Managing Mediocrity

The art of addressing mediocre performance in a way that preserves the relationship is the subject of this week's Leader's Digest Mail Bag Q & A.

Dear Leader’s Digest:

I am struggling with some employees who are just not cutting it. Their performance is mediocre at best, but there is not enough cause to terminate them. Other employees have complained about them. Customers have not complained about them but they never receive compliments either.

I feel as though I am stuck with these people who are not up to par. How can I better handle employees who just skate by doing the minimum?

Dear Managing Mediocrity:

We hope you're sitting down because our answer is going to suggest more work than you might have hoped. But we can assure you that if you really want to raise performance for not only these low performers, but for the entire employee, this is an approach that may help.

First, let’s agree on the real problem. The issue you're facing is not low performers. The issue is low expectations. If these two employees are truly low performers and yet “there is not enough cause to terminate them,” then you are operating in a culture with mediocre norms. And if that’s true, then the work you have to do is not first and foremost with the low performers, it is with chronically bad group norms. If your team was crystal clear on high performance expectations, mediocrity would be painfully apparent and you wouldn't have to make a tough call when it came time to coach, counsel or redeploy.

So, how do you reset norms? How can you set a high performance standard that makes dealing with mediocrity much clearer?

1. Confirm the Company’s HR Standard. You, your peers, your supervisors, and HR need to have a uniform and explicit understanding about the kind of performance you expect from employees, their position and the duties they are performing in your department.

2. Go Public. Once you have sufficient support from the people identified in step 1 for the hard decisions involved with a higher performance standard, you'll have to go public. Let people know the bar is being raised. Let them know of any implications for jobs, for development, and any other consequences people will need to understand so there are no surprises. Acknowledge that the norms-expectations were different in the past, without sounding self-righteous and judgmental of past leadership. Frankly state how things will be going forward and why this is right for the store and good for those involved. Sell the vision as a way of instilling pride and ambition. Let people know that there will be ample and just opportunities to upgrade their contribution, as well as how you'll support that with candor, coaching, and development.

3. Coach, Coach, Coach—Redeploy. Now live the standard. If someone performs below the standard,coach them—have the “content” conversation to let them know the gap between what they did and what you expected. Three factors set those who are adept at talking about mediocre behavior apart from the rest of the pack: research, homework and connection. First, you need to gather data. Have a talk with the marginal employees about what they like and don't like about their current work situation. What are their frustrations, aspirations, and concerns? Approach your “research” conversation with a genuine desire to discover underlying barriers and then see if you can find ways to resolve them.

Next, scrupulously gather facts—from memory and observation—that will allow you to describe in illuminating detail the difference between mediocrity and excellence. This is crucial. Many managers are so vague about the difference that they end up using the feel-good, mean-nothing terms that typically pepper pregame speeches, such as “We need you give 110 percent.” This advise may make sense to those giving it but it only confuses and insults the people who are supposed to change. Ask yourself, what actual behaviors can I describe to make this distinction clear?

Finally, connect your homework with your research. Explain how your recommendations will not only bridge the performance gap but help them achieve their aspirations. When you make this link your influence will increase enormously. Also, this would be a great time to use goal setting to engage the employee in identifying and resolving the performance shortfall.

If it continues, coach again—but this time have a “pattern” conversation—let them know this is now a chronic concern, not an isolated concern. If needed, this escalation is documented and any necessary support in the form of training, mentoring, work process change, etc., is offered. If it happens again, it’s time for a “relationship” conversation. At this point the person must know that redeployment is an option. This must be put in writing to allow no wiggle room in understanding.

In conclusion, the greatest challenge you'll face in coaching is not the individual's performance, but your own clarity. Far too few managers know how to articulate the difference between mediocre performance and good performance. And if you can't describe it you can't expect it. You must do the hard work of detailing the behaviors and results you expect to see and contrasting those with typical mediocre performance. Every minute you spend more expertly articulating expectations will save you an hour in debate and resentment later.

All the success,

PM in the AM

Accountability in the workplace: It starts with your good example

When employees fail to take responsibility—when they make excuses, pin blame on others, and generally assume an attitude of “It’s not my fault!”—it’s your responsibility to do something about it. Your best strategy is to establish a culture of accountability up front so employees know they can’t rely on excuses. These are the elements you need to work on:

·        Goals. Include your staff in setting goals that will challenge their skills.

·        Collaboration. Design projects and goals to encourage cooperation, not competition, among your employees.

·        Progress. Keep track of employees’ progress, individually and as a team, and discuss it regularly.

·        Meetings. Get together with your employees to go over what you’re working on and explore ways people can help one another.

·        Accessibility. Get out of your office, and talk to as many of your employees as possible every day. Have a real open-door policy: Welcome employees and their questions instead of cutting them off when they approach.

·        Feedback. Tell employees what they’re doing right, and thank them for their work. Offer constructive criticism promptly; don’t let problems linger.

·        Recognition. Show appreciation for your employees’ work, and reward them appropriately. Rewards don’t have to be expensive, but they must be sincere.

