Participant_Manual

8/7/2019 Participant_Manual

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SSTL Page 2 of46Program Code: OM011.03

Dear Colleague,

We are delighted to have you as part of the program on Conducting Powerful Performance

Reviews. This program is considered as the FIRST STEP into the world of developing yourself

into a great people manager. This program will provide you with tools to conduct powerful

performance reviews. It will also help you understand the criticality of your role as someone

handling the most sensitive and important resource in an organization People.

Todays session is an Instructor Led Training program where you wi ll be given inputs on how to

understand the various aspects involved in conducting performance review/appraisals.

Post training steps would include forming of an online-learning community and sharing job aids

with you that will make implementing what you have learnt easier for you.

This handbook will act as an excellent reference material for you to abreast yourself of the

various tenets of performance review skills from time to time.

I sincerely hope that you would find todays program very useful, insightful and exciting.

Yours sincerely,

Manish Kharbanda, CHRO

MTS India


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CONFIDENTIALITY NOTICE

This material is the property of SSTL.

This material cannot be reproduced, in whole or in part, in any form or medium now known

or hereafter invented or created (to create a new program or otherwise) without the written

consent of CHRO, SSTL. Any violation of this shall be considered a misuse of SSTL IntellectualProperty.


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HOW TO USE THIS BOOK

This Participant Manual has been designed to assist you with the program on Conducting

Powerful Performance Reviews. Feel free to write notes in the margins or spaces provided

throughout this book. This book has been designed to serve as a guide / reference material for

your future requirements.

All information provided in this book is for understanding and developing skills on how to

conduct powerful Performance Reviews for your team now and in the future. Various

concepts, materials, exercises, assignments, activities and definitions of terms and jargons have

been added for better understanding of the program.

The word participant or learner has been used interchangeably to indicate someone who is

attending the workshop.

Self-assessments have been added to help participants get a feel of their skill sets.


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THE LEARNING METHODOLOGY

The learning methodology includes:

1. ILT Instructor Led Training2. Observations and Introspection3. Experiential Learning4. Practice Sessions5. Workouts and exercises6. Evaluations to check learning7. Tools and Job Aids


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CONTENTS

S.No. MODULE SESSION

1

MTS Competencies to Development

Need Identification

1. Competency to Development NeedIdentification

2Communicating for Performance

1. Understanding the 7 step appraisalprocess

2. Understanding the first 3 steps of the7 step process

3Unlocking Barriers to Performance

1. DescribePerformance/Behaviors/Results

2. Invite Analysis and Feedback3. Give Impact/Influencing statements4. Action Planning


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VALUES AND COMPETENCY CONNECT WITH PROGRAM

Values Competency Competency

Behavior

addressed

by program

Proficiency Level -

Threshold

Inspiration to

be a doer

Conceptual Thinking KSA II

Action Oriented A II

Team Leadership KSA II

Building Capability KSA II

Delivering

Excellence

Customer Centricity SA II

Entrepreneurial

Spirit

Conceptual Thinking KSA II

Mutuality

Team Leadership KSA II

Building Capability KSA II


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Program Input Learning Goals Session(s) in the program addressing this

Realizing the value of Timely & Well structuredreview in enhancing People Engagement,

Performance and Development

Module 2 Session 1:

Intro to 7 step performance review/appraisal model

Value of Preparation, Data Collation and

Transparency driven Objectivity in effectiveness of

Review meetings

Module 2 Session 2:

Components of Performance review/appraisal

Framework (Prepare, State Clear Agenda,)

Learning to provide comprehensive feedback across

issues of Performance, Competencies, Behaviors

and Development needs

Module 3 Session 3:


Framework

(Give Impact/Influencing Statement)

Learning the art & science of Fair, Objective and

Constructive Feedback both ways

Module 3 Session 1/Session 2:


Framework (Describe Performance, Behavior, Result,

Invite Analysis and Feedback)

Creating a buy-in, agreed closure and trackable plan

out of Review & Feedback meetings

Module 3 Session 4:


Framework

(Action Planning)

