Managing People Towards Superior Performance - Session 3

MANAGING PEOPLE
TOWARDS SUPERIOR PERFORMANCE
Session 3
Khaled Abd El Gawad
3/11/20141
Managing People Towards Superior Performance‐
Khaled Abd El Gawad All rights reserved

Agenda
1. Powerful Conversations
A. Elevating Transactional Conversations
B. The Performance Partnership Pyramid
C. Addressing Difficult Responses to Feedback
D. Getting Past the Excuses
2. Performance Feedback
A. The Critical Impact of FeedbackA. The Critical Impact of Feedback
B. Considerations for Consistent Feedback
C Feedback Worksheet (T-Sheet)C. Feedback Worksheet (T Sheet)
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Unit 5
Powerful Conversations
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Elevating Transactional Conversations
Asked to complete aMake a simple
task
Make a simple
request
TransactionalTransactional
ConversationsConversationsConversationsConversations
Asking about the
Exchange some status of a projectExchange some
information
Direct an activity
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Make a simple Asked to complete aMake a simple
request task
ConversationsConversations
Are there other types of conversations that occur inAre there other types of conversations that occur in
Exchange some
Asking about the
the workplace?the workplace?
Exchange some
information
status of a project
Direct an activity
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TransformationalTransformational
ConversationsConversationsConversationsConversations ConversationsConversationsConversationsConversations
Result in personal and/orResult in personal and/or
organizational learning and change
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Unexpected conflict during a team meetingUnexpected conflict during a team meeting
 Better candor communication
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A performance improvement discussionA performance improvement discussion
 Raising the morale of the team
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Powerful Conversations
Powerful Conversation are those that get work done andPowerful Conversation are those that get work done and
result in Personal/Organizational change and learning
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TRUSTTRUST i th F d ti f A P f l C tii th F d ti f A P f l C tiTRUSTTRUST is the Foundation of Any Powerful Conversationis the Foundation of Any Powerful Conversation
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How to structure and flow a powerfulHow to structure and flow a powerful
conversation ?conversation ?
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The Performance Partnership Pyramid
Let’s go!Result:
M l U d di
Wh t’ ll ?
What’s possible? Mutual Understanding
 Committed Action
What’s really so?
What’s Up?
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Directing WordsSupporting WordsKey BehaviorsStep
“I’d lik lk i h“H did “ ” ? WhD i“Wh ’ ?” “I’d like to talk with you
about ‘x’”
“How did “x” go? What
did you learn?”
“What is the latest on
Demonstration presence
through active and intensive
listening
“What’s up?”
“What is the latest on
“x” ? Any concerns?”
“What can I provide
Asking questions to confirm
understanding
What can I provide
here?”
“Here’s what I’ve seen
d h t I k f it
“You say ‘x’ is
h i H d
Rigorously testing thinking to
f t
“What’s really
?” and what I make of it.
Do you see any gaps in
what I’ve just said?”
happening. How do you
know that?”
“I hear you concluding
agree on factsso?”
“I hear you concluding
that….Tell me how you
reached that
conclusion”
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conclusion

Directing WordsSupporting WordsKey BehaviorsStep
“I hi k i ’ i“Wh illiC i ibili i f“Wh ’ “I think it’s important
for you to try “x” and
here’s why.”
“What are you willing to
do or try out?”
“Let’s define the best
Creating new possibilities for
action
“What’s
possible?”
“Let’s define the best
possible outcome and
then figure out how to
make it happen ”make it happen.
“I want you to do ‘x’ by
‘y’ time.”
“So, what have you
decided to do?”
Confirming action plan“Let’s go!”
“Let’s summarize. What
are you (we)
committing to here?”committing to here?”
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Addressing Challenging Performance Issues
Activity - Homework
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Crawling Out of the Swamp: The Critical First Stage
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Crawling Out of the Swamp: The Critical First Stage
1. Drop your agenda
2. Validate the issue and feelings
3. Go for the list
4. Separate the controllable from the uncontrollable
5 R t t h t h5. Restate what you hear
6 Use miracle questions6. Use miracle questions
7. Leave the Swamp behind
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p

Addressing Difficult Responses to Feedback
Don’t…
Counterattack, become
Anger/Attack
Th b
,
defensive, or get involved
in a shouting matchThe person becomes angry
and lashes out at you
in a shouting match
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Do…
Acknowledge the anger and ask
for the person’s feedback
Anger/Attack
Th b
for the person s feedback.
You may need to clarify that theThe person becomes angry
and lashes out at you
You may need to clarify that the
review process is about
b h i d lt tbehaviors and results, not
about the person’s character.
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Don’t…
Ignore the person’s
Defensiveness/Denial
Th d i th
viewpoint,
The person denies the
accuracy of your observations
and feedback or tries to deny
or on the other hand, get
involved in a tit for tatand feedback, or tries to deny
its importance.
involved in a tit-for-tat
conversation.
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Do…
Accept the possibility they
know something you don’t
Defensiveness/Denial
Th d i th
know something you don t,
and ask for specific, observable
evidenceThe person denies the
accuracy of your observations
and feedback or tries to deny
evidence.
Be ready to (re)state theand feedback, or tries to deny
its importance.
Be ready to (re)state the
evidence on which you based
f db k
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your feedback

