Overall Workshop Objectives
Session 1: Reinforcing Our Values Through Behaviour 1. To reinforce the learning from the Launch Event on the three agreed values
relationship and inspirational
2. To identify behaviours in order for everyone to live
‘bank’ of suitable behaviours for implementation across the Team Leader population.
3. To create a behaviour-based “Leadership Shield” built on the three values for sharing
with their team members, peers, line managers acr
Session 2: SMARTER Objective Setting 1. To create TASK and behavioural objectives using a robust construction using the
beginning, middle and end technique.
2. To develop a standard approach on how to write objectives using the SMARTE
approach, that is written in a way that will satisfy individual motivators.
How To Use This Workbook
This workbook serves as a supplementary guide from the Workshop with the
techniques and skills of identifying behaviours that support the values, cre
high-impact leadership message to cascade to your team and, in the second part,
writing well-constructed and setting SMARTER objectives.
There are a number of practical exercises and questions that we have gone through
the Workshop to check that y
learned.
A useful key to identifying the most relevant parts enables you to use the
information, tools and techniques practically when you return to your workplace,
and this Workbook will facilitate your lead
At the end of the Workbook, you will find your personalised action plan so that you
can continue to use what you have learned.
Overall Workshop Objectives
Session 1: Reinforcing Our Values Through Behaviour
To reinforce the learning from the Launch Event on the three agreed values
inspirational.
To identify behaviours in order for everyone to live these three core values and build a
‘bank’ of suitable behaviours for implementation across the Team Leader population.
based “Leadership Shield” built on the three values for sharing
with their team members, peers, line managers across the organisation.
Session 2: SMARTER Objective Setting
To create TASK and behavioural objectives using a robust construction using the
beginning, middle and end technique.
To develop a standard approach on how to write objectives using the SMARTE
approach, that is written in a way that will satisfy individual motivators.
How To Use This Workbook
This workbook serves as a supplementary guide from the Workshop with the
techniques and skills of identifying behaviours that support the values, cre
impact leadership message to cascade to your team and, in the second part,
constructed and setting SMARTER objectives.
There are a number of practical exercises and questions that we have gone through
the Workshop to check that you have understood and can apply what you have
A useful key to identifying the most relevant parts enables you to use the
information, tools and techniques practically when you return to your workplace,
and this Workbook will facilitate your leadership development.
At the end of the Workbook, you will find your personalised action plan so that you
can continue to use what you have learned.
To reinforce the learning from the Launch Event on the three agreed values – passion,
these three core values and build a
‘bank’ of suitable behaviours for implementation across the Team Leader population.
based “Leadership Shield” built on the three values for sharing
To create TASK and behavioural objectives using a robust construction using the
To develop a standard approach on how to write objectives using the SMARTER
This workbook serves as a supplementary guide from the Workshop with the
techniques and skills of identifying behaviours that support the values, creating a
impact leadership message to cascade to your team and, in the second part,
There are a number of practical exercises and questions that we have gone through
ou have understood and can apply what you have
A useful key to identifying the most relevant parts enables you to use the
information, tools and techniques practically when you return to your workplace,
At the end of the Workbook, you will find your personalised action plan so that you
Behaviours To Support Our Desired Values & Culture
Sustaining the right culture is dependent on people
supports the values of the organisation (and in our case the Project Rock values of
relationship and inspirational
practices to support the desir
employees and leaders behaving in a way that builds a ‘way of being’ throughout the
organisation.
A definition of behaviour could be “everything I say and everything I do.” For people you
interact with, behaviour is also everything you
behave throughout our work day creates the norms and beliefs of what is okay to do on a
daily basis. Behaviour, over time, establishes:
The level of quality of our work
How we work as a team
Whether deadlines are important
The level of inter- and cross
How much we feel we can trust leaders
If we are going to publicly state what we value, then we should expect employees to look for
evidence in support of those values through business practices and (especially) behaviours. If
employees do not see behaviours aligning with the values of Project Roack (and in a larger scale,
the organisation), then all the work that went into developing
One of our clients has been developing a ‘green field’ and has taken to heart their level of
commitment to link their values to the behavior of employees and leaders. They have been
operating for awhile and have consistent
leadership and employee behaviours necessary to establish a positive work culture.
When interviewing for leaders and employees this organisation now includes behaviour
based questions that focus on the expe
demonstrate support for their values. In addition, after being hired, training sessions
dedicated to building the right culture emphasise how people can demonstrate the desired
behaviours in their daily work.
Interview questions based on values is relatively common now, but conducting experiential
training for everyone on the behavio
associated values such as Project Rock
as a brief part of orientation or on
1 to 2.5 full days, depending on the position, on values and behaviours.
Behaviours To Support Our Desired Values & Culture
Sustaining the right culture is dependent on people acting and behaving in a manner that
supports the values of the organisation (and in our case the Project Rock values of
inspirational. It is vitally important to have the right business systems and
practices to support the desired culture in the future. But it is just as important to have
employees and leaders behaving in a way that builds a ‘way of being’ throughout the
A definition of behaviour could be “everything I say and everything I do.” For people you
ct with, behaviour is also everything you don’t say and don’t do. How we consistently
behave throughout our work day creates the norms and beliefs of what is okay to do on a
daily basis. Behaviour, over time, establishes:
The level of quality of our work
Whether deadlines are important
and cross-department relationships or collaboration
How much we feel we can trust leaders
If we are going to publicly state what we value, then we should expect employees to look for
evidence in support of those values through business practices and (especially) behaviours. If
employees do not see behaviours aligning with the values of Project Roack (and in a larger scale,
the organisation), then all the work that went into developing those values will be meaningless.
One of our clients has been developing a ‘green field’ and has taken to heart their level of
commitment to link their values to the behavior of employees and leaders. They have been
operating for awhile and have consistently emphasised the company values, along with the
leadership and employee behaviours necessary to establish a positive work culture.
When interviewing for leaders and employees this organisation now includes behaviour
based questions that focus on the experiences prospective employees have had that
demonstrate support for their values. In addition, after being hired, training sessions
dedicated to building the right culture emphasise how people can demonstrate the desired
behaviours in their daily work.
terview questions based on values is relatively common now, but conducting experiential
training for everyone on the behaviours that help to support a desired culture
associated values such as Project Rock is NOT very common. The values are usually c
as a brief part of orientation or on-boarding. This company I'm referencing spends between
1 to 2.5 full days, depending on the position, on values and behaviours.
