Software Project Management III: Motivation and Poor Performance

1. Software project management III • Motivation • Poor performance • Post-assessment to the work • Delegation Arvutitehnika instituut * A.Kalja * Tarkvaratehnika eri

2. MASLOW’S HIERARCHY OF NEEDS SELF- ACTUALIZATION(morality, creativity, etc.) ESTEEM (confidence, respect of others, etc.) LOVE/BELONGING (friendship, family, etc.) SAFETY (security of body, of employment, etc.) PHYSIOLOGICAL (breathing, food, water etc.) • NEEDS OUGHT TO BE SATISFIED BOTTOM-UP, ONE LEVEL AT A TIME, IF FOR EXAMPLE PHYSIOLOGICAL NEEDS ARE NOT MET THE UPPER NEEDS ARE NOT GOING TO MOTIVATE • IF A NEED IS SATISFIED IT WILL NOT MOTIVATE ANY MORE • NEEDS OF DIFFERENT LEVELS ARE NOT INTER-CHANGEABLE, e.g. APPROVAL OF COLLEAGUES CANNOT REPLACELUNCH • LOWER LEVEL NEEDS CAN BE SATISFIED USING MONEY • TO SATISFY UPPER LEVEL NEEDS REQUIRES TIME AND THOUGHTS – YOU CANNOT BUY THEM Arvutustehnika Instituut * A.Kalja * Tarkvaratehnika eri

3. HERZBERG’S MOTIVATION THEORY HYGIENE FACTORS I.E. WORK ENVIRONMENT • WORK CONDITIONS • SALARY • STATUS • COMPANY POLICIES • QUALITY OF SUPERVISION • JOB SECURITY • RELATIONSHIP WITH BOSS, PEERS • PERSONAL LIFE • LACK OF HYGIENE FACTORS CAUSES DISSATISFACTION • HYGIENE FACTORS DO NOT AFFECT THE WILLINGNESS TO WORK MOTIVATION FACTORS OR CONTENT OF WORK • ACHIEVEMENT • RECOGNITION • NATURE OF THE WORK ITSELF • RESPONSIBILITY • OPPORTUNITY FOR ADVANCEMENT • MOTIVATION FACTORS CAUSE SATISFACTION, WILLINGNESS TO WORK Arvutustehnika Instituut * A.Kalja * Tarkvaratehnika eri

4. IT-PEOPLE OPINIONSGENERAL LEARNING AND SELF-DEVELOPMENT WORK % OF RESPONDENTS % OF RESPONDENTS HOBBIES FAMILY = important = very important % OF RESPONDENTS % OF RESPONDENTS SOCIAL LIFE HUMAN RELATIONS AT WORK % OF RESPONDENTS % OF RESPONDENTS Tietotekniikan liitto ry:n julkaisu Arvutustehnika Instituut * A.Kalja * Tarkvaratehnika eri

5. IT-PEOPLE OPINIONSWORK RELATED SUPPORT OF THE BOSS PLEASANTNESS OF WORK % OF RESPONDENTS % OF RESPONDENTS SELF-REALIZATION AND DEVELOPMENT OPPORTUNITIES RECOGNITION AND REVIEW % OF RESPONDENTS % OF RESPONDENTS = important GOOD WORKING CONDITIONS FAIR TREATMENT = very important % OF RESPONDENTS % OF RESPONDENTS PLEASANT CO-WORKERS % OF RESPONDENTS Tietotekniikan liitto ry:n julkaisu Arvutustehnika Instituut * A.Kalja * Tarkvaratehnika eri

6. IT-PEOPLE OPINIONSWORK RELATED RESPONSIBILITY OF WORK SALARY % OF RESPONDENTS % OF RESPONDENTS WORK AUTONOMY VACATIONS AND SPARE TIME % OF RESPONDENTS % OF RESPONDENTS = important CHALLENGE AT WORK CAREER OPPOTUNITIES = very important % OF RESPONDENTS % OF RESPONDENTS EASE OF WORK WORK CONTINUITY % OF RESPONDENTS % OF RESPONDENTS Arvutustehnika Instituut * A.Kalja * Tarkvaratehnika eri

7. GMP GREATEST MANAGEMENT PRINCIPLE what gets rewarded is what gets done • WHAT SHOULD BE REWARDED - THE QUANTITY OR QUALITY ? - SHORT TERM SUCCESS OR LONG-TERM STEADY DEVELOPMENT ? - INDIVIDUAL RESULT OR GROUP WORK ? - GOOD PROJECT OR JUST THE REALIZATION / PREPARATION ? - DOCUMENTING OR NOT DOCUMENTING ? - SALE OR SHIPPING THE GOODS ? - THE TURNOVER OR PROFIT ? - CREATIVITY OR STAYING AT OLD STABLE LEVEL ? - WORK CONTRIBUTION OR QUANTITY AND QUALITY OF RESULTS? • REWARD CAN BE MORAL (e.g. VALUED PRIZE) OR MATERIAL (e.g. MONETARY REWARD) • REWARD ALSO THE BEHAVIOR LEADING TO SUPERIOR RESULTS - NOT JUST THE OUTCOME • GMP ALSO WORKS VICE VERSA UNREWARDED WORK WILL BE LEFT UNDONE ! Arvutustehnika instituut * A.Kalja * Tarkvaratehnika eri

8. BACKGROUND OF GMP PHILOSOPHY HUMAN BEHAVIOUR DEPENDS ON THE RESULTS OF THE BEHAVIOUR EXAMPLE: • CHILD SEES A RED HOB SITUATION BEHAVIOUR • TOUCHES IT RESULTS • FINGERS SUFFER THE CHILD NEVERTOUCHES A RED HOBAGAIN Arvutustehnika instituut * A.Kalja * Tarkvaratehnika eri