Don’t…
Ignore the complaints,
Passing the Buck
Th bl
g p ,
let the person avoidThe person blames poor
performance on the lack of
tools assistance resources
let the person avoid
responsibility for their
ftools, assistance, resources,
time, or other support.
performance
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Do…
Acknowledge the concerns, and
Passing the Buck
Th bl
encourage the person to focus
on what he/she can control,
The person blames poor
performance on the lack of
tools assistance resources
/ ,
and take responsibility for what
is under your control.tools, assistance, resources,
time, or other support.
is under your control.
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Don’t…
Keep talking as if
Silence
Th i i l d i
p g
nothing is wrong
The person is uninvolved in
the conversation and says
little or nothinglittle or nothing
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Do…
Acknowledge the silence,
Silence
Th i i l d i
express your concern, and ask
for their thoughts
The person is uninvolved in
the conversation and says
little or nothing
g
little or nothing
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I don’t care
Don’t…
I don t care
Ignore the indifference, or
Indifference
Th h d
g ,
Offend the person for lack ofThe person hears and
understands the issues, but
doesn’t seem to care
Offend the person for lack of
commitment
doesn t seem to care.
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I don’t careI don t care
Do…
Point out the apparent
Indifference
Th h d
indifference, and then make
clear how the issue affects
The person hears and
understands the issues, but
doesn’t seem to care
them, you and the team.
doesn t seem to care.
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Don’t…
Ignore the person’s feelings
Despair
Th t k th
g p g
Tell them to “Cheer up”The person takes the
feedback very hard and feels
inadequate and/or
Tell them to Cheer up
inadequate and/or
discouraged.
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Do…
Acknowledge their frustration or
sadness Give them space to talk
Despair
Th t k th
sadness. Give them space to talk
about it. Remind them that the
feedback is about performance notThe person takes the
feedback very hard and feels
inadequate and/or
feedback is about performance, not
their value as a person. If necessary,
explicitly address questions of “fit”inadequate and/or
discouraged.
explicitly address questions of fit ,
and of underlying issues requiring
other kinds of intervention
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other kinds of intervention

I don’t care
All the suggestions rely on three basic themes
1. If there’s a problem in the conversation, acknowledge it.
2 Be prepared for the agenda to shift from what you2. Be prepared for the agenda to shift from what you
originally planned.
3 Be open to the possibility that things are not as you3. Be open to the possibility that things are not as you
thought, and/or that you yourself may be contributing to
the performance problem or the difficult response
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the performance problem or the difficult response.

Unit 6
Performance Feedback
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The Critical Impact of Feedback
Primary Causes of Deficient Performance
37%
39%
60%
Lack of Clear Individual Goals
No Performance Standards
Poor or Insufficient Performance Feedback
28%
31%
31%
37%
N C Pl i
Poor Performance Reward
Reward Not Performance Based
22%
23%
28%
Inability to Envision Successful Outcomes
Fear of Failure or Punishment
No Career Planning
9%
14%
17%
Low Worker Self‐esteem
Inability to concentrate on Task At Hand
Lack of or Poor Company‐sponsored Training
8%
9%
0% 20% 40% 60% 80%
Low Compensation
Low Worker Self esteem
Source: Closing the Human Performance Gap by
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Louis Csoka, Conference Board Research Report

The Critical Impact of Feedback
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The Critical Impact of Feedback – Creating a Safe Environment
I should have known
his preferences first
Wrong time Wrong method
and told him mine too.
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Considerations for Consistent Feedback
Consider the following when giving feedback
1. Is it in alignment with their development plan?
2. How does the person prefer to receive suggestions – verbally,p p gg y,
in writing, in the moment, in a private place?
3. What are their own development goals, as expressed duringp g , p g
the expectations setting conversations?
4. Are you the best person to be providing feedback on this ory p p g
other tasks?
5. Are they ready to receive the feedback? Do they have they y y
energy to hear you at the moment? Are they open and
receptive to feedback?
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Consider the following when giving feedback
6. Focus on specific behavior that can be changed.
7. Describe the behavior – don’t evaluate.
8. Separate the person from the behavior.
9 Use “I” statements – Own your reactions and feelings9. Use I statements – Own your reactions and feelings.
10. Check for Understanding
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SBIG Model
This model provides a framework for giving effective feedback
SSit tiit ti BB h ih i II tt GG llSSituationituation BBehaviorehavior IImpactmpact
D t il d t Wh t th did Th
GGoaloal
S ttiDetailed, exact What the person did The consequences
for you and/or others
Setting
development goal
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SBIG Model
SSituationituation BBehaviorehavior IImpactmpact GGoaloal
Detailed, exact What the person did The consequences for you Setting development
and/or others goal
Example: “At last Wednesday’s staff meeting (situation),
when you came into the meeting 45 minutes late
(behavior), the group became distracted and I had to spend
ti tti b k t k (i t) Wh t b t t itime getting us back on track (impact). What about turning
on your calendar first thing in the morning to keep notified
of the meeting 15 minutes before (Goal)”
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of the meeting 15 minutes before (Goal)”

Feedback Worksheet – (T-sheet)
Name:_________________ Date:_________________
EnhanceNice – Keep doing
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MANAGING PEOPLE
FOR PEAK PERFORMANCE
Thank you!y
Khaled Abd El Gawad
3/11/201440

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