·        Acceptance. Don’t bristle or get defensive when you’re criticized or questioned. Set the right tone for open communication.

All the success!

PM in the AM

Building Accountability in Your Team

Building accountability is a key element to making a business sustainable over a long period of time. Not surprisingly, all high-performing organizations are moving toward more empowerment, enlightenment -- and creating organizational accountability.

So what is accountability? To some, it’s something you make people do, as in “making people accountable.” But as long as you think accountability can be purchased, mandated, or motivated, you’re trapped in trying to create high accountability -- in a low-accountability workforce.

So let’s consider what accountability is, and how we can create an organizational culture that encourages it.

By definition, accountability is being answerable or responsible for something. Accountability opens the door to ownership – not necessarily financial ownership, but certainly psychological ownership, where someone acknowledges they’re responsible for some aspect of the organization.

Accountability is not something you “make” people do – it has to be chosen or accepted by people within your organization. People must “buy into” being accountable and responsible. For many, this is a new, unfamiliar way to work. Most importantly: individual purpose and meaning come from assuming responsibility and accepting accountability.

With accountability comes a measure of discipline. Accountability is the opposite of permissiveness. Holding people accountable is really about the distribution of power and choice. When people have more choice, they are more responsible. When they become more responsible, they can have more freedom. That’s what accountability is all about.

So, how do you build accountability?

First, you stop doing things that undermine accountability—stop overseeing, legislating and micromanaging. Realize the power of reflective questioning, conversations, and collaborations. Companies that can clearly identify, articulate, and execute their strategic goals are well positioned to be able to create organizational accountability. To effectively achieve these goals, companies must measure and manage actual business performance against these goals in a highly coordinated manner.

A six-step framework to build accountability is to:

1.      Decide What’s Important (develop an authentic mission, vision, values, strategic position)

2.      Set Goals That Lead (planning that includes measures, targets, projects)

3.      Align Systems (streamline processes and resources so everything supports the goals)

4.      Execute the Plan (each employee’s plans and activities support the goals)

5.      Solve Problems Innovatively (get to root causes quicker, make more informed decisions)

6.      Develop Leadership (step back, assess results, develop leadership from within)

Building accountability requires not only a framework or a systematic methodology based on proven best practices. It also requires technologies that make the framework practical to use and implement on a daily, weekly, monthly quarterly and annual basis. In addition, it often takes an outside coach or strategic advisor to help you along the way to make it “stick” – to make it last. Finally, it takes an organization that is ready and able to accept accountability, the ownership and the freedom that comes with the new responsibility mindset.

Accountability and organizational change come through a new set of conversations. You can start having these conversations in your organization. Don’t wait - start today!

All the success!

PM in the AM

Rid your vocabulary of these damaging workplace messages

Employees listen closely to the messages their managers send them. Make sure to avoid these negative messages that can create resentment and disengagement:

·     “Why should I thank you for doing your job?” Few managers actually say this, but it’s an all-too-common excuse for not praising employees unless they achieve something remarkable. Make a point of showing your appreciation for your employees’ consistent efforts whether they’re hitting home runs or not.

·    “That’s now how I used to do it.” Maybe you once did all the jobs that your employees now handle. That doesn’t mean your approach was the only valid one. As time changes, new tools and techniques emerge that make the process different. Don’t insist that employees do things exactly as you did, or that you know more than they do about how to perform their jobs effectively.

·    “Be more proactive.” What does that mean? Managers sometimes wish employees would take more responsibility, or just work harder, and express that in vague terms that employees can’t understand. Be clear about what you want: “Try to solve these problems on your own before coming to me,” for example, or, “You don’t have to ask my permission to do this.”

·    “I can do it better myself.” This should be an obvious mistake, but many managers instinctively take over when employees don’t immediately achieve the results they want. Learn how to delegate effectively, and train your employees to do their work without excessive supervision. You’ll have more time for your own job, and employees will develop skills and confidence.

All the success!

PM in the AM

Go for the gold when you coach

Leaders don’t just sit in their offices and send emails, they get directly involved in their employees’ performance. It’s a coaching role, and it takes commitment—and a few other key traits:

·    Presence. You’ve got to give employees your full attention when you coach them. If you’re not listening, or trying to coach them in a hurry, they’ll assume you don’t really care about their development. Eliminate distractions so you can focus on what’s important.

·    Concern. Improved performance helps the organization, of course, but employees will respond better if they see that you’re also trying to help them. Concentrate on the career benefits of improving performance or learning a new skill. Show you care about your employees as people when you coach them, and they’ll be more open to your suggestions and feedback.

·    Inspiration. Use your coaching sessions to get employees excited about opportunities to succeed. Encourage their creativity, and show that you value their ideas. You don’t just want them to assemble widgets faster; your ultimate goal should be to open up career possibilities for them.

·    Rigor. Coaching shouldn’t be a feel-good exercise in which you overlook mistakes and reassure employees that everything is fine. Although you should always be respectful to the people you’re coaching, you should also set explicit expectations so employees know what you’re looking for and how their performance will be measured. With nothing definite to strive for, employees won’t devote themselves to the hard work of improvement.

