The Six Conversations of Performance Excellence © 2006 Targeted Learning 0109.

The Six Conversations of Performance Excellence

© 2006 Targeted Learning 0109

2© 2006 Targeted Learning 0109

Our Premise

Nothing truly great (i.e. significant, enduring Nothing truly great (i.e. significant, enduring

and positive) happens in any organization until and positive) happens in any organization until

two or more people start a conversation.two or more people start a conversation.

I-1


The ConocoPhillips Performance Management Process

Phase 1:Aligning Goals

Phase 2:Tracking Progress

Phase 3: Measuring Results

Feedback & Coaching Feedback & CoachingFeedback & Coaching Feedback & Coaching

Where within the ConocoPhillips Performance Management Process does a supervisor or manager have the greatest impact on a direct report’s performance?

Dec.-Jan. Feb.-Oct. Nov.-Jan.

I-1


Workshop Objectives

To give you the skills, tools and

templates for:1. Attracting, retaining and

motivating talent.2. Helping others learn faster,

work smarter and achieve more.

I-1


The Harvest of a Bully



ResultsReviews(Routine, Quarterly, Mid-Year And Year-End)

Development Conver-sations

Talking About Business Goals

Attracting, Retaining

and Motivating Talent

I-3



Module 1: Coaching Conversations: Supporting Individual Initiative and Engagement

Module 2: Seeking and Receiving Feedback: Accelerating the Journey from Good to Great

Module 3: Giving Feedback: Providing Feedback that Changes Behavior and Supports Goal Attainment

Module 4: Talking About Business Goals: Tips and Tools for Achieving Exceptional Results

Module 5: Development Conversations: Maximizing Individual Growth

Module 6: Results Reviews: Minimizing the Stress—Maximizing the Value

I-3


A Word About Trust

Trust is at the heart of any effective working relationship. If people don’t trust you, your efforts to engage them more fully will be seen as a _____ or an _________, and they will respond _________. Motivation and retention are more about _____ than _________. If people trust you, you can fall short on the techniques and they will respond positively to your leadership. On the other hand, if you have all the techniques but are not trusted, people will view you as slick or ___________ and you will fail.

threatdefensively

techniques

imposition

I-4

trust

manipulative


Some Negative Views of Performance Management

“I know my manager is busy, but when he reschedules our performance agreement discussions three or four times, and then tells me we have to get it done in 10 minutes, it’s hard for me to take the process seriously.”

“I just ask myself, what garbage do I have to put in these forms so I can get it over with and get back to doing my real work?”

I-7


Some Encouraging Views of Performance Management

“I see goal setting as a chance to influence my manager and achieve my career goals. For example, when I wanted to be promoted on the technical ladder, I identified business goals that would enable me to make a real difference on the team, and give me the opportunity to establish the track record I needed to be considered for a promotion. I basically use goal setting to shape my job and the projects I work on.”

I-7


Some Encouraging Views of Performance Management

“I find that when I work too hard to do things myself and exclude my manager, it often takes me twice as long to get the job done. On the other hand, a 10-minute conversation with my manager, or just an email, will sometimes remove a barrier, spark an idea, or eliminate an unnecessary step that ends up saving me hours of effort.”

I-7


Module One Objectives

By the end of this module you will know:• How to engage in day-to-day workplace

conversations that reduce dependence and build the ability of people to think and act for themselves.

• How to adapt your coaching style to the needs of your people and the situation at work.

• How to engage in dialogue that supports greater openness, creativity and individual initiative.

1-1


Behaviors Associatedwith Each Style

Expert Facilitative

• Advocating• Talking/Selling• Giving Advice

• Asking Closed Questions

• Sharing Information and Feedback

• Doing the Thinking

• Evaluating Others’ Ideas

• Inquiring• Listening & Learning• Exploring Their Opinions and Ideas

• Asking Open-Ended Questions

• Suggesting a Self-critique

• Getting the Other Person to Think

• Building on Their Ideas

1-2


What is the default style of your manager?

1 2

0%0%

1. Expert2. Facilitative


What is your default style when someone brings you a problem?

1 2

0%0%

1. Expert2. Facilitative


Five Most Important Coaching Questions

1. What are you ______________?

2. What seems to __________?

3. What have _______?

4. What ______ have you _________? (pros & cons)

5. What do _____________?

trying to achieve

be the issue

you tried

options considered

you recommend

1-3


Prework Insights (p.7 in prework)

Structured (4.51)

Flexible (2.49)

7

6

5

4

3

2

1

•

•

•

•

•

•

•

•

•

•

•

•

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••

••

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•••••••

•••••••

••

••

••

•

7654321

76

54

32

1

1

2

3

4

5

6

71

23

45

67

1234567

Risk Averse (4.24)

Non-Prescriptive (2.56)

Prescriptive (4.44)

Risk-tolerant (2.76)

EXPERT

FACILITATIVE

1-3


The Paradox of Power

ControlCompliance and/or

Rebellion

Influence Commitment

Compliance and/or

Rebellion

1-4


Non-Verbal Communication

• Verbal Communication: The words you use.