Behaviours To Support Our Desired Values & Culture
acting and behaving in a manner that
supports the values of the organisation (and in our case the Project Rock values of passion,
. It is vitally important to have the right business systems and
ed culture in the future. But it is just as important to have
employees and leaders behaving in a way that builds a ‘way of being’ throughout the
A definition of behaviour could be “everything I say and everything I do.” For people you
. How we consistently
behave throughout our work day creates the norms and beliefs of what is okay to do on a
If we are going to publicly state what we value, then we should expect employees to look for
evidence in support of those values through business practices and (especially) behaviours. If
employees do not see behaviours aligning with the values of Project Roack (and in a larger scale,
those values will be meaningless.
One of our clients has been developing a ‘green field’ and has taken to heart their level of
commitment to link their values to the behavior of employees and leaders. They have been
ly emphasised the company values, along with the
leadership and employee behaviours necessary to establish a positive work culture.
When interviewing for leaders and employees this organisation now includes behaviour-
riences prospective employees have had that
demonstrate support for their values. In addition, after being hired, training sessions
dedicated to building the right culture emphasise how people can demonstrate the desired
terview questions based on values is relatively common now, but conducting experiential
rs that help to support a desired culture (with
very common. The values are usually covered
boarding. This company I'm referencing spends between
To help us build experiential training, the General Manager established a list of specific
behaviours for all employees that help support values. Leaders were given this list of
behaviours and some additional ones for their leadership responsibility. The
was different from competency models that often focus on the skills for specific jobs.
The behaviours listed were ones that everyone needed to demonstrate regardless of the
position in the company. The list was relatively short. Some of th
were underlined. Here are some examples of behaviours for two of their four values:
Customer Focused
All Employees
On a daily basis my actions demonstrate that I am
committed to doing the job right for our customers
I follow established processes to ensure consistency
I know and am focused on achieving our customer
Key Performance Indicators (KPI’s)
I talk positively about our customers
I look for ways to say ‘Yes’ to the customer (internal
and external)
Additional Behaviours for Leaders
I have confidence interacting and working with
customers
I train people on my team to be competent to deliver
quality results and meet customer Key Performance
Indicators (KPI’s)
I bring customer needs, expectations and their
‘stories’ into daily interactions with the people I lead
More information can be found on the linkage between values and culture through to
behaviours on the Project Rock Facebook Page in the Workshop 1 tab. The web
these are as follows:
http://www.anglogold.com/subwebs/informationforinvestors/reports09/values
(A Global Survey Of Values And Organisational Behaviours)
http://en.wikipedia.org/wiki/Value_(personal_and_cultural)
(Showing The Link From Values To Behaviours)
To help us build experiential training, the General Manager established a list of specific
behaviours for all employees that help support values. Leaders were given this list of
behaviours and some additional ones for their leadership responsibility. The
was different from competency models that often focus on the skills for specific jobs.
rs listed were ones that everyone needed to demonstrate regardless of the
position in the company. The list was relatively short. Some of the key actions or behaviours
were underlined. Here are some examples of behaviours for two of their four values:
Customer Focused Team
On a daily basis my actions demonstrate that I am
committed to doing the job right for our customers
follow established processes to ensure consistency
I know and am focused on achieving our customer
Key Performance Indicators (KPI’s)
I talk positively about our customers
I look for ways to say ‘Yes’ to the customer (internal
All Employees
I treat co-workers, the team, and company with respect
I commit to doing work safely, without compromise
I look for ways to help fellow employees
I communicate openly and honestly
I consistently choose a positive attitude
I consistently bring up concerns
to build into bigger issues
rs for Leaders
I have confidence interacting and working with
I train people on my team to be competent to deliver
quality results and meet customer Key Performance
I bring customer needs, expectations and their
‘stories’ into daily interactions with the people I lead
Additional Behaviours for Leaders
I walk the floor and am both visible and interact with
people on the production floor
I give and receive timely feedback
I encourage open discussions in all employee interactions
I thank people for what they do and their involvement
I regularly discuss safe work practices with people and
stop all unsafe work
I encourage employee development
More information can be found on the linkage between values and culture through to
behaviours on the Project Rock Facebook Page in the Workshop 1 tab. The web
http://www.anglogold.com/subwebs/informationforinvestors/reports09/values
(A Global Survey Of Values And Organisational Behaviours)
http://en.wikipedia.org/wiki/Value_(personal_and_cultural)
(Showing The Link From Values To Behaviours)
To help us build experiential training, the General Manager established a list of specific
behaviours for all employees that help support values. Leaders were given this list of
behaviour list
was different from competency models that often focus on the skills for specific jobs.
rs listed were ones that everyone needed to demonstrate regardless of the
e key actions or behaviours
were underlined. Here are some examples of behaviours for two of their four values:
Team
workers, the team, and company with respect
I commit to doing work safely, without compromise
I look for ways to help fellow employees
I communicate openly and honestly
I consistently choose a positive attitude
I consistently bring up concerns before they are allowed
rs for Leaders
I walk the floor and am both visible and interact with
people on the production floor
receive timely feedback
I encourage open discussions in all employee interactions
I thank people for what they do and their involvement
I regularly discuss safe work practices with people and
I encourage employee development
More information can be found on the linkage between values and culture through to
behaviours on the Project Rock Facebook Page in the Workshop 1 tab. The web-links for
http://www.anglogold.com/subwebs/informationforinvestors/reports09/values-survey.htm
From the information you gathered in your A3 Worksheet on the course, please transfer your
commitment goal, a-ha moments
it with your direct reports and your line manager to support your journey in the
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From the information you gathered in your A3 Worksheet on the course, please transfer your
ha moments and key learning points into the following document. Share
it with your direct reports and your line manager to support your journey in the
From the information you gathered in your A3 Worksheet on the course, please transfer your
o the following document. Share
it with your direct reports and your line manager to support your journey in the future.
Developing People
Objectives –
Behaviour
If you are going to align objectives from strategy down to individual level (and therefore
keeping it relevant to the organisational whole), then they have to cascade down each of the
key levels as per the diagram above.
A good analogy for this is to th
There is absolutely no point in having individual task and behavioural objectives that have no
clear alignment at a departmental or divisional level. What the individual does impacts the
‘strategic bottom line’.
But, how do you link what the individual is doing to what the organisation is trying to
achieve? Through effective performance planning and by remembering one of the most
classic, historical management theories,
Developing People By Effective Performance Planning
Mission/Vision/Strategy
Divisional/Business Unit Objectives
Departmental Objectives
Team Objectives
Individual
If you are going to align objectives from strategy down to individual level (and therefore
keeping it relevant to the organisational whole), then they have to cascade down each of the
key levels as per the diagram above.
