ORGANIZATION MANAGEMENT

1. ORGANIZATION MANAGEMENT Improving Work Performance

2. As a manager . . . you don’t get paid forwhat you do you get paid for what your subordinates do

3. You are a manager with 10 people answering directly to you. What will be accomplished tomorrow if: a. You take the day off, but all 10 people in your group go to work b. You go to work, but all 10 people in your group take the day off

4. You need them more than they need you You should do everything in your power to help them be as successful as possible

5. There is a performance problem You: “I don’t think Charley is going to work out. I think we made a poor hire.” Your boss: “ How long will it take to get his replacement?”

6. Attitude Behavior Consequences Behavior

7. Mowing the lawn today Positive Consequences Negative Consequences + Lawn looks nice + Easier to do because grass is not too long + Neighbors tell you how nice it looks – Don’t play golf today – Perspire in hot sun – Physical effort

8. Undesirable Task (monthly) - In January, I gave it to Lou. He totally screwed it up. - In February, I gave it to Angela. She did the best job anyone has ever done. - In March, I will give it to . . .

9. Why Don’t Subordinates Do What They Are Supposed To Do? • They don’t know what they are supposed to do • They don’t know how to do it • They don’t know why they should • There are obstacles beyond their control • They don’t think it will work • They think their way is better • Not motivated – poor attitude • Personally incapable of doing it (personal limits) • Not enough time for them to do it • They are working on wrong priority items • They think they are doing it (no feedback) • Poor management • Personal problems

10. Why Don’t Subordinates Do What They Are Supposed To Do? • They don’t know what they are supposed to do • They don’t know how to do it • They don’t know why they should • There are obstacles beyond their control • They don’t think it will work • They think their way is better • Not motivated – poor attitude • Personally incapable of doing it (personal limits) • Not enough time for them to do it • They are working on wrong priority items • They think they are doing it (no feedback) • Poor management • Personal problems Communication I know I said what I want you to hear, but I’m not sure you are thinking what you heard me say

11. He thinks it’s important – I think it’s boring • Is that an ugly tie, or what? • That was a great movie last night • I hope traffic isn’t too bad tonight • How many martinis did he have for lunch? • I’m hungry Communication Problem “This is important. Really, really important”

12. Two-Part Communication Process • Ask a question Shut up “Thought Transmission”

13. Identify unsatisfactory performance Train subordinate and/or provide practice Does subordinate know how to do it? Transfer or terminate subordinate Is it worth your time and effort? Don’t waste your time on it Let subordinate know – work planning Remove obstacles Change consequences Let subordinate know – provide feedback Does subordinate know performance is unsatisfactory? Does subordinate know what is supposed to be done and when? Could subordinate do it if he or she wanted to do it? Are there obstacles beyond subordinate’s control? Does negative consequence follow performance? Does positive consequence follow nonperformance? Redirect subordinates behavior through coaching Change consequences or transfer subordinate Coaching Analysis NO YES NO YES NO YES YES NO NO YES YES NO YES NO NO YES

14. Identify unsatisfactory performance Is it worth your time and effort? NO Don’t waste your time on it YES • Performance – focus on behaviors, not the results of the behaviors • Why • Otherwise, they don’t know what to change • Ableto measure (so you can recognize if it’s getting better or worse)

15. Let subordinate know – provide feedback NO Does subordinate know performance is unsatisfactory? YES • An estimated 50% of non-performance problems in business are due to the lack of feedback • Do you know what your error rate is? • Do you know that you frequently interrupt people in meetings? • Do you know that you begin to mumble after you get a minute or two into presentations? Note: They could know that the behavior exists, and not know that it’s a problem

16. Let subordinate know – work planning NO Does subordinate know what is supposed to be done and when? YES • Number one issue on list “Why don’t subordinates do what they are supposed to” • Common problem in creative areas with complex work: What is it supposed to look like when it’s finished? • Complaint: assistant does not analyze situations in depth to reach solutions or suggest alternatives • Approach: manager and assistant work together to develop a list of key questions that should be addressed in all reports

17. Remove obstacles Are there obstacles beyond subordinate’s control? YES NO NO Does subordinate know how to do it? Train subordinate and/or provide practice YES • Number two issue on list “Why don’t subordinates do what they are supposed to” • Common problems • Experienced employees assigned to train new employees – trainers have not been taught how to teach • Lack of testing and/or opportunities for application – trainees are not required to demonstrate learning

18. Does negative consequence follow performance? YES Change consequences or transfer subordinate NO YES Does positive consequence follow nonperformance? Change consequences • Behavior is a function of its consequences • Avoid negative consequences – they can have undesirable side effects • Positive consequences should be: • Relevant • Direct • Immediate NO

