It’s not my problem that I’m a lousy performer, it’s yours!

By: Joel J. Myers

Have you ever tried to address a performance problem with an employee only to find yourself getting angry and frustrated and perhaps saying something that diminishes what was previously a good working relationship? Or, the tables got turned and you found yourself walking out making a promise to do better at providing clear direction and feedback.  Either way, the outcome is not good for your organization, your employee, or you.  What could you have done to make it different?  Here are three simple rules to help ignite your employees’ spirit.

  1. Set the expectation from the beginning.  Performance expectations must be set in the very beginning of the relationship.  When a new performer comes into your department, maybe also new to the company, he/she needs to know what its like to work there.  You need to tell him/her honestly about the working hours, the level of stress, how much importance you place on observing the work rules and the chain of command, who and how to ask when she needs something or has a question, important deadlines, key customers, and more.  Having an on-boarding plan out in advance ensures that everyone gets the same message.

    When an employee is facing an unfamiliar assignment, whether it is in a new job or simply a new task or project, performance expectations should be made clear. That is, questions about quantity, quality, cost, time, and approach should be covered.  With an experienced employee, it is best to give him/her freedom as to “how” to approach an assignment as long as standards are met and any controls (internal or external) are followed.

    If you are fortunate enough to have experienced, capable people, discussing expectations in such detail might feel like you are micro-managing or that you are showing a lack of confidence.  Don’t be too concerned.  When facing an unfamiliar task, everyone wants to know the definition of “success’, and how their performance will be measured.  By initiating the discussion on the front end, you are making it easier for the employee to come back to you if they encounter unexpected difficulties.

  2. Don’t be a “gotcha” leader.  It is true that people learn best when experience (practice) accompanies instruction.  It is probably also true that we learn more from our failures than from our successes.  But, letting someone fail through neglect or on purpose is not good for the organization, for the employee, or for you as a leader.  It is poor leadership to stand by and let someone fail and then “pounce” on him/her with ridicule or discipline.

    Provide coaching for your employees by observing what they are doing, by providing feedback along the way, and by intervening and redirecting when appropriate.  Good coaches provide just the right amount of direction at just the right time to achieve optimum results.

    When someone is struggling with a task, a leader must determine what is needed to get the performer back on track.  The first question you need to ask is, “Has the performer ever performed this task competently in the past?”  If the answer is “no”, then the focus needs to be on instruction, coaching, practice and performance feedback.

    If the answer is “yes”, the question is “What’s changed?”  What is different about this assignment that might be causing the performance difficulty?  Ask the performer to help with the diagnosis.  The answer may be easy to identify, or it may be very illusive.  It may not be something related to the work, it may be something different in the performer’s personal life that is distracting or a change in his/her perspective about the work or who he/she is working with.

  3. Celebrate Success.  Success can be habit forming.  After a performer accomplishes a difficult task and is recognized for it, he/she will be motivated to put forth the extra effort to take on new tasks and experience some risk of failure when the next challenge comes along.  Through achievement and recognition, employees will be more likely to perform up to their potential.

    When recognizing an employee for accomplishments, there are a few simple rules to keep in mind.  Make the feedback specific, make it sincere, make it personal, do it in public, and do it immediately.

    In making feedback specific, call attention to exactly what the employee did to earn the praise.  What results did they achieve?  How did it benefit the department?  How much did the idea save?  The generic, “Good Job!”, may bring a smile, but it may also leave the performer wondering exactly what they did that they appreciated.

    Making feedback sincere and personal helps the employee understand how their accomplishment benefited you personally.  It puts the “I” in appreciation.  It’s great to acknowledge that one’s accomplishment was good for the company, but when a leader expresses how a performer’s contribution helped her personally, it builds a connection and sense of teamwork.

    Feedback is most effective when it is given immediately after the results are in.  If you start praising a performer’s efforts with “Do you remember when …?” you have waited too long.

    Finally, make praise public.  Hold a mini-meeting and tell the whole department about the performer’s accomplishment.  Don’t wait for the next recognition day, when everyone is recognized for something.  Make it special.  Tell your boss how well your performer is doing.

Statistics show that companies in which morale is high perform better, overall, than low- or average-morale companies.  When performers feel valued for their hard work and productivity, they will be more committed and enthusiastic. 

 

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