Correcting Deficiencies I

1. Correcting Deficiencies I APAMSA Leadership Development Module

2. Correcting Deficiencies I Task-Oriented Behaviors • Correcting performance deficiencies is a difficult responsibility • People fear criticism because it threatens their self-esteem or may imply personal rejection • Leaders avoid confrontations because of unsettling emotional conflict that does not solve the underlying problem Source: G. Yukl, Leadership In Organizations (New Jersey: Pearson Prentice Hall, 2006, p. 124-128)

3. Task-Oriented Behaviors Leadership Challenge (16) • Correcting Deficiencies I • To improve performance, criticism is necessary but should be done in a way that improves the relationship • Identify the most important guideline for correcting deficiencies when correcting undesirable behaviors and performances and briefly describe an example why this is the case

4. Correcting Deficiencies I Guidelines For Correcting Deficiencies • Gather information • Avoid biases • Give prompt feedback • Describe deficiencies • Explain consequences • Be Professional • Identify causes • Request solutions • Express confidence • Desire to help • Reach an agreement Source: G. Yukl, Leadership In Organizations (New Jersey: Pearson Prentice Hall, 2006, p. 124-128)

5. Correcting Deficiencies I Gather Information • Get your facts straight before addressing an issue • Inquire about the timing, frequency, consequences, preceding events, and scope of the problem • Speak to the persons directly involved with the issue Source: G. Yukl, Leadership In Organizations (New Jersey: Pearson Prentice Hall, 2006, p. 124-128)

6. Correcting Deficiencies I Avoid Biases • Avoid assuming that the problem is a lack of motivation or competence • Multiple reasons exist for poor performance (e.g., situational causes = unexpected events, internal causes = inexperience, external causes = failure of others) Source: G. Yukl, Leadership In Organizations (New Jersey: Pearson Prentice Hall, 2006, p. 124-128)

7. Correcting Deficiencies I Give Prompt Feedback • Give corrective feedback soon after the problem is noted • Deal with improper behavior immediately or as soon as possible • Do not delay feedback to avoid problems from getting worse Source: G. Yukl, Leadership In Organizations (New Jersey: Pearson Prentice Hall, 2006, p. 124-128)

8. Correcting Deficiencies I Describe Deficiencies • Briefly described specific examples of deficiencies • Identify what was done, where and when it occurred • Avoid exaggeration of issues, be brief and specific in describing undesirable behavior Source: G. Yukl, Leadership In Organizations (New Jersey: Pearson Prentice Hall, 2006, p. 124-128)

9. Correcting Deficiencies I Explain Consequences • Feedback is more useful when certain behaviors are discouraged to avoid important consequences • Describe how the issue affects others or their work • Describe how the issue affects the success of the project and your personal concern for it Source: G. Yukl, Leadership In Organizations (New Jersey: Pearson Prentice Hall, 2006, p. 124-128)

10. Correcting Deficiencies I Be Professional • Stay calm and professional • Give feedback without expressed anger or rejection which undermines problem solving • Do not place blame or unleash insults, criticize the behavior not the person Source: G. Yukl, Leadership In Organizations (New Jersey: Pearson Prentice Hall, 2006, p. 124-128)

11. Correcting Deficiencies I Identify Causes • Identify reasons for undesirable actions • Seek the person’s explanation for the behavior, rather than jumping to conclusions • Ask what the person would do differently in hindsight and what lessons were learned • Avoid citing personal attributes like poor judgment, irresponsibility, or lack of motivation Source: G. Yukl, Leadership In Organizations (New Jersey: Pearson Prentice Hall, 2006, p. 124-128)

12. Correcting Deficiencies I Request Solutions • Ask the person for possible solutions for the problem • Let them take responsibility for their actions and solving problems • Encourage the person to brainstorm multiple remedies rather than just one • Build on their ideas and mutually derive a sound course of action Source: G. Yukl, Leadership In Organizations (New Jersey: Pearson Prentice Hall, 2006, p. 124-128)

13. Correcting Deficiencies I Express Confidence • People with low self-confidence are least likely to improve following mistakes • Leaders can build people’s confidence by believing that difficult tasks can be overcome with concerted effort, despite our past failures Source: G. Yukl, Leadership In Organizations (New Jersey: Pearson Prentice Hall, 2006, p. 124-128)

14. Correcting Deficiencies I Desire To Help • Express a sincere desire to help the person improve • Use your knowledge, experience, influence, or contacts to help • Help people identify problems, new perspectives, and alternative solutions Source: G. Yukl, Leadership In Organizations (New Jersey: Pearson Prentice Hall, 2006, p. 124-128)

15. Correcting Deficiencies I Reach An Agreement • Identify concrete action steps to be taken to help the person resolve the problem • It is not enough to tell someone to “just do better” • Remember to include in action steps you will take to help the person solve their problem • Summarize your discussion and verify understanding Source: G. Yukl, Leadership In Organizations (New Jersey: Pearson Prentice Hall, 2006, p. 124-128)

16. Task-Oriented Behaviors Summary • Correcting Deficiencies I • Correcting performance deficiencies can be challenging • Guidelines for Correcting Deficiencies I provide a thoughtful approach to addressing behavioral issues or poor performance • Apply these guidelines to correct undesirable behaviors and performances

17. Leadership Development Next Topic… • Correcting Deficiencies II • Our next module discusses guidelines to deal with specific situational deficiencies

18. Task-Oriented Behaviors Sources • G. Yukl, Leadership In Organizations, New Jersey: Pearson Prentice Hall, 2006, p. 124-128 • Free Management Library • www.managementhelp.org/ldrship/ldrship.htm