A good analogy for this is to think of this process as a ‘waterfall effect’.
There is absolutely no point in having individual task and behavioural objectives that have no
clear alignment at a departmental or divisional level. What the individual does impacts the
But, how do you link what the individual is doing to what the organisation is trying to
achieve? Through effective performance planning and by remembering one of the most
classic, historical management theories, Management By Objectives by Peter Druck
Effective Performance Planning
Divisional/Business Unit Objectives
Departmental Objectives
Team Objectives
dividual
Task &
If you are going to align objectives from strategy down to individual level (and therefore
keeping it relevant to the organisational whole), then they have to cascade down each of the
There is absolutely no point in having individual task and behavioural objectives that have no
clear alignment at a departmental or divisional level. What the individual does impacts the
But, how do you link what the individual is doing to what the organisation is trying to
achieve? Through effective performance planning and by remembering one of the most
by Peter Drucker.
The Importance Of Objectives
Writing Performance Objectives is something everyone is required to do every year but
when not done effectively becomes a tedious “check the box” activity. When written well,
Performance Objectives become a powerful tool that provides managerial leverage
increase performance and development as well as address poor performance.
When not done well, the manager gives up this leverage. Objective setting should be a
mutual process that provides employees clear line of sight to overall business goals.
Objectives should be individuali
developmental needs. The team member’s Personal Development Plan (PDP) should be
taken into account when performance goals are written and there should be a clear link
between what an employee is asked to do and how they need to develop.
Looking across the team, the manager should take each employee’s individual
developmental needs into account when assigning projects and writing them into
performance objectives. Perfor
continuous improvement and provides built in development on the job.
These stretch objectives provide a strong foundation for ongoing coaching throughout the
year. When objectives truly stretch a
helping the person achieve them.
At the beginning of a project and at the time of development planning, the manager should
be able to clearly articulate how the project and performance objectives will help
employee develop.
When assessing performance during and at the end of the year, the manager and the
employee should be able to articulate the learning and development that occurred as a
result of the assignment.
They should also be able to identi
during the assignment and revise the employee’s IDP and Performance Plan accordingly.
Well written objectives allow for calibration and differentiation of performance at the
beginning, during, and end of the year. When developing performance plan objectives, the
manager should consider other employees in similar positions with similar capabilities to
ensure fairness and consistency.
Getting together with other managers with similar employees to
beginning of the year makes performance calibration much easier at the end of the year.
Objectives should be focused on results and outcome and should be clear and concise to
allow for fair and effective assessment of performance.
revised appropriately when needed, they make the manager’s task of assessment much
easier.
The Importance Of Objectives
Writing Performance Objectives is something everyone is required to do every year but
when not done effectively becomes a tedious “check the box” activity. When written well,
Performance Objectives become a powerful tool that provides managerial leverage
increase performance and development as well as address poor performance.
When not done well, the manager gives up this leverage. Objective setting should be a
mutual process that provides employees clear line of sight to overall business goals.
jectives should be individualised based on each employee’s current capabilities and
developmental needs. The team member’s Personal Development Plan (PDP) should be
taken into account when performance goals are written and there should be a clear link
ween what an employee is asked to do and how they need to develop.
Looking across the team, the manager should take each employee’s individual
developmental needs into account when assigning projects and writing them into
performance objectives. Performance objectives should include a stretch that addresses
continuous improvement and provides built in development on the job.
These stretch objectives provide a strong foundation for ongoing coaching throughout the
year. When objectives truly stretch an employee, coaching becomes a necessary part of
helping the person achieve them.
At the beginning of a project and at the time of development planning, the manager should
be able to clearly articulate how the project and performance objectives will help
When assessing performance during and at the end of the year, the manager and the
employee should be able to articulate the learning and development that occurred as a
They should also be able to identify any additional development needs that were uncovered
during the assignment and revise the employee’s IDP and Performance Plan accordingly.
Well written objectives allow for calibration and differentiation of performance at the
d of the year. When developing performance plan objectives, the
manager should consider other employees in similar positions with similar capabilities to
ensure fairness and consistency.
Getting together with other managers with similar employees to calibrate goals at the
beginning of the year makes performance calibration much easier at the end of the year.
Objectives should be focused on results and outcome and should be clear and concise to
allow for fair and effective assessment of performance. If written well at the beginning and
revised appropriately when needed, they make the manager’s task of assessment much
Writing Performance Objectives is something everyone is required to do every year but
when not done effectively becomes a tedious “check the box” activity. When written well,
Performance Objectives become a powerful tool that provides managerial leverage to
increase performance and development as well as address poor performance.
When not done well, the manager gives up this leverage. Objective setting should be a
mutual process that provides employees clear line of sight to overall business goals.
ed based on each employee’s current capabilities and
developmental needs. The team member’s Personal Development Plan (PDP) should be
taken into account when performance goals are written and there should be a clear link
Looking across the team, the manager should take each employee’s individual
developmental needs into account when assigning projects and writing them into
that addresses
These stretch objectives provide a strong foundation for ongoing coaching throughout the
n employee, coaching becomes a necessary part of
At the beginning of a project and at the time of development planning, the manager should
be able to clearly articulate how the project and performance objectives will help the
When assessing performance during and at the end of the year, the manager and the
employee should be able to articulate the learning and development that occurred as a
fy any additional development needs that were uncovered
during the assignment and revise the employee’s IDP and Performance Plan accordingly.
Well written objectives allow for calibration and differentiation of performance at the
d of the year. When developing performance plan objectives, the
manager should consider other employees in similar positions with similar capabilities to
calibrate goals at the
beginning of the year makes performance calibration much easier at the end of the year.
Objectives should be focused on results and outcome and should be clear and concise to
If written well at the beginning and
revised appropriately when needed, they make the manager’s task of assessment much
When used as a tool for ongoing coaching discussions throughout the year, they help ensure
that the end-of-the-year performance evaluation is not a surprise for the employee.
Because development has been built in and discussed throughout the year, the e
year performance review becomes not just an assessment but also a developmental
discussion for the employee. It provides continuity and a foundation for the employee’s
performance and development the following year.
Guidelines for Creating Clea
Business Objectives monitored through specific data
Required Behaviours monitored through specific behavioural activities: what you see and
hear.
BUSINESS
OBJECTIVES
S.M.A.R.T
When used as a tool for ongoing coaching discussions throughout the year, they help ensure
year performance evaluation is not a surprise for the employee.