19. Redirect subordinates behavior through coaching NO Could subordinate do it if he or she wanted to do it? Transfer or terminate subordinate YES • Usually the first question asked, and answered, “Of course the _____ could do it if he’d get off his rear end!” • Should be addressed when you have determined: • They know their performance is not satisfactory • They know what is supposed to be done and when • There are no obstacles beyond his or her control • They know how to do it • A negative consequence does not follow performance • A positive consequence does not follow nonperformance

20. Identify unsatisfactory performance Train subordinate and/or provide practice Does subordinate know how to do it? Transfer or terminate subordinate Is it worth your time and effort? Don’t waste your time on it Let subordinate know – work planning Remove obstacles Change consequences Let subordinate know – provide feedback Does subordinate know performance is unsatisfactory? Does subordinate know what is supposed to be done and when? Could subordinate do it if he or she wanted to do it? Are there obstacles beyond subordinate’s control? Does negative consequence follow performance? Does positive consequence follow nonperformance? Change consequences or transfer subordinate Coaching Analysis NO YES NO YES NO YES YES NO NO YES YES NO YES NO NO YES Redirect subordinates behavior through coaching

21. Get his or her agreement that a problem exists Mutually discuss alternative solutions Mutually agree on action to be taken to solve problem Follow up to measure results Recognize any achievement when it occurs Coaching Technique

22. Mutually discuss alternative solutions Mutually agree on action to be taken to solve problem Follow up to measure results Recognize any achievement when it occurs Agreement That a Problem Exists Get his or her agreement that a problem exists • Most critical step of the coaching process – can take up to half the total time • Most coaching efforts fail here – step is bypassed, assuming the subordinate knows • Important to recognize • Effects on the business/others – results • Effects on self – consequences • Use thought transmission

23. The Conversation • Do you know why I’ve called up in? • We have a problem. • It’s about your performance. • It has to do with your not coming to work on time. • Do you know how many times you’ve been late in the last month? • I’m glad you are willing to take care of that, but do you know how many times you’ve been late? • Guess. • No • What problem? • What about my performance? I thought I was doing pretty good. I turn out a lot of work around here. • Oh that. Yeah, I know I’ve been late a few times. I’ll clean it up. • Probably more than I should, but like I said, I’ll take care of that. • I have no idea • Probably once or twice a week.

24. The Conversation . . . Continued • You were on time only 40 percent of the time – that averages three days per week you were late. • Do you agree that it is a problem? • Do you know what happens when you don’t come to work on time? • Not mad, just disappointed. Do you know what else happens? • You’re right. What else happens? • I didn’t realize it was that many days. • I agree it’s a lot of days, but after all I work harder than anybody else, so it all evens out. • Well, I guess you get mad at me. • Well, I heard some grumbling that others don’t like answering my phone when I’m late for work. • Well, I guess some customers don’t like it when they can’t get me first thing in the morning.

25. The Conversation . . . Continued • You’re right. What else happens? • There’s no rush. I’ll wait while you think about it. • Do you think customers ever complain to me or to my boss? • What do you think will happen if you continue to come to work late? • You’re right. I need somebody in that job who will do what has to be done, and I wish it were you. Now do you agree that this is a problem? • I’m glad that you recognize the problem. How can we solve it? • I can’t think of anything else. • I really can’t think of anything else. • Well, I guess that is a problem, but I work harder and get more done than anybody else. • I guess customers will complain and you might fire me. • Well, when you put it all together, I suppose it is a problem. Step 2

26. Follow up to measure results Recognize any achievement when it occurs Mutually Discuss Alternative Solutions / Mutually Agree on Action Get his or her agreement that a problem exists Mutually discuss alternative solutions • Trying harder is not a solution – what will the individual do differently • Agreement what will be done when • Use thought transmission Mutually agree on action to be taken to solve problem

27. Follow Up to Measure Results / Recognize Any Achievement Get his or her agreement that a problem exists Mutually discuss alternative solutions • Lack of follow up is a common reason for failure • Sometimes, subordinate initially changes, but lack of follow up does not reinforce the new behavior • Timeliness of recognition is critical • Important to recognize progress even when it is short of the goal Mutually agree on action to be taken to solve problem Follow up to measure results ? Recognize any achievement when it occurs

28. Giving Effective Feedback • Relate feedback to existing performance goals and clear expectations • Give specific feedback (observable behavior andmeasurable results) • Give feedback as soon as possible • Give positive feedback for improvements, not just final results • Focus on performance, not personalities • Base feedback on accurate and credible information To improve performance of the individual and the work unit

29. Formula for Failure • Don’t get the subordinate involved, just talk at him or her • Don’t give specific feedback – talk in generalities • Concentrate on attitude rather than behavior • Assume the subordinate understands that a problem exists • Assume the subordinate knows what has to be done to solve the problem • Don’t follow up to ensure that agreed upon action has been taken • Don’t acknowledge or praise improvement