This document discusses how to develop peak performance in employees. It begins by debunking common assumptions that equate things like experience, speed, hours worked, and compliance with being a good employee. True high performers are those with competence and commitment to goals. The document also discusses learned helplessness and employee obsolescence, noting supervisors must prevent these by developing staff. When issues do arise, the best option is long-term investment in employee growth, rather than quick fixes like termination. Overall performance comes from empowering employees to continuously learn and improve.

1. HOW TO SPARKS EXCEPTIONAL
PERFORMANCE

2. What is a five letter word which
everyone wants but no one
seems to have enough of?
_ _ _ _ _

3. P O W E R
In today's workplace, the pursuit of
power has never been more
evident.
Managers and supervisors are
constantly striving to increase tgeir
arsenal of power to keep up with
the times.

4. But regardless of how they use
that power, the fact remains that
without it they will not be able
to achieve much for themselves,
other people and their
organization.

5. This module is about developing
and empowering people.
We will focus on how you can give
power to your people without
diminishing your own, and how you
can help your people experience a
sense of their own power.

6. But before you can empower your
employees, you must be ready for it.
How do you do that?
1. You must have an understanding of
what empowerment is and what you
need to do to go about empowering
your people.

7. 2. You must have the necessary skills
required in developing your people. Yu
cannot empower if you do not know how to
develop your people.
This module will help us to develop basic
skills in orienting, coaching, mentoring,
counseling, and appraising employee
performance.

8. Module Content
Unit 1. Creating Peak Performance
Session 1 - Perspectives and Choices
Session 2 - Employee Development:
Principles and Process
Unit 2. Orientation: Facilitating Joing-up

9. Module Content
Unit 3. Coaching. Counseling, Mentoring:
Opportunities to Grow and Excel
Session 1 - From Supervisor to Coach
2 - Power Coaching
3- Counseling
4- Mentoring

10. Module Content
Unit 4: Empowerment: Building
Competence with Commitment
Session 1 - Faces of Employee
Empowerment
Session 2 - The Process of Empowerment

11. Module Content
Unit 5: Empowering Employees Through
Performance Appraisal
Session 1 - Benefits and Blocks
Session 2 - Performance Appraisal
How To's

12. CREATING PEAK PERFORMERS
(Unit 1)
“Everyone is a potential high performer.
Some people just need a little help
along the way.”

13. Session 1
PERSPECTIVES AND CHOICES
“ The Day You Stop Learning
is the Day You Begin to
Regress”

14. Session Objectives:
After completing this session, the participants should
be able to:
1. Discuss learned helplessness, its behavioral
manifestations and its relationship with employee
obsolescence;
2. Discuss the concept of employee obsolescence
and the contributory factors that lead to it;
3. Clarify and demystify traditional assumptions on
what makes a good employee; and
4. Differentiate and discuss advantages and
disadvantages of the four (4) options in handling an
obsolete employee.

15. Warm-Up Activity:
“IMAGES”
1. What makes a good employee?
2. What makes a bad employee?

16. Opening Activity
ISANG TANONG, ISANG SAGOT

17. STATEMENT 1
THE MORE EXPERIENCE
YOU HAVE, THE BETTER
EMPLOYEE YOU ARE.

18. STATEMENT 2
SPEED AND EFFICIENCY IS
ALL MATTERS.

19. STATEMENT 3
THE MORE HOURS OF WORK
AN EMPLOYEE RENDERS,
THE MORE EFFECTIVE HE IS

20. STATEMENT 4
PRODUCTIVITY IS
EFFICIENCY PLUS
EFFECTIVENESS

21. STATEMENT 5
COMPLIANCE WITH WORK
STANDARDS ALWAYS
INDICATE COMMITMENT AND
DEDICATION

22. Assumption 1: LEVEL OF
EDUCATION OR EXPERIENCE.
Many people assume that the higher your
educational attainment and the more
experience you have, the better employee
you are.

23. Being a good employee does
not necessarily require a
particular level of education or
professional credentials.

24. Experience can be the best teacher.
However, experience does not
automatically make someone a better
employee. Only when one learns from
experience can a person become a
good employee.

25. • The difference lies in how you
apply the education and
experience that you have.

26. ASSUMPTION 2: SPEED AND
EFFICIENCY
ASSUMPTION 4: EFFICIENCY PLUS
EFFECTIVENESS EQUALS
PRODUCTIVITY
Most people assume that speed and
efficiency is everything.