• Non-Verbal Communication: The way you deliver those words to create the desired result (e.g., pitch, tone, and speed of delivery, along with facial expressions and body language).

1-6


Cross-Generational Differences

“The children now love luxury; they have bad manners, contempt for authority; they show disrespect for their elders and love chatter in place of exercise. Children…no longer rise when their elders enter the room. They contradict their parents, chatter before company, gobble up dainties at the table, cross their legs, and tyrannize their teachers.”

1-7


Cross-Generational Issues

•Do not over-generalize•Instant gratification•Impatience•Work-life balance•Feedback•Learning styles and the internet

1-7


Case #1: Coaching the Reluctant Employee

1. Prepare (5 min.)2. Hold Discussion (7

min.)3. Debrief (10 min.)

Exercise Steps Roles/NotesCoach—p. 1-8 & 1-9Learner—p. 1-10 & 1-11Observers—p. 1-12 & 1-13

Debrief Sequence1. Time for everyone to gather thoughts2. Coach self-critique (p. 1-9)3. Learner feedback to coach (p. 1-11)4. Observers’ feedback to coach (p. 1-13)

1-8


Practice makes _________. Only practice plus _______ make ______.

Development plans should be __% knowledge focused and __% skill focused.

permanentfeedback perfe

ct

2080

Developmental Realities

1-14


Planning for Implementation

•Review your Back-Home Applications

•Review your notes and wallet cards, and then update your “Implementation Log”

•Use Post-It Notes to flag important pages

1-14


Module Two

Seeking and Receiving Feedback


Exercise: Unhelpful Feedback

Draw a “picture” representing unhelpful feedback:

• What it “looks” like.

• What it “feels” like.

2-1


Feedback Defined

Feedback is _________ about behavior and performance that helps you align your actions with your goals.

information

2-1


How many of these challenges have you experienced?

1 2 3 4 5 6

0% 0% 0%0%0%0%

1. One of the six2. Two of the six3. Three of the six4. Four of the six5. Five of the six6. All six

2-1


Module Two Objectives

By the end of this module, you will know how to:

1. Get the timely feedback and information you need in order to achieve your development, performance and career objectives.

2. Find value in all feedback—even vague, inaccurate or unfair feedback.

3. Handle criticism with less anxiety and frustration.

4. Foster a feedback culture—a culture where candid feedback is welcomed as a tool or learning faster, working smarter and achieving more.

2-2


Feedback and Success

• Impact on Perceived Value• Impact on Pay• Impact on Customer Satisfaction• Impact on Learning and Long-Term

Success

2-3


The Consequences of Our Negative Mental Images

The greatest learning _______ in organizations today is the inability to receive and give candid feedback.

disability

2-4


How did you feel at the moment you received the criticism?

1 2

0%0%

1. Negative (sad, bad, surprised, shocked, embarrassed, upset, disappointed, annoyed, foolish, angry, small, defensive, hurt, offended, guilty, misunderstood, resentful, etc.)

2. Positive (grateful, trusted, confirmed, happy, realistic, open, etc.)

2-4


Four Step Model for Receiving the “Gift” of Feedback

1. Acknowledge the Gift.

2. Open the Gift.

3. Confirm the Nature and Value of the Gift.

4. Use the Gift.

2-6


How good are your subordinates at receiving candid feedback?

1 2 3 4 5

0% 0% 0%0%0%

1. Most are excellent

2. Good3. 50/504. Poor5. Most are

very poor

2-6


How good is your manager at receiving candid feedback from

subordinates?

1 2 3 4 5

0% 0% 0%0%0%

1. Excellent2. Good3. Fair4. Poor5. Very Poor

2-6


How good are you at receiving candid

feedback?

1 2 3 4 5

0% 0% 0%0%0%

1. Excellent2. Good3. Fair4. Poor5. Very Poor

2-6


Yes, But…And Other Questions

• If the feedback is inaccurate or subjective,can it still be considered a gift?

• What if the feedback giver has no credibility?

• What if I think their advice will do me more harm than good?

2-7


A New Paradigm for Feedback

The usefulness offeedback depends less on the ability of others to give it well, than it does on our

abilityto receive it well.

2-7


“It’s a great sign of respect to me if someone feels I’m strong enough and capable enough and objective enough so that he can tell me when I’ve done or said something stupid. It’s only those people who regard me as delicate, sensitive, weak, or fragile who will not dare to disagree with me.”

