The Six Conversations of Performance Excellence © 2010 Targeted Learning CPC TPT 0110

The Six Conversations of Performance Excellence

© 2010 Targeted Learning CPC TPT 0110

2© 2010 Targeted Learning CPC TPT 0110

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


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


Workshop Objectives

i

To give you the skills, tools and templates for:1.Developing, retaining and motivating talent.

2.Helping others learn faster, work smarter and achieve more.


The Harvest of a Bully



ii

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

Development Conver-sations

Talking About Business Goals

• Learn Faster

• Work Smarter

• Achieve More



Module 1: Coaching Conversations: Supporting Individual Initiative and Goal Attainment

Module 2: Seeking and Receiving Feedback: Accelerating Your 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 Vitality

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

ii


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?”

iii


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?”

iii

Have you ever felt sentiments similar to

these?


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.”

iii


Grasping the Opportunity

iii

Do you use goal setting to shape your job and the projects

you work on?


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.”

iii


A Word About Trust

iv

Trust is at the heart of any effective working relationship. If people don’t trust you, your efforts to help will be seen as a _____ or an ________, and they will respond _________. 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 __________ and you will fail.

threatdefensivel

y

manipulative

imposition


Module One

1

Coaching Conversations:Supporting Individual

Initiative and Goal Attainment


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 open dialogue that supports greater openness, creativity and individual initiative.

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 Others’ Opinions and Ideas

• Asking Open-Ended Questions

• Suggesting a Self-critique

• Getting the Other Person to Think

• Building on Others’ Ideas

2


Prework Insights (p.7 in prework)

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Structured (4.50)

Flexible (2.50)

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1234567

Risk Averse (4.26)

Non-Prescriptive (2.56)

Prescriptive (4.44)

Risk-tolerant (2.74)

EXPERT

FACILITATIVE


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

3


3

The Paradox of Power

ControlCompliance and/or

Rebellion

Influence Commitment

Compliance and/or

Rebellion


Case #1: Coaching the Reluctant Employee

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

min.)3. Debrief (10 min.)

Exercise Steps Roles/NotesCoach—p. 6 & 7Learner—p. 8 & 9Observers—p. 10 & 11

Debrief Sequence1. Time for everyone to gather thoughts2. Coach self-critique (p. 7)3. Learner feedback to coach (p. 9)4. Observers’ feedback to coach (p. 11)

6


Practice makes _________. Only practice plus _______ make ______.

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

permanentfeedback perfe

ct

2080

Developmental Realities

12


Planning for Learning Transfer

12

•Review your Back-Home Applications

•Review your notes and wallet cards, and then update your Learning Journal

•Use Post-It Notes to flag important pages


Module Two

Seeking and Receiving Feedback


Exercise: Unhelpful Feedback

Draw a “picture” representing unhelpful feedback:

• What it “looks” like.

• What it “feels” like.

17


Images of Unhelpful Feedback


















Feedback Defined

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

information

17


Common Complaints About Feedback

• The lack of regular or ongoing feedback

• Feedback that is not timely

• Feedback that is vague

• Feedback that is indirect or sugarcoated

• Feedback that is inaccurate

• Feedback that is unfair

How many of these challenges have you faced in the workplace?


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 for learning faster, working smarter and achieving more.

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Feedback and Success

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

Success

19


The Consequences of Our Negative Mental Images

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

disability

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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.)

20


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.

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How good are your subordinates at receiving candid feedback?

1 2 3

0% 0%0%

1. Mostly poor2. Half good,

half poor3. Mostly good


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


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


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?

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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.

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“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

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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.”

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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.

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Homework Follow-up: 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. What will you do if the other person

resists by saying they don’t have time, or by choosing to only give you praise, or by giving you vague feedback?

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29



•Follow-through. Ask for feedback


Module Three

Giving Feedback


Reinforcing Feedback Defined

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.

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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.

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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 a gift.