All the success!

Peter McLees

3 ways to sustain a vibrant culture

 

 

 

 

Warning: Trying to formalize a cool environment can make the hip factor go away.

Growing companies need some amount of process to prevent chaos, duplication of work and miscommunication. The right procedures help free up time and energy.

But the founders of Method, the cleaning products firm, asked, “How do we institute process without suffocating culture?”

To answer this question, Method interviewed six companies with cool cultures — Apple, Google, Pixar, Nike, Starbucks, and Innocent. A warning and three themes emerged.

The warning: “The greater the effort to formalize culture — to box it in with structure and guidelines — the faster that culture slips away.”

The advice:

• Make sure each interviewee’s personality fits with your culture. If not, decline the candidate even if the person’s skill set matches your job description perfectly.
• Provide up-front training on how to “live” the culture.
• Give feedback on cultural issues, not just job performance.

This wisdom sounds simple. Yet most organizations are hard-pressed to succinctly describe their culture. This entertaining book excerpt relates the process Method used to articulate its “Methodology” (corporate values).

If an outsider asked your employees to sum up your culture in an “elevator pitch,” would your staff respond with a unified voice?

Click here to read the book except in Fast Company: http://www.fastcompany.com/1778865/the-method-method-of-creating-great-corporate-culture

All the success!

Pm in the AM

The Coach K Way for Developing High Performing Teams

We recently came across a fascinating interview that academics Sim Sitkin and Richard Hackman conducted with legendary Duke basketball coach Mike Krzyzewski (“Developing Team Leadership: An Interview with Coach Mike Krzyzewski,” Academy of Management Learning & Education, 2011, vol. 10, No. 3, 494–501). The conversation focused on recruiting and developing team leaders, creating a context for team success, and sustaining one’s own leadership capacity. We came away impressed with the broad applicability of Krzyzewski ‘s insights.

Here are a few excerpts:

·    On walking “the fine line between encouraging individuals to develop new capabilities as leaders and accepting their liabilities:” tried to meet twice a month . . . just empathizing with them, not trying to get them to be anybody different. I was concerned about insisting “You need to be this leader or that leader.” I wanted them to be a player too, and I didn’t want leading to conflict with their natural playing abilities. . . . We want to keep their strengths while working on their leadership.

·    On the connection between leadership roles and demonstrated talent: In some organizations you only listen to talent. You’ve got to be talented before you can give advice or be recognized. We’ve tried not to have that culture. If you have a guy go from freshman to senior, sometimes the freshman that you bring in is better than the senior. It wasn’t always that way; it used to be that if you’re an upper classman, you should always beat out the younger guy. . . . So how is that senior guy going to be a leader when he is not the best player.“We had a walk-on who became a scholarship player and was a 5-year player, Jordan Davidson. Guys listened to him more than anybody because he had established himself. So I think some of it is credibility.

·    On coaching your top performers: “I’ve found that when I am coaching my Duke team, I need to be the best player’s best friend. Being the best player is a lonely position. Even though you get accolades, no matter how good of a team you have, there is always some level of jealousy. Always. Because you’re competitive. A little bit of it is not bad. But I want to make sure that I’m connected with that guy because in a tense moment he also might produce better knowing that he’s not out there alone.”

·    On dealing with so-called derailer, who is undermining the morale or effectiveness of your team—do you try to save him or get rid of him: “You save him. With the Olympic team, we would never select them because you don’t have enough time to help them. It’s a different mission when you’re coaching a college team. A kid can get sidetracked, and he might be a derailer because of insecurity or for any number of reasons. Saving a kid is important, because it might just be that he lost his starting job, or he’s discovered that he’s not good enough no matter how hard he works. Part of it can be redefining what success is for that kid.

·    On ensuring that minor problems don’t become major ones, distracting the team from its focus on achieving collective goals: “I continue to pay close attention to the team’s context. Sometimes I’ll meet with my team or my staff and I’ll say, ‘I want you to think about irritants. We’ll have a meeting on irritants and let’s try to get rid of as many irritants as possible. In other words, let’s not let Duke beat Duke because every day we can’t stand something.’ I try to make sure, even with the Olympic team, ‘Ok, let’s have a meeting. What’s bugging us right now . . . food, whatever? Nothing? Good, let’s go.’ You can lead better if everybody is not distracted.”

·    On ensuring your own continuous development as a leader: I’ve learned so much from getting outside of my area. I think you need to get involved—whether it be a charity, a hospital, or working with a kid’s group—to keep actively learning. If you look, you’ll see natural leadership happening all around you all the time. You can learn about being a better leader from everybody. You can go and study an orchestra. You can go study a basketball team, a business, or whatever. . . . In developing leadership, you’re not just helping a young kid on your team become a better leader. By attempting to teach that person, you’re developing your own leadership. I learn from every speech I give.”

All the success!

PM in the AM