Abraham Maslow

Seeing the Compliment in Criticism

2-8


Tips for Asking for Feedback

1. Ask people who:

a. are appropriately informed, and

b. will be candid with you.

2. Be specific about both (a) what you need help with and (b) why it is important to you.

3. Make it worthwhile by explaining the business need or the “WIIFT.”

4. Make it safe for the giver to be candid by:

a. Asking for help, advice or suggestions rather than feedback.

b. Priming the pump with a self-critique.

c. Stressing your commitment to being open.

d. Asking for “feedforward” rather than “feedback.”

2-8


Feedforward

Feedforward: The modification or control of a process using its anticipated results or effects(The New Oxford American Dictionary)

In other words, feedforward is information that helps you make improvements to somethingbefore it really matters or can hurt you.

2-8


Homework Exercise: Planning to Seek Feedback

Complete this exercise based on the person you identified on page 14 of the prework:

1. Who do you want the feedback from? (Done)2. What feedback do you want? (Done)3. How will you ask? (Done—possibly revise)4. How will you handle resistance? (See tips on page 2-23.)5. Now go and ask for it, and receive it like a gift.

2-9





•Follow-through. Ask for feedback

2-10


Module Three

Giving Feedback


Reinforcing Feedback

• Reinforcing Feedback is information that confirms that our actions are aligned with our goals, and tells us what we are doing well and should continue doing.

3-1


Redirecting Feedback

• Redirecting Feedback is information that alerts us to actions that are not aligned with our goals, and tells us what we need to do to reach our goals.

3-1


Module Three Objectives

By the end of this module, you will know how to:

1. Give feedback that motivates others, provides clear direction, builds understanding and improves performance.

2. Give candid feedback that others will recognize as gifts.

3. Minimize defensiveness in others when giving candid feedback.

3-1


Five Reasons to be Generous

1. Keeps people focused.

2. Provides fulfillment.

3. Builds performance, self-esteem and confidence.

4. Motivates people to persevere.

5. Builds relationships of mutual respect/support.

3-2


The Four Steps to Reinforcing Feedback—SAIT

1. Sincerity first: This requires you to be specific.

2. Action: Describe the observed behavior or action.

“Kelly, I like the way you changed the quality

charts.”

3. Impact: Mention the positive impact on the business,

the vision, the team, the customer, you etc.

“The new charts are easier to read, and help us make

a more compelling case in our sales presentation.

You really seem to have a knack for anticipating the

customer’s needs.”

4. Thanks: Express appreciation. “Thanks!”

3-2


Additional Tips for Effective Reinforcement

1. Be generous (third most critical)*.

2. Be timely (most critical)*.

3. Speak privately first.

4. Avoid sandwiching (fourth most critical)*.

5. Praise efforts and progress (second most critical)*.

6. Give it in writing.* Based on responses from COP participants in 2006

3-2


If we split #2 into two separate conversations?

1 2 3

0% 0%0%

1. Reinforcing only

2. Reinforcing and redirecting together

3. Separate conversations

3-7


Which do You Prefer?

1 2

0%0%

1. I prefer bad news to be broken gently

2. I prefer people to get to the point quickly

3-10



1 2

0%0%

1. I prefer honest, but balanced feedback—both the “good” and the “bad”

2. I prefer honest feedback—just the hard facts without the “fluff” or sugarcoating

3-10



1 2

0%0%

1. I prefer to be able to think about feedback before having to respond

2. I prefer to talk things through there and then—get it over with

3-10



1 2

0%0%

1. I prefer feedback face-to-face

2. I prefer feedback in writing

3-10



1 2

0%0%

1. I prefer that all praise be given in private—never in public

2. I prefer most praise be given in private—but I sometimes appreciate it in public

3-10


Redirecting Feedback Defined

Redirecting Feedback is information

that alerts us to actions that are

not aligned with our goals, and

tells us what we need to do to

reach our goals.

3-13


Principles for Giving the Gift of Redirecting Feedback

• The first principle is to focus on the

receiver’s needs and interests rather than your own.

• The second principle is to be direct and candid. Don’t

beat around the bush, drop hints, use the “sandwiching”

technique, or use “entrapment” questions.

• The third principle is to make it safe for the receiver to listen openly.

The challenge is to do this without violating the second principle.

3-13


Tips for Making it Safe for the Receiver

a. Give the feedback in private.

b. Check the receiver’s readiness, or that the timing is convenient.

c. Frame the feedback in one or more of the following ways:

1. In terms of the receiver’s interests or values.

2. As a request for help.

3. As a request or suggestion for the future.

4. By acknowledging the receiver’s pressures or constraints.

5. By building on what they’re already doing right.

6. By asking the receiver to go first.

7. By pointing out the natural rather than imposed consequences.

8. Own the feedback whenever you can.

d. Be specific about what you observed. Do not imply motive or exaggerate.

e. Maintain a positive tone and body language.

f. Be collaborative.

g. Focus on only one or two issues.