Because development has been built in and discussed throughout the year, the e
year performance review becomes not just an assessment but also a developmental
discussion for the employee. It provides continuity and a foundation for the employee’s
performance and development the following year.
for Creating Clear Business Objectives
Business Objectives monitored through specific data - SMART.
Required Behaviours monitored through specific behavioural activities: what you see and
REQUIRED
BEHAVIOURS
POSITIVE INDICATORS
IMPROVEMENT INDICATORS
When used as a tool for ongoing coaching discussions throughout the year, they help ensure
year performance evaluation is not a surprise for the employee.
Because development has been built in and discussed throughout the year, the end-of-the-
year performance review becomes not just an assessment but also a developmental
discussion for the employee. It provides continuity and a foundation for the employee’s
Required Behaviours monitored through specific behavioural activities: what you see and
POSITIVE INDICATORS
IMPROVEMENT INDICATORS
Defining the ‘What’ and the ‘How’
Objectives are set for an individual and not for a role. Performance is measured against the
individual’s TOTAL CONTRIBUTION
HOW they do it. For example:
The WHAT: When you consider WHAT an individual
you are concerned with their business objectives and their skills, knowledge and expertise.
Therefore, when writing business or skills objectives you are trying to answer the question
‘WHAT is the job holder attempting to accomplish?’ Business objectives should not be based
on the individual’s business as usual tasks unless you are attempting to make changes or
improvements to them.
The HOW: In order to measure an individual’s Total Contribution,
must also consider HOW they
assist you in this area.
fining the ‘What’ and the ‘How’
Objectives are set for an individual and not for a role. Performance is measured against the
TOTAL CONTRIBUTION - therefore, WHAT an individual does is as important as
they do it. For example:
an individual has achieved or what you want them to achieve,
you are concerned with their business objectives and their skills, knowledge and expertise.
Therefore, when writing business or skills objectives you are trying to answer the question
attempting to accomplish?’ Business objectives should not be based
on the individual’s business as usual tasks unless you are attempting to make changes or
In order to measure an individual’s Total Contribution, WHAT they do is not sufficient; you
they have achieved it. The Allianz Leadership Framework
Objectives are set for an individual and not for a role. Performance is measured against the
an individual does is as important as
has achieved or what you want them to achieve,
you are concerned with their business objectives and their skills, knowledge and expertise.
Therefore, when writing business or skills objectives you are trying to answer the question
attempting to accomplish?’ Business objectives should not be based
on the individual’s business as usual tasks unless you are attempting to make changes or
do is not sufficient; you
Leadership Framework should
Structuring Objectives
Objectives need a beginning
result/when):
Beginning Middle
Use an active verb i.e. a
doing word
State what has to be achieved (and
where appropriate, for who or on what
it’s being done)
Achieve
€500,000 of commercial new business
Increase
Quality of new business quotations
Reduce
Cost of printing by 10 % to
Review
New business processing
service standards
Design A one day writing objectives training
course for managers
Evaluate
Effectiveness of the new business process
for product X
Develop
6 new accounts in Ireland
Using this method you can write SMART objectives
Achieve £500,000 of commercial new business by 31
Carry out rigorous performance management for direct reports during 2012
Reduce loss ratio by 2% by the end of quarter 4 2012
Develop and implement a cross
quarter 4 2012
Structuring Objectives
a beginning (an action), a middle (the condition) and an end
Middle End
State what has to be achieved (and
where appropriate, for who or on what
it’s being done)
End with a measurement in
quality, quantity, time or cost
€500,000 of commercial new business By end 2012
Quality of new business quotations To 95% by 31st
Cost of printing by 10 % to €30,000 By end of next quarter
New business processing
service standards
By 31/12
A one day writing objectives training
course for managers
By delivering this in May
Effectiveness of the new business process
for product X
Within 8 weeks
6 new accounts in Ireland Before the end of the financial
year
Using this method you can write SMART objectives
Achieve £500,000 of commercial new business by 31st
December 2012
Carry out rigorous performance management for direct reports during 2012
Reduce loss ratio by 2% by the end of quarter 4 2012
plement a cross-selling programme for stand-alone businesses by end of
and an end (the
End with a measurement in
quality, quantity, time or cost
st August
By end of next quarter
By delivering this in May
Within 8 weeks
Before the end of the financial
Carry out rigorous performance management for direct reports during 2012
alone businesses by end of
List Of Possible Active Verbs For Objectives
KNOWLEDGE Define
State
Recognise
COMPREHENSION Identify
Justify
Select
Indicate
APPLICATION List
Find
Show
Perform
ANALYSIS Analyse
Identify
Conclude
SYNTHESIS Combine
Summarise
EVALUATION Evaluate
Recognise
ATTITUDE Relate to
Describe
BEHAVIOURS Apply
Argue
Assess
Calculate
Change
Choose
Classify
Combine
Compare
Conclude
Define
Design
Differentiate
Discuss
List Of Possible Active Verbs For Objectives
Define
State
Recognise
Write
Recall
Be aware of
Underline
Select
Identify
Justify
Select
Indicate
Illustrate
Name
Formulate
Explain
Label
Classify
List
Find
Show
Perform
Choose
Reproduce
Use
Demonstrate
Construct
Select
Assess
Explain
Analyse
Identify
Conclude
Select
Separate
Compare
Contrast
Justify
Resolve
Break down
Differentiate
Combine
Summarise
Argue
Discuss
Organise
Select
Relate
Conclude
Evaluate
Recognise
Support
Validate
Determine
Identify
Choose
Relate to
Describe
Recognise
Identify with
Take action to
Address
Apply
Argue
Assess
Calculate
Change
Choose
Classify
Combine
Compare
Conclude
Define
Design
Differentiate
Discuss
Estimate
Explain
Formulate
Identify
Illustrate
Measure
Name
Operate
Organise
Rearrange
Recognize
Record
Relate
Rephrase
Report
Sketch
Solve
Specify
Tell
Translate
Transmit
Underline
Use
Validate
Underline
Select
Explain
Label
Classify
Construct
Select
Assess
Explain
Justify
Resolve
Break down
Differentiate
Select
Relate
Conclude
Identify
Choose
Take action to
Address
Rephrase
Report
Sketch
Solve
Specify
Tell
Translate
Transmit
Underline
Use
Validate
The ‘What’ - SMART Objectives
SMART only describes the “What”
To ensure that manager and individual’s expectations are aligned, it is crucial that objectives
clearly define what successful delivery would look like. If this is achieved, both the Manager
and the individual are working toward the same objectives and per
objectively assessed against these objectives.