3. Minimize defensiveness in others when giving candid feedback.

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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.

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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!”

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Additional Tips for Effective Reinforcement

1. Be generous (third most critical)*. (COP=59%)

2. Be timely (most critical)*. (COP=89%)

3. Speak privately first. (COP=38%)

4. Avoid sandwiching (fourth most critical)*. (COP=54%)

5. Praise efforts and progress (second most critical)*. (COP=78%)

6. Give it in writing. (COP=49%)

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* Data from a total of 3,009 managers


44

Which Would You Choose if We Split #2 into Two Separate Conversations

1. Reinforcing only

2. Reinforcing and redirecting together

3. Separate conversations


Which do You Prefer?

1 2

0%0%

1. I prefer the context to be clear

2. I prefer people to get to the point quickly



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



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



1 2

0%0%

1. I prefer feedback face-to-face

2. I prefer feedback in writing



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


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.

55


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.

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Exercise: Setting the Stage

• Review the four sample responses.

• Identify the best.• Identify the worst.• Analyze the best.

57


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.

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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:”

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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 exploring historic reasons.

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

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75

•Review Back-Home Applications




Module Four

Talking About Business Goals


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:

77


Agenda for Module Four

Part A: Preparing for Effective Goal-Setting Conversations

Part B: Having an Effective Goals Conversation

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The Anatomy of Significant Accomplishments*

* Results from 2,415 COP managers in 2006 through 2009.

A. Written1. 2.9%2. 29.3% 3. 67.8%

B. Specificity

1. 28.5%2. 29.1% 3. 42.4%

E. Degree of Control1. 4.5% 2. 48.9% 3. 46.7%

C. Quantifiable1. 1.1% 2. a) 4.7% b) 28.8% 3. 65.4%

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


The Anatomy of Significant Accomplishments*

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F. Milestones1. 4.1% 2. 29.4% 3. 66.5%

H. Value Added to Organization1. 2.4% 2. 19.9% 3. 77.7%

G. Degree of Support1. 3.6% 2. a) 5.9% b) 9.7% 3. 80.7%

I. Importance to Me1. 0.4% 2. 4.7%3. 95.1%

* Results from 2,415 COP managers in 2006 through 2009.


The Significance of SMART

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

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

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

career success?

79

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


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

80

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


The Top Traps of Performance Management

81

1. What happens to engagement when people experience these traps?

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


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

85


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

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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

85


Setting SMART Goals

Remember to be:Specific

85

— Business outcomes rather than

activities or processes

— Clear to 3rd party


Setting SMART Goals

Remember to be:Measurable

85

—Metrics that matter (business outcomes)

—Verifiable by a 3rd party


Setting SMART Goals

Remember to be:Aggressive

85

—Breakthrough versus incremental

—Requires new skills

—Requires new methods/processes

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


Setting SMART Goals

Remember to be:Realistic

85

—Within accountability and control (at least partly)

—Consistent with talents and interests

—Aligned and supported (by manager and others)


Setting SMART Goals

Remember to be:Time-Bound

85

—Deadline for completion

—Milestones


8585

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 programmers 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.


85

SMART Goals

Poor Examples Better Examples2. Decrease the error

rate by 4th quarter.

2. Decrease the error rate by 15% by October 31 (5% by May 31, 10% by July 31).


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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 will verify that plans have the predetermined functionality. Criteria to be agreed upon by March 1st.

3. Improve cash flow analysis for new projects.


Individual Application: Writing SMART Goals

86

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.)


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.

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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.

101


Agenda for Module Five

Part A: The Language and Principles

for Effective Development

Part B: Engaging in Effective

Development Conversations

101


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”

104


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”

104


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 their need for personal achievement and satisfaction—and not ________ rewards — will usually be the primary driver of improvement.

doingmistakes

extrinsic

104


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.