Learning to track post review progress and using the

same to enhance Performance, Engagement &

Development

Module 4 Session 4:


Framework

(Action Planning)


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OBJECTIVES OF THE PROGRAM

- Conduct prepared, scientific and well structures reviews- Create individual development plans based on organizational competencies- Create a buy-in on trackable action plans on the basis of developmental

feedback to improve performance and engagement


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YOUR EXPECTATIONS FROM THE SESSION

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MY LEARNING DIARY

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MY LEARNING DIARY

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MODULE 1: MTS Competencies to Development Need Identification

Session: Competency to Development Need Identification


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COMPETENCY TO DEVELOPMENT NEED IDENTIFICATION

Competency based DNI

Situation 1

There is a Sales Manager in your circle who is very good at acquiring customers and meeting his

targets.

But his senior is always miffed at his inability to provide monthly sales reports in a segment

wise basis. What is more, he (the manager) also seems to achieve his targets on a very random

basis. In the process, his segment wise achievements seem to fall short in certain important

segments of the market.

His senior has taken up this issue with him a number of times in the last year, as a result of

which improvement does happen for a month but then things slip back to the usual. The

damage this situation is doing to the business in this managers territory is that by the time his

senior sensitizes him to the neglect in achieving and presenting segmentwise acquisition

results, a month or so is already passed. Thereafter, by the time this manager tightens his own

team of inhouse and channel sales people, more than two months pass before any serious

segment focus begins to happen. This is resulting into lost opportunities in the market. The

funny thing is that the overall targets are always achieved or exceeded by this manager.

Now, as the L&D Head of your Circle, you have to find answers to the following questionsbefore you offer a Development solution to this managers senior:

Questions

1. Looking at the MTS Competency Framework, which Competency or Competencies needdevelopment in this situation? Specifically, which KSAs out of these competencies need to

be addressed and to what level of proficiency?

2. What Development Plan or Approach would you recommend for this Manager, by choosingthe right mix of development options from the Development Approaches Pie-Chart?


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Situation 2

You have an interesting situation with a very competent Division level Network Tech. Support

Manager in your Circle. This manager is leading a team of in-house Tech. Support managers

who are then delivering their support through and in partnership with MTS Tech Support

Partners.

This managers senior has come to you with the critical issues he sees as the development

needs of this managers team and has even thought of a possible sol ution for it. He says t you

that he is really worried about this guy, because he is a long term asset for him. In this seniors

eyes he is a very good technical and situational problem solver. But he is concerned that this

guy seems to be heading for a burnout because of work overload, as his team is reallyincompetent. This senior so miffed with this managers team that he tells you about instances

when the entire tech support operation in this managers territory comes to a standstill when

he is absent for some reason ran, which is very rare.

He tells you to organize a Problem Solving based training programme for this manager team on

an urgent basis. But he says that he cannot spare them for more than a day.

Now, you need to develop the most effective DNI based solution for this situation. Do you think

what the senior is telling you is the right solution? Are there any more questions you need to

ask before concluding about the right solution here? To help you reach a good decision, hereare few guiding questions that you may ask yourself and maybe the senior also:

Questions



2. What Development Plan or Approach would you recommend for this Manager and histeam, by choosing the right mix of development options from the Development Approaches

Pie-Chart?


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Situation 3

Your Circle Finance Head approaches you for a training program need for his team. He says

that these people need to be trained on Process Orientation and Customer Service. You find

this a very interesting combination of training needs. So you decide to probe further. You ask

him as to what development needs would he like to be addressed through such a training.

He tells you that his team is essentially clearing a lot of expense statements on a daily basis and

also filing in a lot of requisite formats and MIS reports. He says that he has been hearing from a

lot of internal customers that his team is slow in responding to their needs, both in terms of

payment clearances for field level and other managers, as well as in terms of delays and

inaccuracy in filing the required requisition formats and MIS reports at his level and evenhigher.

Based on this, he says that he needs to provide a comprehensive training to these people on

Process Oriented work that leads to better compliance and also Service Oriented work that

leads to improved response to internal customers. He goes on to add that possibly a lot of

delays in his teams clearing of payments is also possibly happening due to their not adhering to

the process requirements right from the start of taking any requisitions, so he feels that

possibly there is a connect between the two needs anyway.