Following the SMART acronym ensures that objectives are:
When constructing a SMARTER objective, you need to ensure that the objective includes the
following items:
Specific The desired
You can even write them in bold to highlight the outcomes or goals
places emphasise on the key outputs required
Measurable What is the standard required for the outcomes or goals?
What are the parameters
time
A lot of roles have few measurables but really think about it i.e. to what is
the minimum/maximum standard required against the outcome or goal
Achievable What resources are required? Are there any
that the employee may require to ensure the objective is achievable.
Does the employee’s have the current skill
to achieve the outcomes or goals
Is any training/coaching required?
Are other people
the objective understood?
Will the employee see it as realistic but challenging?
What constraints may there be to ‘block’ the achievement of the objective?
SMART Objectives
“What” i.e. what needs to be achieved?
To ensure that manager and individual’s expectations are aligned, it is crucial that objectives
clearly define what successful delivery would look like. If this is achieved, both the Manager
and the individual are working toward the same objectives and performance can be
objectively assessed against these objectives.
Following the SMART acronym ensures that objectives are:
When constructing a SMARTER objective, you need to ensure that the objective includes the
The desired outcomes or goals must be clearly stated
You can even write them in bold to highlight the outcomes or goals
places emphasise on the key outputs required
What is the standard required for the outcomes or goals?
What are the parameters that can be measured e.g. quality, cost, quantity,
time
A lot of roles have few measurables but really think about it i.e. to what is
the minimum/maximum standard required against the outcome or goal
What resources are required? Are there any tools e.g. Microsoft Project
that the employee may require to ensure the objective is achievable.
Does the employee’s have the current skill-set and information/ knowledge
to achieve the outcomes or goals
Is any training/coaching required?
Are other people’s and department’s involvement in the achievement of
the objective understood?
Will the employee see it as realistic but challenging?
What constraints may there be to ‘block’ the achievement of the objective?
To ensure that manager and individual’s expectations are aligned, it is crucial that objectives
clearly define what successful delivery would look like. If this is achieved, both the Manager
formance can be
When constructing a SMARTER objective, you need to ensure that the objective includes the
You can even write them in bold to highlight the outcomes or goals – this
What is the standard required for the outcomes or goals?
that can be measured e.g. quality, cost, quantity,
A lot of roles have few measurables but really think about it i.e. to what is
the minimum/maximum standard required against the outcome or goal
tools e.g. Microsoft Project
that the employee may require to ensure the objective is achievable.
set and information/ knowledge
’s and department’s involvement in the achievement of
What constraints may there be to ‘block’ the achievement of the objective?
Relevant
Time-framed
Ensure the objective includes the link to the ‘bigger picture’ i.e. how it
helps the team, the department, the division of the business and against
the overall business plan/strategy.
The objective must help develop the individual and/or team members.
Check that the employee understands that is their accountability and
responsibility for achieving the objective (upon agreeing the
content of the objective)
Ensure that a specific end date is agreed. Too many objectives are end of
Q1/Q2/Q3/Q4 rather than a specific end date. Putting a specific end
date can be inserted in electronic calendars such as Outlook or via more
traditional routes e.g. a diary.
Encourage achievement of the objectives before the end of the agreed
timescale – trying to create pro-activity in the employ
link to the ‘bigger picture’ i.e. how it
helps the team, the department, the division of the business and against
The objective must help develop the individual and/or team members.
at is their accountability and
responsibility for achieving the objective (upon agreeing the whole
Ensure that a specific end date is agreed. Too many objectives are end of
. Putting a specific end
date can be inserted in electronic calendars such as Outlook or via more
Encourage achievement of the objectives before the end of the agreed
activity in the employee
A ‘Technique’ For Writing Objectives
The following is the best technique for constructing SMARTER objectives.
What normally happens or is seen regularly is an objective let’s say ‘to improve number of
customer calls answered within three rings by 10% in next performance year’.
Well yes, it is an objective I suppose, but where’s the why, how, when exactly and what’s the
rationale behind setting this as an objective.
So, there are two ways to construct a robust SMART objective
believe would match your personal preferences, learning and communication styles.
You can either:
a. Start with the one-liner e.g. to improve productivity by 10%. Then run through each
element of SMART and use the following blank template (overleaf) for writing in each
element e.g. in the M box what standards are required.
Then, take the information y
one-liner to ‘pad out’ the original statement. This really, really works as the employee
now just doesn’t have a vague objectives but a personalised one with clearly defined.
b. Alternatively, just start with the blank template build in all the elements of SMART and
then use this information to create the overall objective.
Both ways will give the employee what they want i.e. a sufficient level of detail and a clearly
defined and robust objective
considering the individual objectives. So, move away from those one
time writing objectives that matter!
Warning! This does take time but is worth it. If you want to be seen a
then investing time in a really important job factor i.e. interesting and challenging work and
objectives will really send the cat amongst the pigeons.
A ‘Technique’ For Writing Objectives
The following is the best technique for constructing SMARTER objectives.
What normally happens or is seen regularly is an objective let’s say ‘to improve number of
within three rings by 10% in next performance year’.
Well yes, it is an objective I suppose, but where’s the why, how, when exactly and what’s the
rationale behind setting this as an objective.
So, there are two ways to construct a robust SMART objective. Take your pick on what you
believe would match your personal preferences, learning and communication styles.
liner e.g. to improve productivity by 10%. Then run through each
element of SMART and use the following blank template (overleaf) for writing in each
element e.g. in the M box what standards are required.
Then, take the information you’ve written in each box and build this into your original
liner to ‘pad out’ the original statement. This really, really works as the employee
now just doesn’t have a vague objectives but a personalised one with clearly defined.
start with the blank template build in all the elements of SMART and
then use this information to create the overall objective.
Both ways will give the employee what they want i.e. a sufficient level of detail and a clearly
defined and robust objective that shows that their leader has invested a lot of time
considering the individual objectives. So, move away from those one-liners and spend the
time writing objectives that matter!
Warning! This does take time but is worth it. If you want to be seen as an effective leader
then investing time in a really important job factor i.e. interesting and challenging work and
objectives will really send the cat amongst the pigeons.
What normally happens or is seen regularly is an objective let’s say ‘to improve number of
within three rings by 10% in next performance year’.
