Www.targetedlearning.com Phone 801.235.9414 1 The Four Conversations of Performance Excellence for Individual Contributors

1www.targetedlearning.com Phone 801.235.9414

The Four Conversations of Performance Excellence

for Individual Contributors

www.targetedlearning.com Phone 801.235.9414 4Conv TPT 0109

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Our Premise

Nothing truly great (significant, enduring and positive) happens in any organization until two or more people start a conversation. Improving the quality of your day-to-day conversations will do more to drive exceptional results than any other single thing you can do.

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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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Introductions

Please introduce yourself (name, current role and location), and then tell us how you would like to be remembered by your co-workers (i.e., what is the legacy you would like to leave at ConocoPhillips?)

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ResultsReviews(Routine,Quarterly,Mid-Year

And Year-End)

DevelopmentConver-sations

Talking About Business Goals

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Module 1: Seeking and Receiving Feedback:Accelerating Your Journey from Good to Great

Module 2: Talking About Business Goals: Tips and Tools for Achieving Exceptional Results

Module 3: Development Conversations:Maximizing Individual Vitality

Module 4: Results Reviews: Minimizing theStress—Maximizing the Value

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Workshop Goals

･ Get the candid day-to-day feedback you need to accelerate

your learning, reach your goals and move your career from

good to great.

･ Set business goals that will ensure greater personal

contribution, superior business results and increased job

satisfaction.

･ Accelerate your growth in ways that will improve your

performance, employability and job satisfaction.

･ Engage in results reviews that are less stressful and more

value-added—for you and your supervisor.

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

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Some Experiences with 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.”

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Some Experiences with 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.”

Have you ever felt sentiments similar to

these?


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How often have you experienced similar situations?

1 2 3 4

21%

0%

36%43%

1. Often2. Sometimes3. Rarely4. Never


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Adopting a Helpful Mindset

“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.”

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Grasping the Opportunity

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

you work on?


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Adopting a Helpful Mindset

“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.”

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Count the Passes Between Members of the Team in White

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A Cautionary Observation

“It’s our theories that determine

what we see.”

Albert Einstein

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The Basic Structure of a Conversation

1. Building Shared Understanding: What are we trying to achieve?

2. Creating Alignment: How do we get there?

3. Confirming Commitments and Next Steps: Who will be doing what?

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Module One

Seeking and Receiving Feedback:

Accelerating Your Journey from Good to Great


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Exercise: Unhelpful Feedback

Draw a picture representing unhelpful feedback:

• What it looks like

• What it feels like

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Feedback Defined

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

information

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

Common Complaints About Feedback

1 2 3 4 5 6

8%

24%

8%

20%

12%

28%

• 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

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Module One 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, business and career objectives.

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

3. Handle criticism with less anxiety and frustration.

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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

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Long-Term Success: What Matters Most?

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1 2 3 4 5 6 7 8

33%

0%

11%

26%

7%

0%

7%

15%

1. Self-awareness2. Intelligence Quotient3. Organizational Savvy4. Handling Conflict5. Speaking Skills6. Grades in College7. Extracurricular

Activities in College8. Learning Agility

Which one of the following is the best predictor of long-term success at work?


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The Consequences of our 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

14%

86%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.)

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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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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 of feedback depends less on the ability of

others to give it well, than it does on our ability to receive it well.

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Seeing the Compliment in Criticism

“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

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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 something before it really matters or can hurt you.

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Homework Exercise:Planning to Seek Feedback

Complete this exercise based on the person you identified on page 4 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 giving you candid feedback? (See tips on page 26.)11


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Planning for Learning Transfer

• Review your notes from this module and record your key learnings and action ideas on your “Learning and Applications Log.”

• Follow through on the previous exercise (page 11). Go out and get feedback from those who can help you move from good to great.

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Module Two

TALKING ABOUT BUSINESS GOALS:

Tips and Tools for Achieving Exceptional Results


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Module Two Objectives

• Set (or revise) business goals that will ensure greater personal contribution, superior business results and increased job satisfaction.

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

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

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Agenda for Module Two

Part A: Preparing for Effective Goal-Setting

Conversations

Part B: Having an Effective Goals Conversation

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For What Purpose?