You really admire the insightfulness and bandwidth of thinking of your Finance Head and askfor some days to come back to him with the right solution. Now how would you approach this

situation? Do you agree with his assessment entirely or partly? To help you develop the most

optimum solution in this situation, here are a few questions to be asked?

Questions



2. What Development Plan or Approach would you recommend for this Manager and histeam, by choosing the right mix of development options from the Development Approaches

Pie-Chart?


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MODULE 2: Communicating for Performance

Session 1: Understanding the 7-step process

Session 2: Understanding 3 steps of the 7-step process


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7 STEP PERFORMANCE REVIEW MODEL

1. Prepare

2. SetClimate

3. StateAgenda

4. Describeperformance/behavior/

results

5. Inviteanalysis

andreceivingfeedback

6.Impact/Infl

uencing

statements

7. Actionplanning


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APPLYING THE 7-STEP PERFORMANCE REVIEW/APPRAISALS PROCESS

STEP 1: PREPARE

Preparation Checklist

1. Determine objectives of the reviewsession

What am I trying to accomplish?

4. Think about what to say & how to say it How will I start the discussion? How will I engage the Team member? How will I deliver the feedback?

2. Describe the situation & impact Whats the situation? What could be the underlying

causes?

Who are the stakeholders? Whats the impact on the

organization, customers, and

team?

What values and competencieshave been impacted and how?

5. Anticipate & plan for reactions What might the Team members

reaction(s) be?

What would your response be to eachreaction?

3. Gather the facts What information do I have? Who should I speak to? What questions should I ask? What information do I need to

validate the situation?

6. Decide when to talk to the Team member (finda mutually convenient time)

When and where would be the besttime to discuss this with the Team

member?

What steps do you need to take toensure an appropriate time and

location?


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Formal Session

Agree on timingschedule a time to meet

and a length of session that suits both parties

Be flexibleturn a question or complaint into

an opportunity for spontaneous

coaching/review

Allow sufficient timeoverestimate the time

required for the meeting and make

allowances for the unexpected

Be clearmake clear how much time you have

at the outset of a session

Schedule aheadschedule follow-up

meetings in advance (if necessary, book twomeetings because Team members availability

may be limited)

Decide the venuebook a time and place for

the meeting to review performance and takeadditional action if necessary


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Form for conducting effective reviews/appraisals

STEP 1: PREPARE

Instructions

Refer to the performance review opportunity you have identified for your lowest performing

Team member. This exercise will be completed on your own. To maintain confidentiality, this

worksheet will not be shared with the group.

1. Describe the situation______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

2. List all the stakeholders. A stakeholder is defined as one who has a share or an interestin an enterprise.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

3. What is the desired outcome and why?___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________


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4. List the data sources and the information important to consider.______________________________________________________________________________

____________________________________________________________________________________________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________


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STEP 2: SET INVITING CLIMATE

1. Have a positive tone What is the appropriate tone that I can use to convey warmth?

2. Invite the Team member in a pleasant way What small talk can I use? What are the verbal and non-verbal cues I can use to convey warmth?

3. Maintain a favourable environment What is the medium Im going to use- face to face or telephone? How do I ensure no interruptions during the meeting? Should the coaching session be formal or informal session?

4. Make Team member feel comfortable How much time should I spend on making the Team member feel comfortable? How much time does the Team member have on hand for the meeting? Have I communicated the time taken for the meeting to the Team member?

Example: Manager may start conversation with the following statements

Hi. Have a seat. How are you? Do you want some water? How was last week for you?

Hello. You look tired. Tough day? Have some tea or coffee.

Hi. Thats a nice tie. Did you watch some movie in the weekend?


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STEP 2: SET THE CLIMATE

Instructions




1. How will you set the right physical climate?______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

2. What would you say to create a non-threatening environment?______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________


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STEP 3: STATE CLEAR AGENDA

1. Outline the objective of conducting the conversation What is the overall/bigger objective I want to discuss with the Team member? What are some of the alternative ways of wording the objective? How will I respond if the Team member has not understood the objective?

