussion, which is usuallyunilateral in which the employee is told about the appraisal.In the interim there can also be performance reviews. Unlike the staff appraisal,the performance review takes the form of a discussion. This is a bilateralconversation in which the input of both parties is important. It covers such issuesas what is going well and what is not, causes, solutions and agreements. Aperformance review also often touches on the way both parties functionmutually.

Every employee is entitled to one annual staff appraisal. On the one hand thiskeeps him aware of the way in which he is performing. On the other he can putforward his own views about the positive or negative way that outside factors—such as information, materials and equipment, working conditions and theatmosphere at work—affect his performance.

- sources of motivation

- staff appraisal

- performance review


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He can also bring to his boss’s attention in a formal way his own wishes and/orcomments with regard to his future.The following aspects apply both to the staff appraisal and to the performancereview.

Appraise or motivateIn a staff appraisal you can maintain, clarify and deepen your relationship withyour boss. It is not the work that is the central factor here, but the co-operation.However, the staff appraisal may never be a reason not to communicate witheach other for the rest of the year. It can also be used to see whether you needinstruction, training or encouragement in particular areas. It helps you see howyou can perform and co-operate better.

It is also possible to examine whether or not you might be suitable for otherwork, could take on more responsibility, or could be considered for another jobor possibly a promotion. Finally, the result of the appraisal will give anindication as to whether your performance is in line with your pay, and whetherit should be adjusted.

To sum up, we can say that both a staff appraisal and a performance reviewprovide a very useful opportunity to exchange ideas about all sorts of aspectsthat that can boost or dampen the employee’s motivation. These discussionscover far more than appraisal alone.

The essence of an appraisalA staff appraisal is always a reflection of the relationship between the employeeand his boss, and also of the work, the organisation and how the employee thinksabout himself and sees himself.

The ‘ideal’ discussion cannot be learned from books. It will develop during thediscussion itself through the interaction between the parties to the discussion.The relationship between employee and boss will govern the way the discussiongoes and what they will accept from each other. If the co-operation betweenthem is good, they will each be able to say things that the other will accept. Ifthe two of them don’t get along?, they will certainly have to address this fact.The essence of an appraisal is therefore actually dictated by the relationshipbetween the employee and his boss.

The gap between the two in terms of their positions is something that always hasto be taken into account. After all, the boss represents the organisation and itsobjectives—particularly in the view of the employee. Some employees representonly themselves, their own interests and those of their immediate family.

What to appraiseClear yardsticks are essential for effective appraisal. In other words, it has to bepossible to compare something with something else in order to establish whethersomething is above, below or equal to the standard.

- objectives of staff appraisal


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In order to achieve agreement between the appraiser and the person beingappraised, the same standards and yardsticks have to be recognised and used byboth of them.

The actual situation and the person’s conduct will have to be assessed in termsof what the situation and conduct ought to be. Because the supervisor’s tasks,responsibilities and powers are different from those of the employee, his view ofhow things are and how they should be will probably be different too.

There can be four views in a staff appraisal and a performance discussion:1. what does the supervisor want: how should things be?2. what does the employee want: how should things be?3. how does the supervisor view the actual situation: what is the situation?4. how does the employee view the actual situation: what is the situation?

If there are few differences between what the boss and the employee desire orconsider to be the case, the staff appraisal is unlikely to run into many snags.However, if there are significant differences between the two of them, it will benecessary to examine and solve a number of problems during the discussion.

In this case the appraisal will only be motivating if the views of both the bossand the employee are given equal weight in the discussion and given seriousattention. The effects of the discussion will have to be put into practice. The staffappraisal also often turns into a problem-solving discussion and it should alwaysbe motivating.A staff appraisal must never be allowed to turn into a bad news discussion, eventhough the boss may have to criticise the employee—who will perceive this asbeing given bad news. A capable supervisor will always know the differencebetween a motivating discussion and a bad news discussion, and will also beable to manage both these types of discussion.

Question 7What are the aims of a staff appraisal?

- appraisal yardsticks

- four views


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12. Tips for effective discussionThe points set out below are important if work discussions, work reviews andstaff appraisals are to be carried out correctly and, above all, pleasantly.

- Speak clearly, listen attentively and look at the other person. Do thisregularly throughout the discussion.

- Show interest in the other person, even if the other person is angry (‘I dounderstand... yes, of course...’).

- Use understandable language and only use jargon that the other person isfamiliar with.

- Don’t say ‘I don’t know what you’re talking about’ or ‘I don’t rememberthat’. Instead, say ‘I’ll find out for you’.

- Reinforce (‘Yes, indeed ... that’s quite clear’). This lets the other personknow that you understand and he will perceive this as a reward.

- Repeat what the other person has said. This prevents misunderstandings andforces you to pay attention and listen carefully.