Well yes, it is an objective I suppose, but where’s the why, how, when exactly and what’s the
. Take your pick on what you
believe would match your personal preferences, learning and communication styles.
liner e.g. to improve productivity by 10%. Then run through each
element of SMART and use the following blank template (overleaf) for writing in each
ou’ve written in each box and build this into your original
liner to ‘pad out’ the original statement. This really, really works as the employee
now just doesn’t have a vague objectives but a personalised one with clearly defined.
start with the blank template build in all the elements of SMART and
Both ways will give the employee what they want i.e. a sufficient level of detail and a clearly
that shows that their leader has invested a lot of time
liners and spend the
s an effective leader
then investing time in a really important job factor i.e. interesting and challenging work and
Create A SMART Objective
Now, have a go yourself! Fill in the template a
someone you manage). Are you sure it’s SMART? If it helps, rewrite it into a paragraph in the box
provided once you’ve written the detail in each of the steps.
Specific
Measurable
Achievable
Relevant
Time-Bound
The ‘overall’ SMART objective is therefore: (rewrite information above into a paragraph
using the box below)
Now, isn’t that a really robust objective. Does it cascade well though?
Create A SMART Objective
Now, have a go yourself! Fill in the template and create a SMART objective (for yourself or for
someone you manage). Are you sure it’s SMART? If it helps, rewrite it into a paragraph in the box
provided once you’ve written the detail in each of the steps.
The ‘overall’ SMART objective is therefore: (rewrite information above into a paragraph
Now, isn’t that a really robust objective. Does it cascade well though?
nd create a SMART objective (for yourself or for
someone you manage). Are you sure it’s SMART? If it helps, rewrite it into a paragraph in the box
The ‘overall’ SMART objective is therefore: (rewrite information above into a paragraph
The ‘How’ – STEPS to Achieve The
SMART only describes the “What”
Objectives still need the “How”
The “steps” to achieve an objective can by created by asking yourself
going to do this?”
Once these “steps” have been defined, these can be used to create some ways to
measure progress, the measurables.
yourself “what would be the evidence that these
below shows how one part of the structure feeds the next.
Beginning Use an active verb, a doing word
Carry out
By using the beginning, middle & end
The What
Carry out monthly 1:1’s and quarterly performance manageme
Steps (the how)
How am I going to do this?
By…
Setting appropriate SMART objectives
Agreeing a development plan for each
individual
Giving regular feedback and discussing
performance
Meeting each of my people each month
Acting on any lack of progress
Asking what they need from me
Attending Effective 1 to 1s Leadership
Development course
STEPS to Achieve The Objectives
“What” i.e. what needs to be achieved?
“How” i.e. the “steps” how to achieve the objective.
to achieve an objective can by created by asking yourself “how am I
have been defined, these can be used to create some ways to
measure progress, the measurables. Measurables can be thought of by asking
what would be the evidence that these “steps” have been taken?”
w one part of the structure feeds the next.
Middle End State what has to be achieved (and
where appropriate, for who or on what
it’s being done)
End with a measurement in quality,
quantity, time or cost
monthly 1:1’s and quarterly
performance management reviews for
each of my direct reports
throughout 2012
beginning, middle & end approach the objective looks like this
Carry out monthly 1:1’s and quarterly performance management reviews for each of my direct reports throughout 2012.
Measurables
What would be the evidence this step has been taken?
A document for each person written SMART. Checked by a 3
Agreeing a development plan for each
Each person has a PDP, signed
Giving regular feedback and discussing Given to all my people
The number of occasions I’ve done it
Motivational and developmental
Meeting each of my people each month Booked into our diaries.
Documented, with actions
Met and discussed. Documentation summarising discussion and actions exists
Feedback documented, added to PDP
Attend course
Action plan written after attending.
My people say their 1 to 1s have improved
how to achieve the objective.
how am I
have been defined, these can be used to create some ways to
thought of by asking
have been taken?” The chart
End with a measurement in quality,
quantity, time or cost
throughout 2012
nt reviews for each of my direct reports throughout 2012.
document for each person written SMART. Checked by a 3rd
party
discussed. Documentation summarising discussion and actions exists
Behaviours
Behaviours lead to results.
So it’s very useful once an objective has been written, (including the how and the measures)
to consider what behaviours will be needed to get the desired results
Ask the owner of the objective to identify which behaviours they think they will be using in
delivering the objective.
This increases their awareness of how the behaviours fit with results and will
to identify evidence for 1 to 1 discussions
As part of the objective setting process you may identify a particular behaviour that the
individual needs to specifically develop in the coming year.
Writing Behavioural Based Objectives
Behaviours are things we see people doing as they undertake their roles and responsibilities.
Behaviours enable people to perform tasks and are not the tasks or skills displayed in a job.
Examples of SMART behavioural objectives
Read the financial section of one quality newspaper each week and discuss relevant
information with line manager at least once a month
Communicate monthly reports via formal presentations to team leaders every four
weeks
Update line manager weekly on workload and offer assista
when appropriate
Keep up to date with new products and services throughout the year by reading new
product literature within one week of launch
So it’s very useful once an objective has been written, (including the how and the measures)
at behaviours will be needed to get the desired results
Ask the owner of the objective to identify which behaviours they think they will be using in
This increases their awareness of how the behaviours fit with results and will
to identify evidence for 1 to 1 discussions
As part of the objective setting process you may identify a particular behaviour that the
individual needs to specifically develop in the coming year.
Writing Behavioural Based Objectives
Behaviours are things we see people doing as they undertake their roles and responsibilities.
Behaviours enable people to perform tasks and are not the tasks or skills displayed in a job.
Examples of SMART behavioural objectives
ion of one quality newspaper each week and discuss relevant
information with line manager at least once a month
Communicate monthly reports via formal presentations to team leaders every four
Update line manager weekly on workload and offer assistance to other team leaders
Keep up to date with new products and services throughout the year by reading new
product literature within one week of launch
So it’s very useful once an objective has been written, (including the how and the measures)
Ask the owner of the objective to identify which behaviours they think they will be using in
This increases their awareness of how the behaviours fit with results and will also help them
As part of the objective setting process you may identify a particular behaviour that the
Behaviours are things we see people doing as they undertake their roles and responsibilities.
Behaviours enable people to perform tasks and are not the tasks or skills displayed in a job.
ion of one quality newspaper each week and discuss relevant
Communicate monthly reports via formal presentations to team leaders every four
nce to other team leaders
Keep up to date with new products and services throughout the year by reading new
Required Behaviours
‘Required Behaviours’ are objectives that are qualitative, i.e.
numbers, or single specific outcomes. They are very useful for team development and
helping teams focus on what behaviours are needed to succeed.
