managing people towards superior performance - session 3

MANAGING PEOPLETOWARDS SUPERIOR PERFORMANCE

Session 3Khaled Abd El Gawad

3/11/20141 Managing People Towards Superior Performance‐Khaled Abd El Gawad All rights reserved

Agenda1. Powerful Conversations

A. Elevating Transactional Conversations

B. The Performance Partnership Pyramid

C. Addressing Difficult Responses to Feedback

D. Getting Past the Excuses

2. Performance FeedbackA. The Critical Impact of FeedbackA. The Critical Impact of Feedback

B. Considerations for Consistent Feedback

C Feedback Worksheet (T-Sheet)C. Feedback Worksheet (T Sheet)


Unit 5Powerful Conversations


Elevating Transactional Conversations

Asked to complete a Make a simple task

Make a simple request

TransactionalTransactionalConversationsConversationsConversationsConversations

Asking about the Exchange some status of a projectExchange some

information

Direct an activity



Make a simple Asked to complete a Make a simple request task

TransactionalTransactionalConversationsConversations

Are there other types of conversations that occur in Are there other types of conversations that occur in ConversationsConversations

Exchange some Asking about the

the workplace?the workplace?Exchange some

informationstatus of a project

Direct an activity




TransformationalTransformationalConversationsConversations

TransformationalTransformationalConversationsConversationsConversationsConversations ConversationsConversationsConversationsConversations

Result in personal and/or Result in personal and/or organizational learning and change






Unexpected conflict during a team meetingUnexpected conflict during a team meeting Better candor communication






A performance improvement discussionA performance improvement discussion Raising the morale of the team



Powerful Conversations

Powerful Conversation are those that get work done and Powerful Conversation are those that get work done and result in Personal/Organizational change and learning



TRUSTTRUST i th F d ti f A P f l C tii th F d ti f A P f l C tiTRUSTTRUST is the Foundation of Any Powerful Conversationis the Foundation of Any Powerful Conversation


How to structure and flow a powerful How to structure and flow a powerful conversation ?conversation ?


The Performance Partnership Pyramid

Let’s go!Result:M l U d di

Wh t’ ll ?

What’s possible? Mutual Understanding Committed Action

What’s really so?

What’s Up?


The Performance Partnership PyramidDirecting WordsSupporting WordsKey BehaviorsStep

“I’d lik lk i h “H did “ ” ? Wh D i “Wh ’ ?” “I’d like to talk with you about ‘x’”

“How did “x” go? What did you learn?”

“What is the latest on

Demonstration presence through active and intensive listening

“What’s up?”

“What is the latest on “x” ? Any concerns?”

“What can I provide

Asking questions to confirm understanding

What can I provide here?”

“Here’s what I’ve seen d h t I k f it

“You say ‘x’ is h i H d

Rigorously testing thinking to f t

“What’s really ?” and what I make of it.

Do you see any gaps in what I’ve just said?”

happening. How do you know that?”

“I hear you concluding

agree on factsso?”

“I hear you concluding that….Tell me how you reached that conclusion”

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conclusion

Managing People Towards Superior Performance‐Khaled Abd El Gawad All rights reserved

The Performance Partnership PyramidDirecting WordsSupporting WordsKey BehaviorsStep

“I hi k i ’ i “Wh illi C i ibili i f “Wh ’ “I think it’s important for you to try “x” and here’s why.”

“What are you willing to do or try out?”

“Let’s define the best

Creating new possibilities for action

“What’s possible?”

“Let’s define the best possible outcome and then figure out how to make it happen ”make it happen.

“I want you to do ‘x’ by ‘y’ time.”

“So, what have you decided to do?”

Confirming action plan“Let’s go!”

“Let’s summarize. What are you (we) committing to here?”committing to here?”


Addressing Challenging Performance IssuesActivity - Homework


Crawling Out of the Swamp: The Critical First Stage


Crawling Out of the Swamp: The Critical First Stage

1. Drop your agenda

2. Validate the issue and feelings

3. Go for the list

4. Separate the controllable from the uncontrollable

5 R t t h t h5. Restate what you hear

6 Use miracle questions6. Use miracle questions

7. Leave the Swamp behind3/11/201417

pManaging People Towards Superior Performance‐

Khaled Abd El Gawad All rights reserved

Addressing Difficult Responses to Feedback

Don’t…

Counterattack, become

Anger/AttackTh b

,defensive, or get involved

in a shouting matchThe person becomes angry and lashes out at you

in a shouting match



Do…

Acknowledge the anger and ask for the person’s feedback

Anger/AttackTh b

for the person s feedback.

You may need to clarify that the The person becomes angry and lashes out at you

You may need to clarify that the review process is about

b h i d lt tbehaviors and results, notabout the person’s character.



Don’t…

Ignore the person’s

Defensiveness/DenialTh d i th

viewpoint,

The person denies the accuracy of your observations and feedback or tries to deny

or on the other hand, get involved in a tit for tat and feedback, or tries to deny

its importance.involved in a tit-for-tat

conversation.



Do…

Accept the possibility they know something you don’t

Defensiveness/DenialTh d i th

know something you don t, and ask for specific, observable

evidence The person denies the accuracy of your observations and feedback or tries to deny

evidence.

Be ready to (re)state the and feedback, or tries to deny its importance.