- Do not regard a question as an attack.- Allow colleagues the room/space? to make suggestions of their own. This is

probably one of the most important pieces of advice, particularly if the otherperson is angry. Ask, ‘What would you suggest?’ Participation gives a senseof power, and having power makes a person feel good. This is an immenselyeffective tool and a particularly useful one when the discussion isthreatening to become difficult. You could, for instance, say, ‘Would youlike to discuss this now or later?’ ‘What do you think would be the best wayto tackle this problem?’ and so forth.

- Apologise if you have kept someone waiting, even if you couldn’t help it.You will find that you have less angry people to deal with.

- Right to privacy. Always be aware that people in the immediate vicinitycould listen in. Some of the information about employees held by thepersonnel department is strictly confidential. You must not talk aboutconfidential information with someone where other people could overhearwhat is being said.

- If you pass on or receive important information, always make a note of thefollowing points:- the date of the discussion;- the name of the employee;- full details of the information or the problem;- how and by whom the problem was solved.


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SummaryA work discussion is a way of letting the members of the group talk about thecurrent work, about overhauls, about co-operation in the group and about thedepartment’s results. It means that every employee gets the same informationand is given the opportunity to contribute his own special skill and expertise. Awork discussion that deals with routine day-to-day work is called a work review.Periodic discussions about co-operation, problems and results involving thewhole group are called work discussions.

There are five steps by which we can arrive at a decision—from defining aproblem to implementing the solution to the problem. Participation can takeplace at five levels: from being informed (awareness) through to actuallyorganising various things to do with the work (making decisions).Good preparation by all those involved and by the leader of the work discussionis an important precondition for a successful work discussion. Work discussionsare a special form of customer-focused co-operation in a group, in which allcommunication, co-operation and discussion skills can be used. The outcome ofwork discussions is very important to day-to-day performance in the worksituation. Work discussions can contribute to improvement of the quality of thework done and the efficiency, to making better use of everyone’s capacities andto better team spirit.

One-on-one discussions, such as the problem-solving discussion, the staffappraisal and the performance discussion, can also contribute to a betterapproach to problems, to the way the work is done, to motivation and toinvolvement in the work.


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TestExercisesDo not send in your answers for correction

1. Give two reasons why participation is necessary.

2. List a number of subjects that might be discussed during a work discussionabout co-operation.

3. Which five steps in decision-making can come up when solving problemsduring work discussions?

4. Which five factors have an influence on the effectiveness of a workdiscussion?

5. List three main points that the chairman/leader has to consider whenpreparing for a work discussion and give examples of what comes undereach heading.

6. What are positive and negative discussions?How do you recognise them?

7. Give a number of characteristics and reactions of a customer-focused and anon-customer-focused attitude towards colleagues and others.

8. Which four views may there be during a staff appraisal?

9. Briefly list the eleven points for an effective work discussion.

Answers to the questions in the lesson1. A work review is a discussion about the work in hand. This is often a daily

talk about planning, work allocation, inspections etc. A work discussion is aform of group consultation. The subject of a work discussion is co-operationor policy. This discussion will continue over a longer period and is intendedto have an effect on co-operation and/or the development of a policy.

2. We can identify the following five levels of participation:1. being informed: the decision is discussed with the employees before it is

put into effect, in the sense that the decision is explained by themanagement.

2. contributing ideas: before the final decision is taken, the managementhas it reviewed by the employees to make sure that its view is the rightone and that nothing has been overlooked.


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3. taking part in the discussion: the employees are involved in the decision-making process before the process of forming an opinion is completed,and they join in the discussion about the drawing up of criteria that thesolution will have to meet.

4. sharing in the decision-making: the employees also go through the stepsof 'getting the picture', forming an opinion and decision-making—inother words they are involved in the whole decision-making process.

5. making decisions: after explaining the problem, the managementdelegates all responsibility for taking the decision to the employees.

3. Guidelines for participants in work discussions include:* Own input:

- take part in the discussion in the early stages;- speak if you have something to say;- provide information and ask for information;- confine yourself to suggesting solutions in the early stages;- vary the nature of your contributions.

* reactions to other people’s input:- target the problem, not the person;- be tactful and tolerant;- make your contribution to the discussion spontaneously, but without

interrupting other people.* keep to the point:

- keep an eye on the time when you are speaking, and do not talkabout a number of different points at the same time;

- underpin your argument with solid facts;- use language that everyone can understand;- make sure that your contribution is clear.

4. Work discussions should have the following effects:- the work will be done better;- the available time will be used more efficiently;- the best possible use will be made of the knowledge, abilities and

experience of all the employees;- there will be effective communication between the members of the

group;- there will be greater involvement in the work;- there will be a change in management style—a reduction of the distance

between management, bosses and employees.

5. Some of the communication breakdowns that can occur in the discussionare:- not listening to the other person;- not understanding what the other person means;- formulating points badly;- being unclear;- disturbances from the surroundings.