3-14


Exercise: Setting the Stage

1. Review the four responses.

2. Identify the best.

3. Identify the worst.

4. Analyze the best.

3-15


The Four Steps to Giving Redirecting

Feedback

Step One: Safety First

Step Two: Action

Step Three: Impact

Step Four: Talk it Through to “Thank You”

Remember to “SAIT:”

3-19


Additional Tips for Redirecting Feedback

A. Focus on what you want rather than what you don’t want.

B. Be timely and avoid “dumping.”

C. Focus on finding solutions rather than dwelling on historic reasons.

D. If appropriate, start by asking the other person to do a self-critique.

3-21



•Review Back-Home Applications

•Review your notes and wallet cards, and then update your Implementation Log


3-24


Phase I: Implementation Challenge and Report

1. Implement 2 action ideas

2. Summarize your plans, actions, outcomes and learnings

3. Select your best, and prepare a report (Implementation Log)

4. Report back to your “new” team at the start of Phase II

5. Vote on best team report

6. Vote on “best-of-the-best”

3-24


Criteria for Selecting the Best-of-the-Best

1. The effort involved in the implementation effort.

2. The creativity demonstrated in the implementation effort—not the report.

3. The simplicity or elegance of the solution.

4. The significance of the challenges that had to be addressed.

5. The clarity of the connection between the implementation effort and the principles

taught in Engagement Excellence.

6. The modeling of the SPIRIT values.

7. The impact on performance, motivation, engagement and/or retention.

8. The quality of the learning and self-insight demonstrated.

9. The degree to which you want to “steal” their idea.

3-24


Module Four

Talking About Business Goals


Group Discussion

Within your new groups:• Introduce yourselves to each other• Share your top two learnings from the first session, and capture them on a flipchart

• Share your best Implementation experience since our first session

• Nominate the best example from your group

4-1


Back-Home Application Tools

1 2 3 4 5 6 7 8

0% 0% 0% 0%0%0%0%

Which of the BHA tools or workshop concepts have you used?

4-1

1. Trust and Openness (Intro-5)2. Diverse Workforce (1-15)3. Facilitative Questions (1-16)4. Expert Style (1-17 to 1-19)5. Reinforcing Others (3-5)6. Preferences for Feedback (3-9

to 3-12)7. Redirecting Feedback (3-25)


Management Realities


Module Four Objectives

• Set (or revise) business goals that will ensure greater individual contribution, superior business results and increased job satisfaction—for yourself and others.

• Prepare for and engage in conversations that will help you, and your direct reports, secure the direction and support needed to achieve exceptional results.

To equip you with the tools and skills you need to:

4-1


Agenda for Module Four

Part A: Preparing for Effective Goal-Setting Conversations

Part B: Having an Effective Goals Conversation

4-1


The Anatomy of Significant Accomplishments*

A. Written1. 2.5% 2. 28.5% 3. 69.0%

D. Challenge1. 0.6% 2. 11.3% 3. 88.1%

B. Specificity1. 27.1% 2. 29.3% 3. 43.6%

C. Quantifiable1. 1.3% 2. a) 4.6%

b)29.3% 3. 64.8%

E. Degree of Control1. 4.6% 2. 47.9% 3. 47.5%

* Results from 1982 COP participants from 2006 through 2008

4-2


The Anatomy of Significant Accomplishments*

G. Degree of

Support1. 4.1% 2. a)5.7% b)9.9%

3. 80.3%

H. Value Added to

Organization1. 2.5% 2. 20.0% 3. 77.5%

I. Importance to Me1. 0.2% 2. 5.0%3. 94.8%

* Results from 1982 COP participants from 2006 through 2008

F. Milestones1. 4.0% 2. 29.1% 3. 66.9%

4-3


The Significance of SMART

Specific (b)Measurable (c)Aggressive (d)Realistic (e), (g),

(h), (i)Time-Bound (f)

4-3


Which of these has the greatest predictive value for long-term

career success?

1 2 3 4 5 6

0% 0% 0%0%0%0%

1. Intelligence Quotient

2. Organizational Savvy

3. Handling Conflict

4. Speaking Skills5. Grades at

University6. Learning from

Experience

4-3


Learning Agility: the Strongest Predictor of Long-Term Career Success*

1. Finding new and challenging experiences.

2. Learning from those experiences through personal reflection and feedback

from others.

3. Implementing your learnings—having the discipline to unlearn old

habits/behaviors and develop new ones.

Goal setting is a process that people can use to shape the

projects they work on, thereby laying the foundation for

their growth, impact and long-term career success.

