MANAGING PEOPLETOWARDS SUPERIOR PERFORMANCE
Session 3Khaled Abd El Gawad
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Agenda1. Powerful Conversations
A. Elevating Transactional Conversations
B. The Performance Partnership Pyramid
C. Addressing Difficult Responses to Feedback
D. Getting Past the Excuses
2. Performance FeedbackA. 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 5Powerful Conversations
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Elevating Transactional Conversations
Asked to complete a Make a simple task
Make a simple request
TransactionalTransactionalConversationsConversationsConversationsConversations
Asking about the Exchange some status of a projectExchange some
information
Direct an activity
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Elevating Transactional Conversations
Make a simple Asked to complete a Make a simple request task
TransactionalTransactionalConversationsConversations
Are there other types of conversations that occur in Are there other types of conversations that occur in ConversationsConversations
Exchange some Asking about the
the workplace?the workplace?Exchange some
informationstatus of a project
Direct an activity
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Elevating Transactional Conversations
TransactionalTransactionalConversationsConversations
TransformationalTransformationalConversationsConversations
TransformationalTransformationalConversationsConversationsConversationsConversations ConversationsConversationsConversationsConversations
Result in personal and/or Result in personal and/or organizational learning and change
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Elevating Transactional Conversations
TransactionalTransactionalConversationsConversations
TransformationalTransformationalConversationsConversations
TransformationalTransformationalConversationsConversationsConversationsConversations ConversationsConversationsConversationsConversations
Unexpected conflict during a team meetingUnexpected conflict during a team meeting Better candor communication
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Elevating Transactional Conversations
TransactionalTransactionalConversationsConversations
TransformationalTransformationalConversationsConversations
TransformationalTransformationalConversationsConversationsConversationsConversations ConversationsConversationsConversationsConversations
A performance improvement discussionA performance improvement discussion Raising the morale of the team
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Elevating Transactional Conversations
Powerful Conversations
Powerful Conversation are those that get work done and Powerful Conversation are those that get work done and result in Personal/Organizational change and learning
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Elevating Transactional Conversations
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 powerful How 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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The Performance Partnership PyramidDirecting WordsSupporting WordsKey BehaviorsStep
“I’d lik lk i h “H did “ ” ? Wh D 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
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The Performance Partnership PyramidDirecting WordsSupporting WordsKey BehaviorsStep
“I hi k i ’ i “Wh illi C 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 IssuesActivity - 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 behind3/11/201417
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Addressing Difficult Responses to Feedback
Don’t…
Counterattack, become
Anger/AttackTh 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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Addressing Difficult Responses to Feedback
Do…
Acknowledge the anger and ask for the person’s feedback
Anger/AttackTh b
for the person s feedback.
You may need to clarify that the The 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, notabout the person’s character.
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Addressing Difficult Responses to Feedback
Don’t…
Ignore the person’s
Defensiveness/DenialTh 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 tat and feedback, or tries to deny
its importance.involved in a tit-for-tat
conversation.
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Addressing Difficult Responses to Feedback
Do…
Accept the possibility they know something you don’t
Defensiveness/DenialTh d i th
know something you don t, and ask for specific, observable
evidence The person denies the accuracy of your observations and feedback or tries to deny
evidence.
Be ready to (re)state the and feedback, or tries to deny its importance.
Be ready to (re)state the evidence on which you based
f db k3/11/201421
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Addressing Difficult Responses to Feedback
Don’t…
Ignore the complaints,
Passing the BuckTh bl
g p ,
let the person avoid The 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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Addressing Difficult Responses to Feedback
Do…
Acknowledge the concerns, and
Passing the BuckTh 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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Addressing Difficult Responses to Feedback
Don’t…
Keep talking as if
SilenceTh i i l d i
p gnothing is wrong
The person is uninvolved in the conversation and says
little or nothinglittle or nothing
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Addressing Difficult Responses to Feedback
Do…
Acknowledge the silence,
SilenceTh i i l d i
express your concern, and askfor their thoughts
The person is uninvolved in the conversation and says
little or nothing
g
little or nothing
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Addressing Difficult Responses to Feedback
I don’t careDon’t…
I don t care
Ignore the indifference, or
IndifferenceTh h d
g ,
Offend the person for lack of The 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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Addressing Difficult Responses to Feedback
I don’t careI don t care Do…
Point out the apparent
IndifferenceTh 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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Addressing Difficult Responses to Feedback
Don’t…
Ignore the person’s feelings
DespairTh 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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Addressing Difficult Responses to Feedback
Do…
Acknowledge their frustration or sadness Give them space to talk
DespairTh t k th
sadness. Give them space to talk about it. Remind them that the
feedback is about performance not The 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 intervention3/11/201429
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Addressing Difficult Responses to Feedback
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 you 2. Be prepared for the agenda to shift from what you
originally planned.3 Be open to the possibility that things are not as you 3. 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.Managing People Towards Superior Performance‐
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Unit 6Performance 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%
LowWorker 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
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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 methodand told him mine too.
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Considerations for Consistent Feedback
Consider the following when giving feedback1. 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 during p g , p g
the expectations setting conversations?4. Are you the best person to be providing feedback on this or y p p g
other tasks?5. Are they ready to receive the feedback? Do they have the y y y
energy to hear you at the moment? Are they open and receptive to feedback?
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Considerations for Consistent Feedback
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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Considerations for Consistent Feedback
SBIG ModelThis 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 tti Detailed, exact What the person did The consequencesfor you and/or others
Setting development goal
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Considerations for Consistent Feedback
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 i time 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)”
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Feedback Worksheet – (T-sheet)
Name:_________________ Date:_________________
EnhanceNice – Keep doing
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MANAGING PEOPLEFOR PEAK PERFORMANCE
Thank you!yKhaled Abd El Gawad
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