104


105

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

* 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

105


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

105


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

106


The Hazards of Fixing Weaknesses

111


Principle #2: Build on 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:*fixknowledgepurposerewardskillstalentsweaknesses

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

112


Strategies for Leveraging Strengths



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

talentspurpose


skillsknowledge

112





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


112



4. Focus on managing rather than fixing weaknesses. Which of these strategies did your group use to manage Kim’s weakness?a. Renegotiating/adjusting expectations (turn

a “blind eye”).b. Partnering with the right people.c. Changing the process/system.d. Adopting enabling technology.e. Moving to a job that represents a better

fit.f. Specifying the outcomes but not the

process.g. Managing the mindsets/perceptions of

others.

112


Your Talents Your Purpose

The Organization’s Needs

a.

c.

d.

e.f. b.

Your return on your investment (time, energy, money, etc.) in your own

development will be highest when you focus your learning efforts in segment __.

e

• Innate abilities

• Things you

pick up quickly

• Now• Future

• Passions• Values• Interests

g.

115

Focusing on High-Impact Development Opportunities


Make Development Goals and Plans SMART

116

Specific — in terms of behavioral and/or business

outcomes that are important to

the business.



116

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.



116

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.



116

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.



116

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.


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.

118


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 by attending a marketing/ customer service class and then creating and implementing (by year-end) a plan that will reduce overall customer complaints and returns by 20 percent.

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

118


Individual Application: Writing SMART Goals

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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 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.


Thriving on Change

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Principle #4: Don’t Do It Alone

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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.

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The Case for Humility

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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.

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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.

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To give you the concepts and tools you need to:


The Purpose of Year-End Reviews

• Accountability

• Self-insight

• Participation and mutual understanding

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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

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Challenges and Strategies for Differentiating Employees

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Challenges Strategies

Finding the time to create awareness —not able to see employees in action because you are too busy or have too many direct reports

1. Increase conversations with direct reports, those they work with, and those they serve.

2. Hold after-action reviews and regular formal and informal review sessions.

3. Encourage the employee to keep you informed throughout the year.



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Challenges StrategiesDocumenting and evaluating information throughout the year

1. Create a spreadsheet to track employee contributions.

2. Create a file for each employee to hold agendas, recognitions, and other information throughout the year.

3. Use regular Interim Reviews to help document performance throughout the year.

4. Request periodic documentation from the direct report on their performance.



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Challenges StrategiesWorking within a forced ranking system

1. Educate employees from the beginning concerning the ConocoPhillips Evaluation process (e.g., compared to others in the grade level, who decides, etc.)

2. Make sure direct reports know that the performance bar raises every year.

3. Use interim review conversations throughout the year to communicate performance perceptions.

4. Find creative ways to reward people (e.g., utilizing special thanks programs, using restrictive stock units, etc.)



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Challenges StrategiesDistinguishing employees based on time in group

1. Clarify your performance expectations between a senior direct report and junior direct report. Will they be evaluated the same or differently based on experience?

2. For direct reports that have been in your group for less than a year, look for feedback from previous managers and colleagues to help determine ranking.

3. Be careful of the “All Star” challenge—do not use the prior year(s) performance to determine the current years outcome (for good or bad)



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Challenges StrategiesOvercoming employees’ unrealistic expectations

1. Have ongoing candid conversations—there should be no surprises.


• Institutionalizing knowledge (e.g., best practices) and building organization capability.

• Championing new systems, products, work processes, etc.

• Shaping/making decisions that cross organizational boundaries.

• Building the ability and confidence of others:—coaching —teaching—motivating—clarifying—giving

feedback

• Building team capacity.

• Questioning the status quo.

• Adapting existing knowledge to new uses.

• Inventing (but not championing) new methods, products, technologies, etc.

• Completing important tasks independently.

• Demonstrating mastery.

• Taking initiative within established norms or parameters.

• Learning from others and from experience.

• Moving towards mastery.

• Acting under direction from others.