* 100 Things You Need to Know: Best People Practices for Managers & HR, Robert W. Eichinger, Michael M.

Lombardo, David Ulrich. Lominger Limited, Inc. Minneapolis, USA. 2004

4-4


The Top 3 Traps of Performance Management

3. Either not achieving your goals because you did not get the resources and support you needed, or achieving your goals, but spending a lot more time doing so than you should have, simply because you weren’t given the support or resources you needed.

1. Achieving something that you thought was really value added, only to discover at the end of the year that your manager didn’t think it was valuable.

4. Receiving unexpected criticism during the end-or-year results review on something that happened earlier in the year.

Why do people fall into these traps, and how can they avoid them?

4-5


What is your assessment of Robin’s effectiveness as a

coach?

1 2 3 4 5

0% 0% 0%0%0%

1. Excellent2. 3. Okay4. 5. Poor

4-8


How does Robin compare to your past managers/supervisors?

1 2 3 4 5

0% 0% 0%0%0%

1. Better than2. 3. Same as4. 5. Worse than

4-8


What is your assessment of Ingrid’s skills as a SMART goal setter?

1 2 3 4 5

0% 0% 0%0%0%

1. Excellent2. 3. Okay4. 5. Poor

4-8


Setting SMART Goals

Remember to be:Specific

— Business outcomes rather than

activities or processes

— Clear to 3rd party

4-9


Setting SMART Goals

Remember to be:Measurable

—Metrics that matter (business outcomes)

—Verifiable by a 3rd party

4-9


Setting SMART Goals

Remember to be:Aggressive (2 of 4)

—Breakthrough versus incremental

—Requires new skills

—Requires new methods/processes

—Requires support from others (over whom you have no formal authority)

4-9


Setting SMART Goals

Remember to be:Realistic

—Within accountability and control (at least partly)

—Consistent with talents and interests

—Aligned and supported (by manager and others)

4-9


Setting SMART Goals

Remember to be:Time-Bound

—Deadline for completion

—Milestones

4-9


SMART Goals

Poor Examples Better Examples1. Encourage Knowledge Sharing and attend a workshop on developing protégés in February.

1. By year-end, reduce the time it takes to get newly hired analysts fully functional from 15 months to 9 months. Mentors assigned to all new hires by February 28. Training of mentors by end of March. New-hire learning goals set by April.

4-9


SMART Goals

Poor Examples Better Examples2. Decrease monthly

undistributed costs.

2. Decrease monthly undistributed costs to less than 0.5% of total crude cost by 3/30, and maintain at less than 0.5% thereafter.

4-9


SMART Goals

Poor Examples Better Examples3. Improve the planning and cash flow analysis for new projects by July 1st by putting together dynamic plans with cash flow projections in 3 days or less (currently takes 4-5 days and has no cash flow). Supervisor to verify that plans have the predetermined functionality. Criteria to be agreed upon by March 1st.

3. Improve cash flow analysis for new projects.

4-9


Individual Application: Writing SMART Goals

Instructions: Select one goal from page 24 of your prework. The goal you select should be the one that

has the greatest opportunity for improvement in terms of the SMART criteria.

PART A: One person from the group will volunteer her/his goal (or a direct report’s goal) for the group to

work on. The goal should be one that is reasonably challenging to make SMART.

PART B: Now make the goal SMARTer by doing the following:

1. Share your goal with the other members of your team, and get their advice on how to make your

goal SMARTer. (Capture the “Before” goal statement on a flipchart.)

2. Re-write the goal to better reflect the SMART criteria: Specific, Measurable, Aggressive,

Realistic, and Time-bound. (Capture the “After” goal statement on

a flipchart.)

4-10


Agenda for An Effective Business Goals Conversation

Step 1 — Build Shared Understanding

Clarify your respective roles, expectations and desired outcomes for the conversation.

Step 2 — Create Alignment Work together to ensure that business goals are SMART, aligned and supported.

Step 3 — Summarize and Determine Next Steps

Confirm the mutual commitments and identify next steps.

4-22






4-23


Module Five

DevelopmentConversations


Module Five Objectives

By the end of this module you will know:

• How to help your people learn more in less time.

• How to ensure that development goals will have the greatest possible impact.

• How to prepare for and conduct an effective development conversation.

5-1


Agenda for Module Five

Part A: The Language and Principles

for Effective Development

Part B: Engaging in Effective

Development Conversations

5-1


The Ceramics Class

1 2

0%0%

Which group got the highest grades?1. Group 1—Metric

was 50 lbs2. Group 2—Metric

was “a perfect pot”

5-2


The Ceramics Class

1 2

0%0%

Which group produced the highest-quality pots?1. Group 1—Metric

was 50 lbs2. Group 2—Metric

was “a perfect pot”

5-2


The Ceramics Class

1. This story is a parable about the benefits of being willing to learn by _____, and about not being too afraid of making ________. Mistakes are the tolls we pay on the highway to mastery.