27.  The speed and efficiency with
which someone works or
completes the task does not
necessarily make that person a
good employee.

28.  Quality of work and client
satisfaction is just as
important.

29. In Jobs dealing with clients (either
external or internal), it is not so
much efficiency (i.e. less time,
costs) that counts, as much as
effectiveness (i.e. extent to which
desired impact/ objectives are
attained, extent to which client
satisfaction has been reached).

30. Activity
1. Efficient but Not Effective
2. Effective but not Efficient
3. Not Effective and Not Efficient
4. Effective and Efficient

31. ASSUMPTION 3: NO. OF HOURS
WORKED
Most people equate level of
performance with number of hours
put in by an employee.

32.  Being a hard worker in terms of
hours worked is not, in itself, a
performance indicator. It can also be
sign of inefficiency. Hence, the
sayings:
“It is easy to be busy, but it is more difficult
to be effective.”
“Work smarter, not just harder.”

33. ASSUMPTION 5: EXTENT OF
COMPLIANCE
Many people assume that
compliance equals commitment
and dedication.

34. As a result, an employee who tends to
to ask a lot of questions, or who shares
differing opinions and divergent ideas,
are often viewed as “bad employees”.

35.  As a supervisor, you cannot fall
into this traps. You have to
encourage and recognize
employees for their creativity. You
have to value diversity and
differing opinions, seeing it as a
sign of interest and enthusiasm

36.  Creativity is the fuel of organizational
growth and development.
Good employees with these
qualities are vital to the continued
success of an organization

37.  They are major contributors to
your team.
They are employees who have the
competence and the commitment to
accomplish the objectives of the
organization.
 Good employees are pacesetters.
They often set pace in their work
teams.

38. To become effective supervisor, you
have to learn to build on your
employees’ ideas and use it as
springboard for innovation.
Remember, many inventions and
innovations started off as “wild ideas”.

39. Compliance can also be an
indicator of an employee who is
playing it safe, is afraid to risk
voicing out his opinions or has
less initiative.

40. Practically, every team in an organization
value “good people”who are:
- dependable and can be consistently relied
upon
- commited and will persistently stick with a
project or task until it is finished
- aggresive in meeting challenges and facing
difficulties
-

41. Good employees with these qualities
are vital to the continued success of an
organization.
They are major contributors to your
team.

42. • They are employees who have
the competence and the
commitment to perform in a high-
achieving manner to accomplish
the objectives of the organization.

43. Good employees are pacesetters.
They often set the pace in their
work teams.
Each of your good people brings
something unique to the work
team.

44. They become even more valuable
when led by other good people who
mold them into a highly productive
team.
 If you have hired, trained and
managed well, each of your people
should be a supervisor performer and
a highly valuable member of your
team.

45. If “good employees” are valued in a
team or organization, it doesn’t mean
that “bad employees” should be
rejected and sidelined. They should
pose as a challenge to you and your
team.

46. • The first step in helping and
transforming these employees is
understanding them and refusing
to label them as “bad employee”
or “problem employee”.

47. Lack of initiatives is most often a function
of learned helplessness.
Learned helplessness occurs when
employees continuously perceive
themselves as being inadequate,
incompetent, insignificant and unlikely to
make an impact or contribution regardless
of performance.

48.  As a supervisor, you must always be
on the look out for any sign of learned
helplessness among your staff.
Learned helplessness is not a problem
per se. It is merely a symptom of an
unhealthy working environment, poor
working relationship or past negative
working experiences.

49. If left unattended to, learned
helplessness usually leads to
employee obsolescence.
Employee obsolescence often occurs
as a result of lack of continuing and
appropriate developmental activities
for employees.

50. Termination should only be
a last resort, not a first
option. It should be resorted
to only when other options
have been tried out.

51. Moreover, a “lost employee”
spells losses in time and
investment.
Always remember that your
people is the most important
resource in your organization.

52. You need to invest in them to
optimize returns and ensure a
quality tomorrow for your
organization. This is the fourth
and best option.

53. The Living Monument
• Without hesitation, his reply was:
“I can’t think of a more significant
achievement or contribution than
the people whom I have helped to
develop. They are my living
monument – my legacy to future
generations.”

54. Indeed, the best measure of your
success and the success of any
supervisor is the number of
people you were able to develop.

55. By investing in your employees
through training and development,
and encouraging their efforts at
self-improvement, you are investing
in the future stability and success
of your organization.