2. Outline a neutral agenda What words can suggest neutrality? Are there any words that suggest

otherwise?

What is the appropriate length of the agenda to be told to the Team member tohold his/her interest?

3. Be specific and honest about why you asked for the meeting How much research have I done on the Team member performance? How will handle defensiveness from the Team member? What language and tone can I use to show honesty?

4. Remind agreement What is the voiced/unvoiced agreement between the company/Manager and

the Team member?

Have I set agreements in my earlier conversations? What are the performance objectives and measurements? Are the performance objectives and measurements clearly understood and

communicated?

5. Request for the Team member's help How can I be proactive to get Team member to speak/detail his/her

performance?

What questions can I ask Team member?Example: When Manager would like to talk to Team member about late coming to office, he

may say I would like to talk to you about office attendance for last month.

When Manager wants to talk about lack of achievements of sales targets, he may say I would

like to talk to you about improving revenues for MTS.

When Manager wants to conduct performance review, he may say I would like to talk to youabout your overallperformance for the last quarter.


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STEP 3: STATE CLEAR AGENDA

Instructions

Refer to the performance review opportunity you have identified for your lowest performingTeam member. This exercise will be completed on your own. To maintain confidentiality, this


1. Write down the specific agenda statement for the situation chosen earlier? (Write atleast two alternate agenda statements)

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________


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MODULE 3: Unlocking Barriers to Performance

Session 1: Describe Performance/Behaviors/Results

Session 2: Invite Analysis and Feedback

Session 3: Give Impact/Influencing statements

Session 4: Action Planning


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STEP 4: DESCRIBE PERFORMANCE/BEHAVIOR/RESULTS

1. Describe the deviation in performance/behavior/results What is the deviation done by the Team member? How can I make the deviation sound as crisp as possible?

2. If positive feedback, describe the adherence/overachieving to targets, process, behavior What are the accomplishments of the Team member? How can I make the accomplishments sound crisp?

3. Give facts not judgment What are the specific situations where Team member has demonstrated the

deviation/adherence to process/behavior/task?

Do I have evidence of the Team member behavior/performance/results?4. Quote specific situations where Team member has/has not demonstrated as per

agreement

Have I recorded the situations? How do I handle objections from the Team member at this point? What objections may the Team member raise?

Example: Despite our agreement on the goal to achieve X number of data activations in 2010, I

see that you have fallen short by 10%.

First time defaulter: It was agreed that we will reach the meetings on time, however last week

you reported late by more than 15 minutes for two meetings.

Despite reminders from Ms. Y, you have not responded back to her with status of herconnection activation.


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Step 4: Describe Performance/Behavior/Results

Instructions




1. Describe the performance/behaviour/results for your situation in a factual, nonjudgmental manner.(remind agreement as well)

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________


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STEP 5: INVITE ANALYSIS AND RECEIVING FEEDBACK

1. Ask questions to understand reasons for achievement/non achievement What questions should I ask? How many questions should I ask?

2. Allow time for response What is the appropriate time to wait? How do I handle long pauses? What cues can I use to enter the conversation if the Team member response is

stretched out?

3. Ask open ended questions and probe with specific probes if required How will I use the probing funnel structure? What are the different questions I can ask at different stages in the funnel

structure?

4. Ask for all possible reasons What questions can I ask to elicit other reasons? How will I know if the Team member has given all reasons?

Example: Following the funnel structure for non-achievement of targets

What are the reasons for not achieving the gross activation target last year?

Why do you think your team member was able to ach ieve his targets?

Lets see the customers you contacted, on what basis did you prospect them?

What script do you follow while speaking to the customer?Do you have any feedback for me?

Are there any other reasons you think is responsible for non-achievement of targets?

LISTENING AND PROBING

Listening and Probing are important tools for a Manager to know and master because the

process of giving feedback to a Team member, the process of performance review requires you

to be able to understand the message and feeling that the Team member is communicating.