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6. The five steps in the process of problem-solving are:1. Gather the facts

- ask for essential information, and ask about the cause, the natureand the consequences of the problem.

2. Define the problemtry to determine as exactly as possible what the problem is and

define the problem concisely.3. Analyse the problem

- get all the information you need; remember that a problem mayhave more than one cause.

4. Select a solution- list the different solutions; cut the list down to just a few before

selecting one.5. Put the solution into effect

- this can involve giving instructions.- check that the solution has been put into effect.

7. The objectives of a staff appraisal are:- you can maintain, clarify and deepen your relationship with your boss;

co-operation is the central factor here;- in a staff appraisal you can discuss whether you need instruction,

training or encouragement in particular areas;- it is possible to examine whether or not you might be suitable for other

work, could be considered for another job or possibly a promotion;- the result of the appraisal will give an indication as to whether your

performance is in line with your pay, and whether it should be adjusted.

Answers to the exercises1. Two arguments as to why participation is necessary are:

1. Money and security are not the only things that affect people’smotivation. People want to contribute their skill and take responsibility,and they want to talk about any changes in their own area of work.

2. Educational levels have improved; better education means that peopleare prepared to speak up and they want to be involved in takingdecisions.

2. Some of the subjects relating to co-operation that can crop up during workdiscussions are:- allocation of work;- staffing of the group;- quality;- safety;- instruction;- support;- holiday entitlement;- working conditions.


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3. The five steps in decision-making that can occur when solving problemsduring work discussions are:1. defining the problem: the problem has to be clearly defined and

understood by all those concerned.2. 'getting the picture': all the information relating to the problem must be

shared in order to complete the ‘picture’ of the problem.3. forming an opinion: deciding on the criteria that the solution has to

satisfy, and then looking for the different options there are for solvingthe problem.

4. making the decision: deciding what the best solution to the problemwill be.

5. implementation: putting the chosen solution into effect.

4. The following five factors have an influence on the effectiveness of workdiscussions:1. familiarity with the objectives of the discussion.2. the size of the group.3. the boss’s management style.4. the preparations for the work discussion.5. acceptance by the group.

5. The three main points that the chairman/leader has to consider whenpreparing for a work discussion are:a. procedure: objective of work discussion, agenda, discussion timetable,

preparing minutes.b. people: everyone invited, analysis of the participants.c. facilities: aids, equipment, room and refreshments.

6. Positive discussion is looking for the solution to a problem or improving co-operation by means of good communication.Negative discussion is discussion where people are looking for the otherperson’s weaknesses; misleading the other person and foot dragging areamong the tactics that may be used.Positive or negative discussions can be recognised from the way people arecommunicating, for instance:- is someone listening carefully, or paying no attention?- is the information being given correct or deliberately misleading?- how is the opinion arrived at?- is the decision-making process thorough, or is it rushed or enlessly

prolonged?- is the other person accepted, or is there any sense of humiliation or

threat?- is there a struggle for ‘power’ and ‘leadership’.


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7. Characteristics and reactions:Customer-focused:- clear and specific;- always correct;- understanding;- helpful;- tactful;- personal.

Not customer-focused- vague;- impatient;- arrogant;- touchy;- subservient;- rigid.

8. There can be four views in a staff appraisal:1. what does the supervisor want: how should things be?2. what does the employee want: how should things be?3. how does the supervisor view the actual situation: what is the situation?4. how does the employee view the actual situation: what is the situation?These views reflect from the supervisor’s and the employee’s perspectivewhat the situation and conduct ought to be and what it actually is.

9. The eleven points for effective work discussion are, briefly:1. speak clearly, listen attentively and look at the other person.2. show interest in the other person.3. use understandable language.4. be helpful/ready to look for a solution; offer help.5. show that you understand the other person.6. repeat what the other person says.7. do not regard a question as an attack.8. give other people room to make suggestions of their own.9. apologise if you have kept someone waiting.10. respect the right to privacy.11. when you deliver or receive important information, always make a note

of the date of the discussion, the name of the employee, full details ofthe information or the problem, and how and by whom the problem wassolved.


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Problems and assignmentsAnswer and send in for correction

1. Indicate which discussion situations you are involved in.- Make a distinction between work reviews, periodic work discussions

and one-on-one discussions;- List any other forms of discussion in which you are also involved.

2. What subjects can be covered during regular work discussions?

3. How do work discussions progress in your group? List at least three pointsthat could be improved.

4. What attitude do you adopt during a work review, work discussion or staffappraisal?

Compare your attitude with the six forms of:- communication breakdowns;- customer-focused and non-customer-focused attitude.What conclusions can you draw from this?

5. Five levels of participation are described in section 4 ‘Participation’.Which factors determine the level of participation?

6. What objectives may a staff appraisal have?Why are appraisal yardsticks necessary in a staff appraisal?

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