Leveraging Knowledge

Sharing Knowledge

Creating Knowledge

Applying Knowledge

Acquiring Knowledge

The Five Stages of Contribution

Acquiring Knowledge

Applying Knowledge

Creating Knowledge

Sharing Knowledge


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Research on the Stages of Contribution

94%

70%

60%

26%

15%

0

100

Acquiring Applying Creating Sharing Leveraging

Percent Viewed as Above Average

100%

0%

StageOne

StageTwo

StageThree

StageFour

StageFive

Average Age 39 39 41 41 44

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Study Conclusion

To be consistently viewed as a high

performer, an individual needs to move

beyond Stage ___. Only Stage _____,

Stage _____ and Stage ____

consistently deliver competitive

advantage for the individual.

Two Three

Four Five

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Summary of Key Learnings

• Growing through the stages can be achieved independent of one’s position (i.e., keeps one in the “Circle of Influence”).

• Growing through the stages makes one more valuable to the organization.

• Growing through the stages is how one can keep the job interesting and make more of a difference in organizations.

• Growing from one stage to the next does not necessarily mean more work. It represents a more effective way to use one’s time.

• Even people as dynamic as Kathy need support from their managers (and others) in order to contribute to their full potential.

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Which stage represents the greatest contribution gap in ConocoPhillips

Canada?

1.Acquiring Knowledge

2.Applying Knowledge

3.Creating Knowledge

4.Sharing Knowledge

5.Leveraging Knowledge


• Creativity and resourcefulness

• Expansive networking

• Dealing with ambiguity

• Influence, persuasion and leading others

• External, industry, and strategic perspective

• Negotiation

• Coaching and interpersonal skills

• Teamwork• Influence, persuasion and leadership

• Organization perspective

• Collaboration and “sense of security”

• Modeling

• Technical depth

• Analytical skills

• Risk taking• Creativity and resourcefulness

• Balancing competitiveness and collaboration

• Technical networking

• Dealing with uncertainty

• Technical and analytical skills

• Teamwork skills

• Initiative and sound judgment

• Balancing dependence and independence

• Organizational context

• Self-motivation

• Self-knowledge

• Learning from others

• Seeking help and direction

• Being open to feedback

• Attention to details

• Working with others

• Flexibility• Admitting mistakes


Sharing Knowledge

Creating Knowledge

Applying Knowledge

Acquiring Knowledge

Most Critical Competencies by Stage

Acquiring Knowledge

Applying Knowledge

Creating Knowledge

Sharing Knowledge


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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?

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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?

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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?)

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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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Which of these would be most important for employees to understand?

1 2 3 4 5 6 7 8 9 10

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

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1.It’s the total of your value-added contributions.

2.Be in the top 25%.3.Live the SPIRIT values.4.Think like a marathon runner.5.Set SMART goals and get your manager’s support.

6.Understand your manager’s mindset with respect to aggressive vs. achievable goals.

7.Link development goals to business outcomes.

8.Don’t be invisible.9.Seek assignments aligned with your strengths.

10.“Learning agility” trumps this year’s “rating.”

11.Strong performers are still promotable.


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. 139)

2. Continually assess progress and seek ongoing feedback/coaching. (p. 140)

3 Maintain a performance and development log. (p. 141)

4. Complete a thorough self-evaluation. (p.142-144)

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Agenda for a the Year-End Results Conversation (p. 145-146)

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 implications of the foregoing conversation for next year?

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

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

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

• Who has committed to do what?

• What are the next steps?

• Express appreciation.

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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. 156-157• Direct Report — p. 158-159

• Observers — p. 156-159

Debrief Sequence:• Manager self-critique (p.157)• Feedback from direct report to manager (p.159)

• Feedback from observers to manager (p.159)

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Final Question: When you have to give someone a rating that you know will leave them very

disappointed, what is the best way to sequence the discussion?

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


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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Documents

The Six Conversations of Performance Excellence © 2010 Targeted Learning CPC TPT 0110