Manager needs to understand their concerns, probe to elicit information that will later help to

customize solutions for individual Team member.

What is listening?

Listening is an art, a skill, a discipline, and like other skills, it needs self-control. Manager

must understand what is involved in listening and develop the necessary techniques to listen.

Manager must ignore their own needs and concentrate attention on the person speaking.

Hearing becomes listening only when you pay attention to what is said and follow it very

closely.


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Difference between listening and hearing

Listening is an intellectual process while hearing is biological. It is a skill and like any other skill it

has to be learnt and practiced. Listening starts with an intention to listen. If you do not intend

to listen, there will be no listening; only hearing. You need to make up your mind and decide tobe a better listener.

Steps in the Listening Process

The steps are as follows:

Probing

Appropriate Probing Structure:


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Use open-ended questions to "open up" a conversation and get full information. Open ended questions usually begin with statements like Tell me about or

Explain to me

Open ended questions have unlimited answers. Use closed-ended questions to close in on one area and pin down specific facts or

details.

Closed ended questions have specific answers and can be answered in yes or no.Examples of open-ended questions:What happened? Why do you think it was not achieved?

Why do you think this idea will work? What is your plan for this?

Examples of close-ended questions: Did you inform the customer in advance? Is the report

ready? Do you think you can do this?

Probing Questions

Probing questions are open- e n d e d questions with borders. They may haveseveral specific answers.

Use probing questions when you want to dig a little deeper to identify the Teammembers needs.

Remember - if one probing question doesn't do the whole job, feel free to useanother. Use several probing questions, if necessary, to learn what you need to

know.

Examples of Probing questions:What exactlydid you find out about the customer?


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Good Question

Type Example Advantages Disadvantages

OpenHow? What?

Where?

When? Why?

Which?

What are yourviews on your

performance in

the past year?

Encouragesappraise to talk

Can relax the

appraise

Prevents

appraiser from

revealing

prejudices

Can produce too long a replyCan be too broad a question

Comparative

Comparing How

doescompare with?

Comparing this

job to your last,

what are thedifferences?

How does the

way you manage

the section now

compare with

how you did it six

months ago?

Helps appraise to

focus and make

comparisonsExplores

appraisers

attitude and

feelings

Sets strict guidelines within

which to answer

May not be an appropriatequestion

Hypothetical

What if?

Imagine?

What if you were

in charge of the

department; what

changes would

you make?

Imagine you

were in my shoes;

what would you

do?

Encourages

appraise to

explore

alternatives

Useful if the

appraise tends to

blame other

people or

situations for

their mistakes

Can raise appraisers

expectations if not relevant to

the conversation

Focused

Thats interesting

what you said

earlier, whatelse?

Thats

interesting what

you said about

feeling annoyed;what else did you

feel?

Gives the

appraiser more

information on a

particular issueGives the

appraise

guidance on the

flow of questions

Can confine the appraise to a

specific area Can appear

aggressive and too probing


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Receiving Feedback (Adapted from The Power of Feedback by Joseph R Folkman)

Feedback can be very powerful. Those who look for and accept it position themselves to be

more competent and capable. Those who resist, reject, or avoid it doom themselves to the

limitations of their own personal insights which may be right or wrong, but they will never

know. They fail to see the power in feedback.

In an assessment looking at over 1,000 managers, we asked direct reports if their managers

actively looked for opportunities to get feedback. Only 16 percent of managers had consensus

from their teams that actively looking for feedback was a strength. Most people do not feel

they lack feedback from others on how they could improve their performance at work.

Folkman has suggested the following principles which can make us react to feedback received

from others in a more favourable manner, thus contributing towards our growth as leaders,

managers and individuals.

The process of giving thousands of people feedback on their individual performance has

uncovered several clear and defined principles of feedback that generally apply in most

interactions involving feedback. We begin by discussing each of those principles.

PRINCIPLE 1

Asking others for input increases their expectation that you will change in a positive way.

Many who receive feedback turn that feedback into measurable change. However, others

receiving feedback do not change. This frustrates not only those receiving the feedback, but

also those providing the feedback. This leads to a second principle.