Focusing on clear required behaviours requires you to be able to identify two types of
outcomes associated with the objective:
The things you do want to see happening as a ‘measure’ of this objective being achieved
The things you don’t want to see happening
is not being met.
To check achievement you need to watch and talk to others because success is based on
what you see and hear.
Outcomes you do want to see are ‘positive indicators’
Outcomes you don’t want to see are ‘indicators for improvement’
N.B. They are deliberately not called ‘negative i
have an impact on how you deliver feedback if any of these outcomes are seen.
An example is given below.
Objectives: To be an effective team leader
POSITIVE INDICATORS
Shares knowledge and ideas with others
Helps others out when they are in trouble
Gives honest, open and helpful feedback
Keeps files in order so colleagues can find
information quickly
Required Behaviours
are objectives that are qualitative, i.e. harder to measure by
numbers, or single specific outcomes. They are very useful for team development and
helping teams focus on what behaviours are needed to succeed.
Focusing on clear required behaviours requires you to be able to identify two types of
tcomes associated with the objective:
The things you do want to see happening as a ‘measure’ of this objective being achieved
The things you don’t want to see happening - or if they occur, it shows that the objective
you need to watch and talk to others because success is based on
Outcomes you do want to see are ‘positive indicators’
Outcomes you don’t want to see are ‘indicators for improvement’
N.B. They are deliberately not called ‘negative indicators’ as by ‘labelling’ them as such will
have an impact on how you deliver feedback if any of these outcomes are seen.
To be an effective team leader
Shares knowledge and ideas with others
Helps others out when they are in trouble
Gives honest, open and helpful feedback
Keeps files in order so colleagues can find
INDICATORS FOR IMPROVEMENT
Keeps ideas to self and does not offer
views in meetings
Refuses to get involved
Training Department problem
Only gives negative views of the team and
stores it all up
Totally disorganised, no system for
keeping files in order
harder to measure by
numbers, or single specific outcomes. They are very useful for team development and
Focusing on clear required behaviours requires you to be able to identify two types of
The things you do want to see happening as a ‘measure’ of this objective being achieved
or if they occur, it shows that the objective
you need to watch and talk to others because success is based on
ndicators’ as by ‘labelling’ them as such will
have an impact on how you deliver feedback if any of these outcomes are seen.
INDICATORS FOR IMPROVEMENT
Keeps ideas to self and does not offer
Refuses to get involved - sees it as the
Training Department problem
Only gives negative views of the team and
Totally disorganised, no system for
Create Your Own Behavioural Objectives (Oh, and one for others)!
Using the box below, write 2
Good, now select 2-3 people you manage and create a behavioural objective for
each of them:
Name:
Objective:
Name:
Objective:
Name:
Objective:
Remember, it’s not just the
Create Your Own Behavioural Objectives (Oh, and one for others)!
below, write 2-3 personal SMART behavioural objectives:
3 people you manage and create a behavioural objective for
Remember, it’s not just the what they do, but how they (and you) do it.
Create Your Own Behavioural Objectives (Oh, and one for others)!
3 personal SMART behavioural objectives:
3 people you manage and create a behavioural objective for
what they do, but how they (and you) do it.
Getting SMARTER
If you get in the habit of writing SMART objectives, that’s great. But, there’s still two vital
‘ingredients’ missing from a really well written objective, namely those that are
to the individual and those that are reviewed and updated.
In order for objectives to be motivational, there are a couple of useful considerations here.
How do you make them Exciting
motivational drivers of the individual when agreeing objectives, in order to gain ownership,
commitment and buy-in from the individual.
And not just to ‘tick the box’ to say it’s been agreed, with a degree of reluctance bubbling
under the surface.
Therefore, you need to understand what genuinely motivates each individual. We will
explore this by completing the motivation questionnaire later in this session.
Secondly, the objective needs to be
having the objectives agreed without putting in support mechanisms, review points and
even rewriting/amending them if they become unachievable at some point in the time
period agreed for successfully completing the objective.
Unachievable objectives should not
there will be something to be gained from reviewing the objective and the task and
behavioural objectives completed until it became unachievable. Re
just let them continue to be
So, the Exciting and Reviewed
your SMART objectives SMARTER
Exciting
Reviewed
If you get in the habit of writing SMART objectives, that’s great. But, there’s still two vital
‘ingredients’ missing from a really well written objective, namely those that are
to the individual and those that are reviewed and updated.
In order for objectives to be motivational, there are a couple of useful considerations here.
Exciting to the individual? You need to be able to understand the
motivational drivers of the individual when agreeing objectives, in order to gain ownership,
in from the individual.
And not just to ‘tick the box’ to say it’s been agreed, with a degree of reluctance bubbling
ore, you need to understand what genuinely motivates each individual. We will
explore this by completing the motivation questionnaire later in this session.
Secondly, the objective needs to be Reviewed on a regular basis. There’s no point in just
the objectives agreed without putting in support mechanisms, review points and
even rewriting/amending them if they become unachievable at some point in the time
period agreed for successfully completing the objective.
Unachievable objectives should not just be forgotten and scored off the objectives list as
there will be something to be gained from reviewing the objective and the task and
behavioural objectives completed until it became unachievable. Re-SMART then, and don’t
SMURT (with the U being unachievable).
Reviewed elements are extremely important if you are going to make
SMARTER.
Ensure that the objective motivates the individual
The team member will feel motivated to achieve the objective
Reviewing objectives on a regular basis
Checking progress (often done informally)
Ongoing coaching and encouragement
If you get in the habit of writing SMART objectives, that’s great. But, there’s still two vital
‘ingredients’ missing from a really well written objective, namely those that are motivational
In order for objectives to be motivational, there are a couple of useful considerations here.
to the individual? You need to be able to understand the
motivational drivers of the individual when agreeing objectives, in order to gain ownership,
And not just to ‘tick the box’ to say it’s been agreed, with a degree of reluctance bubbling
ore, you need to understand what genuinely motivates each individual. We will
explore this by completing the motivation questionnaire later in this session.
on a regular basis. There’s no point in just
the objectives agreed without putting in support mechanisms, review points and
even rewriting/amending them if they become unachievable at some point in the time
just be forgotten and scored off the objectives list as
there will be something to be gained from reviewing the objective and the task and
SMART then, and don’t
elements are extremely important if you are going to make
Ensure that the objective motivates the individual
d to achieve the objective
Setting a S.M.A.R.T.E.R Objective
Specific
Measurable
Achievable
Relevant
Time-framed
Exciting
Reviewed
Setting a S.M.A.R.T.E.R Objective – Individual Or Team
Different People Types
Different People Types
The Underachiever often feels powerless
to take action or influence events. In the
past, they may have experienced
punishment for mistakes, or feel lacking in
resources or authority.