Setting goals is good.

Achieving something of

real value is a lot better.

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The Anatomy of Significant Accomplishments*

A. Written1. 5.2%2. 34.5% 3. 60.3%

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B. Specificity

1. 22.1%2. 27.5% 3. 50.4%

E. Degree of Control1. 4.5% 2. 46.9% 3. 48.6%

* Results from 1,413 COP individual contributors in 2006 through 2008

C. Quantifiable1. 3.6% 2. a) 8.7% b) 34.3% 3. 53.4%

D. Challenge1. 1.5% 2. 24.1% 3. 74.4%


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The Anatomy of Significant Accomplishments*

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F. Milestones1. 5.5% 2. 31.1% 3. 63.4%

H. Value Added to Organization1. 5.0% 2. 31.1% 3. 63.9%

G. Degree of Support1. 5.0% 2. a) 8.8% b) 7.9% 3. 78.3%

I. Importance to Me1. 0.4% 2. 11.0%3. 88.6%


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The Significance of SMART

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

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

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Long-Term Career Success: What Matters Most?

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

• Self-awareness• Intelligence Quotient• Organizational Savvy• Handling Conflict• Speaking Skills• Grades at University• Extracurricular Activities at

University• Learning from Experience

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Learning Agility: the Strongest Predictor

of Long-Term Career Success*

1. Finding new and challenging experiences.

2. Learning from those experiences through personal reflection

and feedback from others.

3. Implementing your learnings—having the discipline to unlearn

old habits/behaviors and develop new ones.

Goal setting is a process that people can use to shape

the projects they work on, thereby laying the foundation

for their growth, impact and long-term career success.

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

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

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The Traps of Performance Management

1. What are the consequences of falling into these traps?

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


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1 2 3 4 5

61%

25%

0%0%

14%

1. Excellent2. 3. Okay4. 5. Poor

You Be the Judge

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

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The Six Steps to Aligned Goals

Step 1: Identify Preliminary Goals that are Aligned.

Step 2: Write SMART Goals (draft version).Step 3: Meet with Your Manager (and Others) To

Get Input and Support.Step 4: Refine and Submit Your Goals for

Approval.Step 5: Implement and Continue the Dialogue with

Your Manager (and Others) to Get Ongoing Feedback, Input and Support.

Step 6: Adapt or Change Your Business Goals (if necessary).

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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 your business goals are SMART, aligned and supported.

Step 3—Confirm Commitments and Next StepsConfirm the mutual commitments and identify next steps.

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Getting Back to “Why?”

“The goal is not to be busy. The goal is to contribute

something of worth that will make you glow.”

Richard A. Moran

Your purpose is not to merely keep busy or satisfy bureaucratic

requirements. It is to lay the foundation for greater growth and

impact at ConocoPhillips—thereby ensuring your employability,

job satisfaction and long-term career success.

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Clarifying SMART

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— Business outcomes rather than

activities or processes

— Clear to 3rd party

Remember to beSpecific


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Clarifying SMART

—Metrics that matter (business outcomes)

—Verifiable by a 3rd party

Remember to beMeasurable


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Clarifying SMART

Remember to be Aggressive

—Breakthrough versus incremental

—Requires new skills

—Requires new methods/processes

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


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Clarifying SMART

Remember to be Realistic

—Within accountability and control (at least partly)

—Consistent with talents and interests

—Aligned and supported (by manager and others)


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Clarifying SMART

Remember to be Time-Bound

—Deadline for completion

—Milestones


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Write SMART Goals

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Poor Examples Better Examples

1. 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.


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Write SMART Goals

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2. 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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Write SMART Goals

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3. 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.


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Individual Application: Writing SMART Goals

PART A: One person from the group will volunteer her/his 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 original goal statement on a

flipchart.)

2. Re-write the goal to better reflect the SMART

criteria. (Capture the new goal statement on a

flipchart.)

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• Review Back Home Applications pages 35-46.


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Module Three

Development Conversations:

Maximizing Individual Vitality


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Module Three Objectives

By the end of this module you will know:

• How to learn more in less time.