PRINCIPLE 2

If you receive feedback but do not change for the better, you will be perceived more negatively

than if you had not received feedback.

You can compound your negative feedback by ignoring or rejecting it. When people receive

feedback, they react. Their reactions may range from extremely negative to extremely positive,

or there may be no visible reaction at all. Regardless of the reaction, a third principle emerges.

PRINCIPLE 3

You will not change what you do not believe needs to be changed.

A personal feedback experience is fundamentally different from looking at a production report

or an accounting statement. Even though someone may provide feedback in a way that leaves

no room for doubt or difficulty in understanding, this does not necessarily guarantee that

people will believe the feedback, or that they will act on it. Those who receive feedback and

then make changes or adjustments in their behavior become better people because of the

feedback. But there may be a few obstacles along the way including denial.


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PRINCIPLE 4

Rather than accept criticism, we tend to denounce not only what is said, but those who say it.

As people move from childhood to adulthood, the maturation process makes us more effective

as adults than we were as children. However, because children have not had years of practice in

denial, most of them are much more effective at accepting feedback than adults. The extent to

which you have developed your denial skills determines the extent to which you accept

feedback or question its accuracy.

PRINCIPLE 5

All perceptions are real, at least to those who own them.

Experience suggests that the most productive approach to handle feedback is to assume they

are real. Even when perceptions are completely inaccurate, they still represent reality.

PRINCIPLE 6

Balancing your normal but counterproductive reactions to feedback is essential in effectively

dealing with feedback.

Balance is the key to effectively dealing with feedback. For example, you must be able to

balance between rationalization and taking feedback too literally. Effectively dealing with

feedback may require some rationalization, but it may also require you to take some results at

face value.

Those who deal most effectively with feedback are those who maintain a proper balance

between counterproductive behaviours. For most people, such balance is difficult to achieve.

PRINCIPLE 7

The process of change begins with accepting the feedback given.

Consider the following helpful ideas about how to look at feedback:

1. I enjoy feedback. I constantly look for ways to receive feedback, because of the learningopportunities offered.

2.

I know feedback is difficult to give, and it is often uncomfortable for others to provide.Attacking those who provide feedback only prevents me from getting more feedback in the

future. I let others know their input is valuable. I appreciate the fact that other people took

the time, effort, and personal risk to provide feedback, even if I do not agree with it.

3. I would rather receive negative feedback than no feedback at all.


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4. Feedback can be both positive and negative, but I first consider the positive to reinforce thethings I do well. I avoid dwelling on the negative and expecting the worst.

5. The only people who are truly incompetent are those who refuse to listen to and acceptfeedback from others. No one is perfect, but those who come closest are those who

continually try to improve based on the feedback they receive from others.

6. Receiving negative feedback does not mean I am the worst person that ever lived. It onlymeans that someone cares enough to tell me how to improve. If we really dislike someone,

the last thing we would do is tell them how to improve.

7. I believe I can change and improve. Others expect me to do something in response to theirfeedback, and I will find at least one thing I can do something about. I will make changes

and then report to those who provided the feedback about the things I have chosen not to

change and the areas I would like to change.


STEP 5: INVITE ANALYSIS AND RECEIVE FEEDBACK

Instructions




1. Write questions to invite analysis and feedback for your chosen situation.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

____________________________________________________________________________________________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

_____________________________________________________________________________


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STEP 6: GIVE IMPACT/INFLUENCING STATEMENTS

1. Describe the behavior with specific instances pointed out While restating the behavior how can I not use the word you?

2. Describe the consequences of the behavior on the organization, department, Teammember and the Manager

Have I constructed various consequences so that I am ready with multiple impactstatements?