2. When people are working on things they care about, their personal achievement and satisfaction — and not ________ rewards — will usually be the primary driver of improvement.

doing

mistakes

extrinsic

5-2


The Ceramics Class (Cont’d)

3. The role of the manager is to create opportunities for people to practice in a safe environment, and to ensure that people learn from their experience.

5-2


The 70:20:10 Rule

Research demonstrates:• 70 percent of the learnings that drive long-term success come from on-the-job experience

• 20 percent of the learnings come in the form of feedback, coaching and advice from managers, colleagues, mentors and others

• 10 percent comes from formal education and training

5-3

* 100 Things You Need to Know: Best People Practices for Managers & HR, Robert W. Eichinger, Michael M. Lombardo, David Ulrich. Lominger Limited,

Inc. Minneapolis, USA. 2004


The Anatomy of Ability

Knowledge Skill Confidence

5-3


Options for Building Skills and Acquiring Knowledge

Options for Acquiring Knowledge

•Reading books/articles

•Observing an expert

•Listening to tapes or experts

•Watching videos

•Attending workshops or conferences

•Talking with a mentor, advisor or coach

OPTIONS FOR BUILDING SKILLS AND CONFIDENCE

APPLY new knowledge and PRACTICE new skills through:

• Job experiences • Special projects

• Volunteer work

PLUS FEEDBACK

• Self evaluation

• Personal reflection

• After-action reviews

• Getting feedback from supervisors, mentors and others

5-3


Four Principles for Accelerating Your Learning

1. Learn by Doing Rather than Learning and Then Doing

2. Build on Strengths (While Managing Weaknesses)

3. Make Development Plans SMART

4. Don’t Do It Alone

5-4


Tip #2: Build on Your Strengths—Manage Your Weaknesses

5-9

Your Talents:

･ Innate abilities

･ Things you pick up

quickly

Strengths

Your Purpose:

･ Passions

･ Values

･ Interests


The Hazards of Fixing Weaknesses

5-9


Strategies for Leveraging Strengths

Using the words in the menu, please complete the following sentences:

1.Training is most effective when it teaches knowledge and skills associated with one’s existing ______ and _______.talents purpose

Menu:*AdoptChangeFixKnowledgeManageMovePartnerPurposeRenegotiateRewardsSkillsSpecifyTalentsWeaknesses * Some words will need to be used more than once,

and others not at all.

5-9



* Some words will need to be used more than once, and others not at all.


2.Hire/select first for ______ and _______, then ____ and _________.

talentspurpose

Menu:*AdoptChangeFixKnowledgeManageMovePartnerPurposeRenegotiateRewardsSkillsSpecifyTalentsWeaknesses

skillsknowledge

5-9



* Some words will need to be used more than once, and others not at all.


3.Only try to ___ a weakness when the weakness is undermining your ability to utilize a talent. (i.e., a potential derailer), and an adequate level of proficiency will do.

fix

Menu:*AdoptChangeFixKnowledgeManageMovePartnerPurposeRenegotiateRewardsSkillsSpecifyTalentsWeaknesses

5-9



4. Focus on managing rather than fixing weaknesses. Which of these strategies have you used?a. __________ expectations of the

current job.b. ______ with people who have the needed

talents and purpose.c. ______ the process/system.d. _____ enabling technology.e. _____ to a job that represents a better

fit.f. ______ the outcomes but not the process.g. _______ the mindsets/perceptions

of others.

Menu:AdoptChangeFixKnowledgeManageMovePartnerPurposeRenegotiateRewardsSkillsSpecifyTalentsWeaknesses

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RenegotiatePartner

ChangeAdoptMoveSpecifyManage



5. Identify a weakness exhibited by one of your current direct reports, and identify at least three of the above strategies that may be helpful to him/her in managing that weakness.

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Make Development Goals and Plans SMART

Specific — in terms of behavioral and/or business

outcomes that are important to

the business.

5-13



Measurable — in terms of either:

• directly observable behaviors

(verifiable by

a 3rd party), or

• specific task, project or business

outcomes from which new

abilities can be inferred.

5-13



Aggressive — in terms of stretch:

• focused on skills more than

knowledge (80%

skills),

• focused on outcomes rather than

processes,

• involves the elimination of an

ingrained habit, and

• the goal cannot be achieved

alone.

5-13



Realistic —in terms of support, talent and resources:

• aligned with business needs (short or

long-term)

• you have the time/resources to acquire

the knowledge,

• you have the talents necessary to

develop the skill,

• you have opportunities to practice,

• you have someone willing and able to

give you ongoing feedback, and

• you make time to reflect—to mine your

experiences for lessons learned.