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

• How to prepare for and engage in an effective development conversation.

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Agenda for Module Three

Part A: Laying the Groundwork for Effective Development

Part B: Engaging in Effective Development

Conversations

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The Ceramics Class

1 2

22%

78%Which group got the highest grades?1. Group 1—Metric

was 50 lbs2. Group 2—Metric

was “a perfect pot”

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The Ceramics Class

1 2

93%

7%

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

was 50 lbs2. Group 2—Metric

was “a perfect pot”

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Accelerating Our Learning:The Ceramics Class

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

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

doingmistakes

extrinsic


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The 70:20:10 Rule

Research* demonstrates that:

･ 70 percent of the learnings that drive long-term

success come from on-the-job experiences.

･ 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


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The Anatomy of Ability

Knowledge Skill Confidence

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Options for Building Skills and Acquiring Knowledge

Options for Acquiring Knowledge

•Reading books/articles

•Observing/Shadowing an expert

•Listening to tapes or experts

•Watching videos

•Attending workshops or conferences

•Talking with a mentor, advisor, coach or supervisor

OPTIONS FOR BUILDING SKILLS AND CONFIDENCE

APPLY new knowledge and PRACTICE new skills by engaging in:

• Job experiences • Special projects

• Volunteer work

PLUS FEEDBACK

• Self evaluation • Personal reflection

• After-action reviews • Feedback from supervisors, mentors

and others

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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

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To what extent do your personal development goals and plans focus on “learning by doing” versus acquiring knowledge through reading, workshops, etc?

1 2 3 4 5

11%

25%

4%

14%

46%

1. 100% acquiring knowledge (reading, workshops, observing others, etc.)

2. 3. 50/504. 5. 100% developing skill

(practice plus feedback and reflection)

Workplace Implications (Prework p.11)

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Principle #2: Build on Your Strengths, Manage Your Weaknesses

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Your Talents:

･ Innate

abilities

･ Things you

pick up

quickly

Strengths

Your Purpose:

･ Passions

･ Values

･ Interests


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The Hazards of Fixing Weaknesses

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Insert Ballmer Monkey Video Here


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Tips for Building on Strengths

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

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 _______.

Menu:*fixpurposeskillstalentsweaknessesmanagestrengths talents

purpose

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

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

2. Only try to __ a weakness when the weakness is undermining your ability to utilize a talent, and an adequate level of proficiency will do (i.e., excellence in that area is not critical to your overall success).

fix

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Menu:*fixpurposeskillstalentsweaknessesmanagestrengths


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

Menu:*fixpurposeskillstalentsweaknessesmanagestrengths

3. When you do have to shore up a weakness,

identify existing _________ that may help you

overcome the weakness. (For example, someone

with strengths in the area of people and

communication skills, could use those strengths

to overcome a weakness such as avoiding

conflict.)

strengths


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4. Focus on managing rather than fixing your weaknesses. Which of these strategies have you previously used to manage your own weaknesses?

a. Avoiding jobs that are a poor fit.b. Renegotiating expectations.c. Partnering with the right people.d. Changing the process/system.e. Adopting enabling technology.f. Moving to a job that represents a

better fit.g. Managing the perceptions of others.


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What have you done to manage your weaknesses?

1 2 3 4 5 6 7

59%

28%

66%62%

52%52%

66%

Click all that apply 1. Avoiding bad fit2. Renegotiating3. Partnering4. Changing process5. Adopting technology6. Moving to better fit7. Managing perceptions

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Identifying Your Strengths

= +Strengths

BroadStrengths e.g., Teamwork,

Integrity, Responsibility,

etc.

Job- or Field-Specific Strengths

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Workplace Implications

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Do your current development goals leverage both your talents and

your purpose?

Answer the question at the top of page 65.


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Pairs Discussion

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Take the next 2-3 minutes to discuss one or both of the following

questions with your partner:

1. Are you currently trying to fix a personal weakness (one

where you have neither the talent nor the purpose) that you

should be trying to manage instead? If so, what is it, and

what ideas do you have for managing it?