3. Both positive and corrective feedback to be given4. Let the Team member know how you feel as a result of the above mentioned

consequences

Are my feelings specific or generic?Example of Influencing Statement:

I know the hard work on this years budget, and for the first time we did not have costoverruns. This has saved the company Rs. 20 lakh, you have shown yourself committed

to the top lines of the company, I am projected in good light and I am feeling elated

I wanted to let you know that I appreciated the overtime devoted to getting it right.This has ensured top quality on the project, customers are happy and I am glad that you

work with me

The presence of my Team member at the leadership meeting has projected an executivepresence and good command of the audience. This projects your good facilitation skills,

my managerial ability to groom you and our company benefits from a potential youngleader. I am quite delighted about this development

Example of Impact Statement:

Since we have not achieved the HR recruitment targets for Div level in the last threemonths consistently despite measures taken to improve your consultant database, this

shows your lack of persistence in achieving targets, projects our HR team in a poor light

in front of the rest of the organization and reflects poorly on my managerial capability

and I am feeling quite angry about this.

When my team member is consistently late in getting the last 4 activations despitereminders, the customers have complained, you have lost business, MTS has been

projected as an irresponsible company, you portray poor time management skills and it

reflects poorly on my ability to manage you. I am very upset about this.


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STEP 6: GIVE IMPACT /INFLUENCING STATEMENTS

Instructions

Refer to the performance review situation that you have chosen for your lowest performing



1. Write two impact statements for your chosen situation.______________________________________________________________________________

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STEP 7: ACTION PLANNING

1. Ask the Team member for ideas/ solutions What questions should I ask to generate solutions? How will I react if Team member asks me to generate solution? What should I do if the solution generated by the Team member is unreasonable

/impractical?

2. Agree on action How do I get Team members agreement on appropriate action steps? What can I check for see that action steps are specific and not general?

3. Offer your support What additional support/training is required? When in the conversation should I offer support?

4. Close the discussion What encouraging phrases can I use to close the discussion?

5. Ensure corrective action plans are documented What is the format for documenting action plans? Who will document? Does the document provide for time intervals to check progress?

6. Provide the support promised What steps are to be taken to execute the support items? Which departments do I have co-ordinate with for execution?

7. Check progress regularly How do I define regular intervals? Where will I check progress? Who will check and report progress? How is the progress to be documented?

8. Develop Team member What are the action steps to develop the Team member?

9. Recognize improvement What are the ways to felicitate improvement? Are parameters defined to capture improvement?

Example: Considering that your performance contributes to the revenues of this company, how

do you think you can improve on your performance?


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Going forward to set an exemplary example in customer service, what steps would you want to

take?

Knowing that only hard work without requisite skills and knowledge is not going to promote

movement for you, what support or updating of skills/knowledge would you want?


STEP 7: ACTION PLANNING

Instructions

Refer to the performance review situation that you have chosen for your lowest performing

Team member. Answer the following questions below. This exercise will be completed on your

own. To maintain confidentiality, this worksheet will not be shared with the group.

1. What is the intended goal for the Team member?___________________________________________________________________________

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2. What approach would you use to make an action plan?___________________________________________________________________________

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3. What are the key points you would want to see in the action plan?___________________________________________________________________________

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INTEGRATED ROLE PLAY FORM

Step 1: Prepare

1. List the data sources and the information important to consider.___________________________________________________________________________

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Step 2: Set the Climate

1. How will you set the right physical climate?______________________________________________________________________________

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2. What would you say to create a non-threatening environment?______________________________________________________________________________

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Step 3: State Clear Agenda

1. Write down the specific agenda statement for the situation? (Write at least twoalternate agenda statements)

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Step 4: Describe Performance/Behavior/Results

1. Describe the performance/behaviour/results for the situation in a factual, nonjudgmental manner(remind agreement as well)

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Step 5: Invite Analysis and Feedback

1. Write questions to invite analysis and feedback for the situation.______________________________________________________________________________

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Step 6: Impact Statement

1. Write two impact statements for the situation.______________________________________________________________________________

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ACTION PLAN

Team member Name: _________________________ Date Reviewed: __/__/____

Area:

Performance Behavior Development

Quarterly Goal:

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S.No. Input Activities Support Needed from

others/Manager

To be Done by

Team member Signature: _______________________ Date: _____/_____/_____

Manager Signature: _____________________________ Date: _____/_____/____

Participant_Manual

Documents

Transcript of Participant_Manual