Showing posts with label employee feedback. Show all posts
Showing posts with label employee feedback. Show all posts

Friday, October 19, 2012

“don’t forget your …” (planning)

(part of the Total Quality Leadership (TQL) series)

How an organization achieves world class quality excellence depends on its leaders within the organization, at all levels of the organization.  Whether your organization has just started its quality journey with ISO certification or are ready to apply for the world renowned Deming award, the critical success factor to world class quality excellence…it’s all in the leadership!

Leadership skills that make an environment successful are the same skills that we learned when we were little and playing in the sandbox.  The sandbox skill today, planning.


If a child has plans to play in the sandbox to build a castle, it is important to plan to bring a shovel and pail.  It is also important to plan to wear a hat and sun screen so the child doesn't get burned.  The latter is an adult's responsibility; the former is a responsibility we teach kids. 

To help them remember, we may write down “shovel and pail” on the blackboard (or paper or easel) in their bedroom.  Together, you may add other toys or things to the list.  Writing it down helps to remember and not forget.  When it is time to get ready, the child only has to look at the blackboard (or paper or easel) and erase it or draw a line through it when the item has been packed to go.  We eliminate the “regrets” and the “forgot” and the tears.  The castle gets built and you can relax and enjoy.

At my age, "senior moments" come often so writing things down is mandatory.  Reminders (post it notes are the best discovery) and checklists are important basic planning tools to help us remember and not forget. The process of planning is a three step process:

1.  What do I have to do?  (write it down)   
2.  What are the steps to get it done?  (be explicit)
3.  By when?
        What is the deadline?
        When did I promise?

I know, as you do, people who spend their lives telling you, “I don’t have time to write it down”.  Yet they always seem to have time to spend an hour “looking for” or “driving back” because they failed to remember.  Forgetting costs money in business and in your personal time.  An additional benefit of crossing a line through a completed action is it induces you to want to do more.  Planning (writing it down) saves time you can spend on other things, like doing absolutely nothing. 

Friday, October 12, 2012

"it wasn't me, it was...!" (conflict resolution)


(part of the Total Quality Leadership (TQL) series)

How an organization achieves world class quality excellence depends on its leaders within the organization, at all levels of the organization.  Whether your organization has just started its quality journey with ISO certification or are ready to apply for the world renowned Deming award, the critical success factor to world class quality excellence…it’s all in the leadership!

Leadership skills that make an environment successful are the same skills that we learned when we were little.  Today's skill, conflict resolution.


When children disagree, we make sure the shouting and the yelling don't get too out of hand. Name calling indicates the disagreement has gotten to the point where there is no point.  Physical hands-on each other is a definite no-no (I know this is different for parents who use the ole "go out there and kick his butt" attitude but I think we have grown enough bullies, boys and girls, with that type of stance.  just my opinion)  Our responsibility as adults is to teach children how to argue.  There is a time to allow venting (letting each state their side), then there is a time to say "stop" and move them to resolution.  They cannot hear each other if both are speaking at the same time (or yelling and screaming).  Name-calling is not a solution, it says "the real problem [I have with you] is over 'cause I don't have any more to back up my side."  An initial solution today is to call a time out. The purpose is to give both time to think about their (poor) behavior, return, apologize, and calmly discuss the problem (hopefully) to resolution.  All is good with the world (for at least 30 minutes). 

A simple swat to the head with a large club was our cave-dwelling forefathers’ method of conflict management.  Debate, alternative solutions, creative ideas, and change are the differences in people that can also breed (positive) conflict.

Cognitive Conflicts are helpful conflicts.  The focus is on issue alternatives, advantages, disadvantages, cost-benefit analysis, and opportunity costs.  They clarify the issues and result in better decisions.  Members have a high commitment to the decisions made.  Properly managed conflict yields Constructive outcomes
·       Introduction of new approaches or solutions
·       Prevelent problems are brought out in the open
·       Thoughts and feelings are clarified
·       Interest and creativity are stimulated
·       Personal capabilities are stretched

Affective Conflicts are more personal conflicts.  They focus on members, accuse each other of selfish motives, argue for self-serving alternatives, finger-pointing, lobby each other, blame the other side, and second-guess previous decisions.  They can tear a team apart.  The result is a weak or ineffective decision with little or no commitment to implementation.  Unmanaged conflict yields Destructive outcomes.   
         It breeds a climate of distrust and suspicion
       There is resistance to teamwork
       People leave the situation because of the turmoil

The selection below is one I found on the children's mini-page of our local newspaper. It is a test to evaluate conflict management skills 001.  How well will you do?





 


Sunday, August 19, 2012

“this is the last time I'm gonna to tell you!“ (listening)


 (part of the Total Quality Leadership (TQL) Skills series)

How an organization achieves world class quality excellence depends on its leaders within the organization, at all levels of the organization.  Whether your organization has just started its quality journey with ISO certification or are ready to apply for the world renowned Deming award, the critical success factor to world class quality excellence…it’s all in the leadership!

It is my (proven) belief that the leadership skills that make an environment successful are the same skills that we learned when we were little and playing in the sandbox.  The next sandbox skill I want to talk about is listening.



So you ever get the feeling you’d be further ahead if you were talking to a wall?  Children listen for things that impact them positively. 

“Vegetables are good for you”…tuned out!  “I have candy”...tuned in!

Adults are the same:

“Take out the garbage”…tuned out!  “The (insert any sports here) game’s on”…tuned in!