2. Do you have a competence you’re trying to develop where you

lack either the talent or the purpose? If so, what strengths

could you use to help you shore up that weakness?


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Specific — in terms of behavioral and/or

business outcomes

that meet an important

business need.

Principle #3: Make Development Goals and Plans SMART


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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.



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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.



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Realistic —in terms of support, talent and resources:• goal is aligned with business needs • 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.



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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.



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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.

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Writing SMARTer Development Goals

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

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

What could an individual gain by linking a development goal to a

business metric?


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Individual Application: Writing SMART Goals

PART A: One person from the group will volunteer her/his

development goal for the group to work on. The goal should

be one that is reasonably challenging to make SMART.

1. Share your development goal with the other members

of your team, and get their advice on how to make

your goal SMARTer.

2. Re-write the goal to better reflect the SMART

criteria.

PART B: Now make the goal SMARTer by doing the

following:

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Capture your before and after statements on a flipchart.


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The Challenge of Change


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Principle #4: Don’t Do It Alone


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9075



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• Review Back Home Applications 3, 4, 5, 5A and 5B.


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Module Four

Results Reviews:Minimizing the Stress—Maximizing the Value


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Some Things Never Change

“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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Module Four Objectives

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

2. Understand what it takes to be an exceptional performer.

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

The objectives for this module are to give you the tools and concepts you need to:

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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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Where within this process do you have the greatest opportunity to impact your manager’s view of your performance and contribution?


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Issues From the Introduction

1. “Our theories determine what we see.” —

Albert Einstein

2. Ongoing contact with your manager

ensures that your accomplishments don’t

get overlooked.


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The Purpose of Year-End Reviews

• Accountability

• Self-insight

• Participation and mutual understanding

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Autobiography in Five Short Chapters

• Where within this story does Portia Nelson make her first learning breakthrough?

• What is Portia Nelson trying to teach us with this “autobiography?”


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Interim Results Reviews Can Include:

• After-Action Reviews

• Quarterly Reviews

• Mid-Year Reviews

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The Purpose of Interim Results 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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Personal After-Action Reviews(A Key to Learning Agility)

1.What was supposed to happen? (What was the expected outcome?)

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 (Individual 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 and is continuing to go well?

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The Six-Question Interim Review Conversation (Individual Version) Cont’d

4.What suggestions would you give yourself for the future?

5.What can your supervisor/manager do to support you?

6.What other suggestions do you have for your supervisor/manager?

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Exercise: Identifying the Pitfalls

What is the worst thing that you could hear

in a year-end results review?

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Exercise: Learning from Experience

1. Why have many companies adopted ranking or forced-

distribution systems rather than standard rating systems?

2. What does it take to be rated as “exceptional” at

ConocoPhillips?

3. What could cause an individual to be given a rating that

is lower than they expected or what they honestly think

they deserve?

4. What can an individual do to avoid being given a rating

that is lower than expected or deserved?

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The Keys to a More Value Added and Less Stressful Year-End Results Review

Preparation: Define clear standards

Preparation: Continually assess progress

Preparation: Maintain a P&D log

Preparation: Complete a self-evaluation

1.___________

2.___________

3.___________

4.___________

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Worksheet/Questions for the Year-End Results Review

• Review the self-evaluation questions on pages 95-96.

• How effectively have you prepared for year-end results reviews in the past?

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Agenda for a Quality Year-End Results Review

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).

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.

BHA #10 — pages 97 and 98

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Agenda for a Quality Year-End Results Review

Step 3: Confirm Commitment and Next StepsIn this step the conversation shifts toward the future:• 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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Tips for Handling the Year-End Conversation

BHA #10 — pages 99-100

99


112


• Review Back Home Applications 6-10.


102


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The purpose of training is not knowledge alone, but action. As

individuals, it is our responsibility to pursue, with courage and

good judgement, the changes that we regard as necessary,

ethical and fair.


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Action Item of the Day

• What was your single most important action item from today?

• Please be specific in terms of something that you are going to do differently because of something we discussed today.

Documents

Www.targetedlearning.com Phone 801.235.9414 1 The Four Conversations of Performance Excellence for Individual Contributors