5-13



Time-Bound — in terms of both:

• demonstrating mastery of the new

skill by a certain date,

• key steps and milestones that allow

one to monitor and

celebrate one’s own

progress.

5-13


Writing SMARTer Development Goals

Poor ExampleDevelop technical expertise in both the SAP Supply and Distribution and the Materials Management modules.

SMART ExampleDevelop technical expertise in both the SAP Supply and Distribution and the Materials Management modules to become the department power user and trainer by the end of the first quarter. Average trainer ratings (using standard workshop evaluation forms) to be 3.7 or higher by the end of the 3rd quarter.

5-16


Writing SMARTer Development Goals

Poor ExampleAttend a marketing class oriented to creating a customer focus and achieve a “B” grade or higher.

SMART ExamplesDevelop and demonstrate greater customer focus: attend a marketing/ customer service class (1st quarter); create and implement a plan that will reduce overall customer complaints and returns by 20 percent—by end of 3rd quarter.

What could an individual gain by linking a development goal to a business metric?

5-16


Individual Application: Writing SMART Goals

Review the development goals from page 26 of your prework.

PART A: Selecting a Goal for the Group to Work OnOne person from the group will volunteer her/his goal (or a direct report’s goal) for the group to work on. The goal you select should ideally belong to one member of your group, and should be a goal that can be made a lot SMARTer.PART B: Making Your Development Goal SMARTer1. Share the development goal with the other members of

your team, and get their advice on how to make the goal SMARTer.

2. Re-write the goal to better reflect the SMART criteria (Specific, Measurable, Aggressive, Realistic, and Time-bound).

3. Capture your “Before” and “After” statements on the flipchart. 5-21


Thriving on Change

5-22


Ulysses and the Isleof the Sirens

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5-22


Module Six

Results Reviews


Things Haven’t Changed Much

“The Imperial Rater evaluates people not according to their merits, but according to his likes and dislikes.”Comment by a member of the Chinese Imperial Court—China’s Wei Dynasty 3rd/4th Century A.D.

6-1


The Case for Humility

6-1


The ConocoPhillips Performance Management Process

Phase 1:Aligning Goals

Phase 2:Tracking Progress

Phase 3: Measuring Results

Feedback & Coaching Feedback & CoachingFeedback & Coaching Feedback & Coaching

Dec.-Jan. Feb.-Oct. Nov.-Jan.

6-1


Module Six Objectives

1. Effectively prepare for results reviews that will minimize the stress and maximize the value—for you and your direct reports,

2. Facilitate results reviews that will help your under-performers to perform and your top performers to do even better, and

3. Ensure that year-end reviews are accurate, balanced, complete and free of major surprises.

To give you the concepts and tools you need to:

6-1


The Purpose of Year-End Reviews

• Accountability

• Self-insight

• Participation and mutual understanding

6-2


The Purpose of InterimResults Reviews

• Problems are identified and addressed in a more timely fashion

• Support and encouragement are more timely• People learn a lot more from both their

successes and failures

Interim reviews accomplish far more than year-end reviews. Interim reviews have a greater impact on results because:

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The Impact of Time on Learning and Performance

High

None

Immediate Distant

Impact on Learning and hence Future Behavior

Time Lapse Between Behavior/Action and Structured

Reviews

6-3


Personal After-Action Reviews

1. What did I expect to happen? 2. What actually happened?3. Was there a difference?

— If not, what led to the success?— If there was a difference, why was there a difference?

4. What role did I play in creating this outcome?

5. What have I learned for the future? What does this teach me about my strengths?

6-5


The Six-Question Interim Review Conversation (Supervisor Version)

1. Where are you in terms of the performance objectives and individual development plans you established at the beginning of the year?

2. How well do your current objectives (performance objectives and development plans) align with our organization’s objectives, our team’s objectives and your career objectives?

3. What has gone well so far this year and is continuing to go well?

6-7


The Six-Question InterimReview Conversation

(Supervisor Version) Continued

4. If you were your own coach, what suggestions would you give yourself for the future?

5. What can I do to support you in your work?

6. What other suggestions do you have for me? (What can I do to be a more effective manager/leader?)

6-8


Exercise: Dealing With Motivation

Within your group, brainstorm solutions to the following challenges and capture your ideas on a flipchart:

1. What can managers do/say to help employees understand the rating system at ConocoPhillips, and what it takes to get a rating of exceptional?

2. What else can managers do to minimize the expectations-reality gap?

3. After you have given someone a rating that didn’t meet their expectations, what can you do to motivate them going forward?

4. How can leaders ensure that the rating system does not hurt teamwork, collaboration and knowledge sharing in the organization?

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When Companies Use a Forced Distribution Rating System,

Individuals Need to Know . . .