They are often the organisation’s greatest
challenge, because it’s not their problem
alone. As a coach, you should adopt a
coaching style of Direction/ Teaching.
In this style the coach defines the roles
and tasks of reports, and supervises them
closely. Decisions are made by the coach
and announced, so communication is
largely one way.
Direct
Coaches define the roles
and tasks of the employee,
and supervise them closely.
Decisions are made by the
coaches and announced.
Communication is largely
one
The Coasters are often quite capable
people who have tried to be Stars in the
past, without success.
The Coaster has lots of energy, they are
always busy doing things and are skilled
and able to do things, but unfortunately
the things they do, and how they do them
are often at odds with what the
organisation is trying to achieve.
They are likely to be discouraged by having
seen previous attempts at change come
and go, with little result. They can become
Stars very quickly if you adopt a coaching
style of Excite/’Show’.
In this style, coach’s show them that they
have an opportunity to be involved early
and positively influence change. Coaches
must respect the knowledge of The
Coaster, discuss reasons, encourages
ownership and the passing of day-to-day
decisions to them. The coach facilitates
and takes part in decisions but encourages
passing control to reports.
Excite/’Show’
Coaches still define roles
and tasks, but seeks ideas
and suggestions from the
employee.
Decisions remain the
coach’s prerogative, but
communication is much
more two
Directing/Teaching
Coaches define the roles
and tasks of the employee,
and supervise them closely.
Decisions are made by the
coaches and announced.
Communication is largely
one-way.
Excite/’Show’
Coaches still define roles
and tasks, but seeks ideas
and suggestions from the
employee.
Decisions remain the
coach’s prerogative, but
communication is much
more two-way.
The Striver will often say all of the right
things in meetings, agreeing
wholeheartedly with the Vision and Goals,
and being keen to get involved. They “talk
the talk”, but there is little action to
support their good words, often because
they do not have the skill or ability to
perform.
They can often be encouraged by
demonstrations that they will be
supported in attempts to make change,
and that initial mistakes will not be
punished. As a coach you should adopt a
coaching style of Mentoring/Guide.
In this style, the coach still defines the
roles and tasks, but seeks ideas, energy
and suggestions from reports. Decisions
remain the coach’s prerogative, but
communication is more two-way and the
aim is to support reports in identifying
how to apply their energy in a practical
way.
Mentoring/Guide
Coaches pass day
decisions, such as task
allocation and processes to
the employee. The coach
facilitates and takes part in
decisions, but control is
with the employee.
The Stars holds a realistic and generally
positive attitude about the organisation.
They are fully supportive of what the
organisation is trying to achieve and their
actions are fully aligned behind business
goals.
They feel they can, through their energy,
effort and ability, make things better and
are willing to go the extra mile to do so.
These are the people organisations refer
to when they say, “People are our greatest
asset.” With Star Performers, you should
adopt a coaching style of Stretching/
Facilitating.
In this style coaches are still involved in
decisions and problem solving but control
is with the report. The Stars decides when
and how the coach will be involved.
Stretching/Facilitating
Coaches are still involved in
decisions and problem
solving, but control is with
the employee. The
emp
and how the leader will be
involved.
The coach should identify
relevant ‘stretch’ and
meaningful development
opportunities for the Stars.
Mentoring/Guide
Coaches pass day-to-day
decisions, such as task
allocation and processes to
the employee. The coach
facilitates and takes part in
decisions, but control is
with the employee.
Stretching/Facilitating
Coaches are still involved in
decisions and problem-
solving, but control is with
the employee. The
employee decides when
and how the leader will be
involved.
The coach should identify
relevant ‘stretch’ and
meaningful development
opportunities for the Stars.
I Want To Make Your Objectives Exciting
What REALLY Motivates You?
Please rate following questionnaire on a scale of 1
you believe each factor is to have at work are and what your current level of satisfaction is
against each factor, again using the same scale.
Factor
1 Manager showing concern for you as a
person
2 Having some authority
3 Good personal relationships with
manager
4 Manager’s decisiveness
5 Examples provided by manager
6 Being involved in planning your own
work
7 Recognition of your efforts
8 Delegation of work to you
9 Being promoted
10 Customer/client contact
11 Salary
12 Extent to which you get on with your
peers
13 Praise
14 Attaining your own goals and meeting
targets
15 Satisfaction with your job
16 Working conditions
17 Having responsibility for discrete areas
I Want To Make Your Objectives Exciting!!!
What REALLY Motivates You?
questionnaire on a scale of 1-4 (1 high, 4 low) against how important
you believe each factor is to have at work are and what your current level of satisfaction is
against each factor, again using the same scale.
Importance of factors Current satisf
Manager showing concern for you as a
Having some authority
Good personal relationships with
Manager’s decisiveness
Examples provided by manager
Being involved in planning your own
your efforts
Delegation of work to you
Customer/client contact
Extent to which you get on with your
Attaining your own goals and meeting
Satisfaction with your job
Having responsibility for discrete areas
4 (1 high, 4 low) against how important
you believe each factor is to have at work are and what your current level of satisfaction is
Current satisfaction
Factor
of work
18 Working under pressure
19 A competitive environment
20 Your prospects of career development
21 Constructive feedback and coaching
22 Job security
23 The result of the completed work
24 Carrying out complex analysis
25 The organisation’s structure and
processes
26 Your personal job title
27 Extent of supervision
28 Social functions
29 Detailed guidance on how to complete
work tasks
30 Working in a team
31 Being given clear objectives
32 Attending high-level meetings
33 Starting work early in the morning
34 Finishing work late in the evening
35 Other (specify)
Remember, 1=High, 4=Low
Importance of factors Current satisf
Working under pressure
A competitive environment
Your prospects of career development
Constructive feedback and coaching
result of the completed work
Carrying out complex analysis
The organisation’s structure and
Detailed guidance on how to complete
Being given clear objectives
level meetings
Starting work early in the morning
Finishing work late in the evening
Current satisfaction
Wh
at
ac
tio
ns
will
I ta
ke
(in
pri
ori
ty
ord
er)
?
Ho
w w
ill
I tr
ack
p
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res
s a
nd
m
ea
su
re s
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es
s?
By
wh
en
?
Wh
at
su
pp
ort
do
I
ne
ed
an
d f
rom
w
ho
m?
P
ers
on
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pp
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