Be ready to (re)state the evidence on which you based

f db k3/11/201421

your feedbackManaging People Towards Superior Performance‐



Don’t…

Ignore the complaints,

Passing the BuckTh bl

g p ,

let the person avoid The person blames poor performance on the lack of

tools assistance resources

let the person avoid responsibility for their

ftools, assistance, resources, time, or other support.

performance



Do…

Acknowledge the concerns, and

Passing the BuckTh bl

encourage the person to focus on what he/she can control,

The person blames poor performance on the lack of

tools assistance resources

/ ,and take responsibility for what

is under your control.tools, assistance, resources, time, or other support.

is under your control.



Don’t…

Keep talking as if

SilenceTh i i l d i

p gnothing is wrong

The person is uninvolved in the conversation and says

little or nothinglittle or nothing



Do…

Acknowledge the silence,

SilenceTh i i l d i

express your concern, and askfor their thoughts

The person is uninvolved in the conversation and says

little or nothing

g

little or nothing



I don’t careDon’t…

I don t care

Ignore the indifference, or

IndifferenceTh h d

g ,

Offend the person for lack of The person hears and understands the issues, but

doesn’t seem to care

Offend the person for lack of commitment

doesn t seem to care.



I don’t careI don t care Do…

Point out the apparent

IndifferenceTh h d

indifference, and then make clear how the issue affects

The person hears and understands the issues, but

doesn’t seem to care

them, you and the team.doesn t seem to care.



Don’t…

Ignore the person’s feelings

DespairTh t k th

g p g

Tell them to “Cheer up”The person takes the feedback very hard and feels

inadequate and/or

Tell them to Cheer up

inadequate and/or discouraged.



Do…

Acknowledge their frustration or sadness Give them space to talk

DespairTh t k th

sadness. Give them space to talk about it. Remind them that the

feedback is about performance not The person takes the feedback very hard and feels

inadequate and/or

feedback is about performance, not their value as a person. If necessary, explicitly address questions of “fit” inadequate and/or

discouraged.explicitly address questions of fit , and of underlying issues requiring

other kinds of intervention3/11/201429

other kinds of interventionManaging People Towards Superior Performance‐



I don’t care

All the suggestions rely on three basic themes

1. If there’s a problem in the conversation, acknowledge it.2 Be prepared for the agenda to shift from what you 2. Be prepared for the agenda to shift from what you

originally planned.3 Be open to the possibility that things are not as you 3. Be open to the possibility that things are not as you

thought, and/or that you yourself may be contributing to the performance problem or the difficult response

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the performance problem or the difficult response.Managing People Towards Superior Performance‐


Unit 6Performance Feedback


The Critical Impact of Feedback

Primary Causes of Deficient Performance

37%

39%

60%

Lack of Clear Individual Goals

No Performance Standards

Poor or Insufficient Performance Feedback

28%

31%

31%

37%

N C Pl i

Poor Performance Reward

Reward Not Performance Based

22%

23%

28%

Inability to Envision Successful Outcomes

Fear of Failure or Punishment

No Career Planning

9%

14%

17%

LowWorker Self‐esteem

Inability to concentrate on Task At Hand

Lack of or Poor Company‐sponsored Training

8%

9%

0% 20% 40% 60% 80%

Low Compensation

Low Worker Self esteem

Source: Closing the Human Performance Gap by

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Louis Csoka, Conference Board Research Report


The Critical Impact of Feedback


The Critical Impact of Feedback – Creating a Safe Environment

I should have known his preferences first

Wrong time Wrong methodand told him mine too.


Considerations for Consistent Feedback

Consider the following when giving feedback1. Is it in alignment with their development plan?2. How does the person prefer to receive suggestions – verbally, p p gg y,

in writing, in the moment, in a private place?3. What are their own development goals, as expressed during p g , p g

the expectations setting conversations?4. Are you the best person to be providing feedback on this or y p p g

other tasks?5. Are they ready to receive the feedback? Do they have the y y y

energy to hear you at the moment? Are they open and receptive to feedback?



Consider the following when giving feedback

6. Focus on specific behavior that can be changed.7. Describe the behavior – don’t evaluate.8. Separate the person from the behavior.9 Use “I” statements – Own your reactions and feelings9. Use I statements – Own your reactions and feelings.10. Check for Understanding



SBIG ModelThis model provides a framework for giving effective feedback

SSit tiit ti BB h ih i II tt GG llSSituationituation BBehaviorehavior IImpactmpact

D t il d t Wh t th did Th

GGoaloal

S tti Detailed, exact What the person did The consequencesfor you and/or others

Setting development goal



SBIG Model

SSituationituation BBehaviorehavior IImpactmpact GGoaloal

Detailed, exact What the person did The consequences for you Setting development and/or others goal

Example: “At last Wednesday’s staff meeting (situation),

when you came into the meeting 45 minutes late

(behavior), the group became distracted and I had to spend

ti tti b k t k (i t) Wh t b t t i time getting us back on track (impact). What about turning

on your calendar first thing in the morning to keep notified

of the meeting 15 minutes before (Goal)”

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of the meeting 15 minutes before (Goal)”


Feedback Worksheet – (T-sheet)

Name:_________________ Date:_________________

EnhanceNice – Keep doing


MANAGING PEOPLEFOR PEAK PERFORMANCE

Thank you!yKhaled Abd El Gawad


managing people towards superior performance - session 3

Business

types of conversations

performance feedback

h i h d

f t whats

i iwh illic

c tii th f d ti f

powerful conversationis

feedback worksheet t