• These 11 ideas represent the input of people from several different companies, including ConocoPhillips.

• Please review this list, and check off any of the 11 points that you think would be helpful for ConocoPhillips’ employees to understand.

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Which of the following would be helpful for all employees to

understand?

1 2 3 4 5 6 7 8 9 10

0% 0% 0% 0% 0%0%0%0%0%0%

1. Total value of contribution

2. Contribution is relative3. Live the values4. Think “marathon runner”5. Set SMART goals with

manager’s support6. Understand manager’s

perspective7. Make development goals

count8. Don’t be invisible9. Seek work/goals aligned

with strengths10. Focus on learning

agility

6-14


It is More Important for People to be Heard than to be Agreed

With

From Harvard Business Review, March 2006, “Why It’s So Hard to Be Fair” by Joel Brockner.

The Background:

• Company imposed a 15 percent across-the-board pay cut for 10 weeks.

• At one plant an executive “briefly explained why, thanked employees, and answered a few questions—the whole thing was over in 15 minutes.”

• At the other plant an executive “told them that other cost-saving options, like layoffs, had been considered but that the pay cuts seemed to be the least unpalatable choice . . . (the executive) . . . took an hour and a half to address employees’ questions and concerns, and he repeatedly expressed regret about having to take this step.”


When people do not feel heard, they feel unfairly treated. And when they feel unfairly treated, they tend to retaliate. An employee who is fired, is 17 times more likely to sue for wrongful termination if he or she feels the process was not fair.

It is More Important for People to be Heard than to be Agreed

With

From Harvard Business Review, March 2006, “Why It’s So Hard to Be Fair” by Joel Brockner.

The Outcome:

During the ten-week period:

• Employee theft was nearly 80% lower at the second plant (where the executive took 90 minutes to hear concerns, answer questions and express regrets), and

• Employees at the second plant were 15 times less likely to resign.


Keys to a More Value Added and Less Stressful Results Review

1. ____________

2. ____________

3. ____________

4. ____________

Preparation: Define clear standards

Preparation: Continually assess progressPreparation: Maintain a P&D log

Preparation: Complete a self-evaluation

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Preparation Keys for Results Reviews

1. Define clear standards of performance at the beginning of the year. (p. 6-15)

2. Continually assess progress and seek ongoing feedback/coaching. (p. 6-16)

3 Maintain a performance and development log. (p. 6-17)

4. Complete a thorough self-evaluation. (p. 6-18 to 6-20)

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Agenda for a the Year-End Results Conversation (p. 6-21 and 6-22)

Step 1:Build Shared UnderstandingSet a positive tone and create a safe environment for the conversation (e.g., a neutral and private setting, open and non-threatening body language, talk of anticipated benefits and personal positive feelings—”I’ve been looking forward to this meeting because . . . you are a valued employee and this is an opportunity we have to talk about your . . .”).

Step 2:Create AlignmentIn an appraisal conversation, alignment is the process of achieving agreement concerning accomplishments. Have the employee self-evaluate first, and then add your own perspective.

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Agenda for a the Year-End Results Conversation

Step 3: Confirm Commitments and Next Steps

• What are the individual’s future interests, and what skills or experiences will help the individual to move in that direction?

• What are the implications of the foregoing conversation for next year?

• When it comes to development needs, ask for input first, then add your own thoughts if necessary.

• When talking of strengths, offer your thoughts first, and then ask for their thoughts.

• What are the next steps?

• Express appreciation.

• Schedule the goal discussion conversation, and close with an encouraging comment.

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Exercise: The Results Review

Steps:1. Preparation — 7-8

min.2. Discussion — 5-7

min.3. Debrief — 10 min.

Preparation:• Manager — p. 6-32 & 6-33

• Direct Report — p. 6-34 & 6-35

• Observers — p. 6-32 through 6-35) Debrief Sequence:

• Manager self-critique (p. 6-33)• Feedback from direct report to manager (p. 6-35)

• Feedback from observers to manager (p. 6-35)

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If I have to give a low rating,

I would…

1 2

0%0%

1. Give them the rationale and explanation first, and then give them the rating

2. Give them the rating first, and then give them the rationale and explanation

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If my manager is going to give me a low rating, I would prefer her/him

to…

1 2

0%0%

1. Give me the rationale and explanation first, and then give me the rating

2. Give me the rating first, and then give me the rationale and explanation

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Questions to Help You Choose

1. If I deliver the “poor” rating first, is this person likely to

respond with:

a. Significant defensiveness, or

b. Greater attentiveness?

2. Do I have a strong relationship of openness and trust with this

person?

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The Six Conversations of Performance Excellence © 2006 Targeted Learning 0109.

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Transcript of The Six Conversations of Performance Excellence © 2006 Targeted Learning 0109.