“Is dinner ready?”…tuned out!  “Let’s go out to dinner”…tuned in!

It’s human nature.  If something interests you, you’re listening skills are piqued!  If you don’t particularly care, you’re listening skills are off.

Selective listening is tuning out to anything you don’t agree with or do not want to address.  I share this story as an introduction

A mother is on the phone chatting with a friend.  Her son runs in (as children always do when you are on the phone.  They just have that instinct) and yells, “Mommy, mommy!” Mom assumes it’s the usual nothing, shushes him and asks him “can’t you see I’m on the phone?”.  He does this several more times, finally in an the exasperated tone adds, ”but Mo-o-o-o-m, there’s a fire.” She continues to talk on the phone, ignoring him.  Ten minutes later, as they are standing outside on their sidewalk and looking at the embers of what is left of the house, the child looks up at his mother and quietly says,  “I tried to tell you.”

We assume because we know someone, we know what they are going to say.  We shut them out and don’t hear them.

Leaders need active listening skills.  What do those skills “look like”?  When people are speaking to you, show your interest and enthusiasm for what they are saying.  Body language is critical.  Lean forward and share an acknowledgement (not the little bobbing-head dog - an occasional nod will suffice).  Paraphrase back to them what you heard them say.  Ask them questions that help them articulate what they are trying to tell you.  This tells the speaker you are with them in the moment.  You haven’t tuned them out and are not thinking about what your response is going to be “as soon as they take a breath”.

The open door policy is a people-oriented, team based policy that gives (or makes) Managers the time to talk with employees and ask their opinions.  This is extremely critical especially if you do not have daily or weekly meetings with your associates.  I remember the grumbling that went on when this management philosophy was first introduced.  Managers were aghast at the fact that they were actually going to have to talk to “them”.   note:  this was back in the day when we were living in the “me boss, you employee”,  pre-team management environment.  Look at this way, who does the job 8 hours a day?  Are they not (should they not be) the experts?  “They” can make us look good or they can let us walk off the cliff, shaking their heads, thinking, “We tried to tell you.”

Active listening... a critical skill to your achievement as a leader.


Tuesday, July 10, 2012

BENCHMARKING YOUR PERFORMANCE - 360 degree Performance Appraisals


Some topics come to me automatically and some come about because of a trigger.  The topic for this column, employee performance appraisals, was triggered by a recent UPN comedy Cuts episode.  This Generation-X comedy is about two hair salon co-managers.  They are young and this is their first foray into business.  Her dad owns the salon franchise Cuts and he lets her be a co-manager along with the original young owner of the salon.  To say they “feel their positions of power” would be an understatement. 

This particular episode began when a package was hand-delivered to the salon co-managers from headquarters (dad).  Their first “power” thought:  it’s time for us bosses to rate you workers.  The co-managers’ high-fiving, snickering and laughing came to an abrupt stop when they pulled the papers out of the envelope to discover:  the appraisal forms were for the employees to give their opinion of the co-managers.  The form asked about “all things management”.  It covered questions and asked for opinions about the manager’s work performance and how well they felt the mangers were dealing with them.  As soon as the two realized the “power was in the workers hands” their attitude and behavior changed.  It’s amazing how the “respect for the Individual” and “people are our greatest assets” vision statements really kicks in to a manager’s behavior attitude as soon as it is determined the workers would rate them on their performance as a boss.

Performance appraisals involve observing workers’ behavior and measuring that behavior in accordance with certain standards.  It is central to the staffing function.  It provides feedback needed to evaluate the effectiveness of recruitment and selection.  Lastly, it identifies individuals who are trainable and those who already have the skills to meet current and future job requirements.

Performance appraisal goals should be constructive and motivating.  They should inform employees of the performance rating for review period.  It sets targets for improvements, recognizes accomplishments, and informs employee of what is expected in the future.

An innovative approach at one of my clients was to establish a 3-D model of competency identification.  In seeking to identify the competencies required in a particular role or throughout the organization, the following 3 questions identified the process.
(1)  What activities or functions must the employee perform?
(2)  What strengths, attributes, and qualities does the effective performer
       display?    
(3)  What capabilities are important to develop?

Translating this 3-D model to a simple form and process, my client, an automotive company, uses a process asking all staff members to focus their efforts and feedback in three areas:
(1)  4 to 6 most important responsibilities and demands of the employee’s
      role
(2)  6 organizational competencies that make or break performance and
      enable focused feedback
(3)  specific actions and timing for job and professional growth.

This straightforward outline provides candid information about what is important to discuss, track and assess together (managers and employees)

As the company moves towards a best-in-practice environment (team based management and coaching), multi-source feedback, named 360 degree feedback, is a critical link in the performance management process as employees engage more and more in team, cross-functional and process-based activities, making their work largely invisible to any single source.  Three hundred sixty (360) degree performance provides a balanced, holistic view of contributions and competencies, while reducing the “my view, your view” tension often present when only team leaders and employee perspectives are involved. 

Feedback from everyone you work with provides the optimal tool for enhancing leadership and management capabilities, particularly when a company is trying to develop a more open, communicative culture.  When people receive honest, specific feedback from their bosses, colleagues, and associates, they often come to understand how their behaviors affect others – the need for change in some of those behaviors.

Organizations are taking varied approaches to transform the performance management process from an administrative burden to a business interaction that is inseparable from the work being done.  There is no magic formula for success in performance management.  The key is to harness the energy around what is important to the organization and apply it toward establishing an effective process deserving a top rating – one that “meets or exceeds expectations.”