9. INFLUENCE OF behaviorAL consequences CONSEQUENCES INCREASING BEHAVIOR CONSEQUENCES DECREASING BEHAVIOR POSITIVE REINFORCER/PRAISE “GET, WHATYOU WANT” NEGATIVEREINFORCER/PRAISE “AVOID UNWANTED” PUNISHMENT “YOU GET,WHAT YOUDIDN’T WANT” EXTINCTION “WILL NOT GET,WHAT YOU WANT” e.g. A GOOD SPECIFICATIONIS READY: • PROJECT IS ON SCHEDULE • THE BOSS PRAISES • USERS PRAISE e.g. ACTUAL SCHEDULE: • AVOIDING OVER HOURS • AVOIDING BOSS’S BARKING e.g. MADE A GOODDOCUMENTATION FOR A PROGRAM, PASSED THE DEADLINE • BOSS IS BARKING e.g. THE PROJECT WAS COMPLETED BEFORE DEADLINE • NO VACATION PROVIDED Arvutustehnika instituut * A.Kalja * Tarkvaratehnika eri

10. EXAMPLES OF REWARDING REWARD MORAL MATERIAL OR COMPANY CALENDAR/PENS COFFEES-CAKES FLOWERS LUNCH SEMINAR ABROAD PARKING NEXT DOOR SHARES OF THE COMPANY FINANCIAL REWARD SPARE TIME ADVANCE IN SALARY ETC. “THANK YOU” PUBLIC RECOGNITION BEST WORKER ACCESS TO “GALLERY OF PROMINENTS” A STORY IN THE LOCAL PAPER APPOINTED MORE RESPONSIBLETASKS ETC. NB! OFTEN THE MATERIAL REWARDIS DELIVERED AS A SUPPLEMENT AT MORAL REWARD CEREMONY NB! IF THE PRIZE IS TO AWARD A CERTAIN SPECIAL PERFORMANCE • THE PRIZE AND THE PERFORMANCE MUST SHOW A CLEAR LINK • ORG. PRIZE CEREMONY AS SOON AS POSSIBLE AFTER THE EVENT • TELL SPECIFICALLY WHAT WAS DONE WELL! Arvutustehnika instituut * A.Kalja * Tarkvaratehnika eri

11. Highlights

12. TREATMENT OF POOR PERFORMANCE Arvutustehnika Instituut * A.Kalja * Tarkvaratehnika eri

13. WHAT IS A POOR PERFORMANCE/REALIZATION ? Worker’s performance is poor, when his work deviate negatively from specified purpose or realization standards/norms - especially if the deviation is significant and / or repeated. PRINCIPLE 1: MANAGER DOES NOT HAVE THE RIGHT OR OBLIGATION TO HIDE POOR PERFORMANCE PRINCIPLE 2: DEVIATION MUST BE DEALT WITH AT ONCE GOLDEN RULE OF TREATMENT OF THE POOR PERFORMANCE • FIRST FIND THE CAUSE OF POOR PERFORMANCE • ALWAYS START THE SEARCH FROM YOURSELF! • HAVE YOU DONE EVERYTHING TO ENSURE THE SUCCESS OF YOUR WORKER? • HAVE YOU SET CORRECTLY THE OBJECTIVES ANDDEVELOPMENT STANDARDS ? • HAVE YOU PRESENTED THE OBJECTIVES AND DEVELOPMENT STANDARDS TO YOUR WORKERS IN A CLEAR AND UNDER- STANDABLE WAY ?ONLY IF YOU ANSWER "YES“ TO ALL THESE QUESTIONS, YOU CAN CONSIDER YOURSELF „CLEARED“ - OTHERWISE YOU ARETHEPOOR PERFORMER: CONSULT WITH YOURSELF OVER THE PERFORMANCE PROBLEMS ! Arvutitehnika instituut * A.Kalja * Tarkvaratehnika eri

14. HOW COMES POOR PERFORMANCE ? ANALYZE, WHAT CAUSES OR MIGHT CAUSE THE POOR PERFOR- MANCE. GO DEEP UNTIL THE ROOT CAUSE USING e.g. THE 5 WHYS TECHNIQUE. IF THE REASON OF POOR PERFORMACE IS THE MOTI-VATION-PROBLEM, ASK DIRECTLY: „WHY DOES THE WORKER HAVE A MOTIVATION-PROBLEM, WHERE DOES IT COME FROM ?“ etc. Arvutitehnika instituut * A.Kalja * Tarkvaratehnika eri

15. BEFORE TOUCHING POOR PERFORMANCE FIND OUT IF THE WORK HAS CLEAR STANDARDS AND PERFORMANCE NORMS SET • BOTH UNWRITTEN AND WRITTEN • DO PEOPLE KNOW AND MASTER THEM MAKE YOUR EXPECTATIONS AND PERFORMANCE STANDARDS CLEAR TO THE WHOLE GROUP • EXPLAIN YOUR PERSPECTIVE • ASK GROUP MEMBERS FOR THEIR VISIONS • TRY TO REACH A COMMON UNDERSTANDING WITH THE GROUP ON OBJECTIVES AND NORMS RECALL WHETHER YOU YOURSELF HAVE CONTRIBUTED AS MUCH AS POSSIBLE RECALL WHETHER ANYONE ELSE COULD BE INVOLVED IN CAUSING THIS PROBLEM SHOULD YOU ORGANIZE A DISCUSSION ON PERFORMANCE PROBLEMS? • IN CASE OF UNEXPECTED OR JUST A SMALL SHORT-COMING - NO • IN CASE OF A LONG-TERM OR BIG PROBLEM - YES Arvutitehnika instituut * A.Kalja * Tarkvaratehnika eri

16. INSTRUCTIONS HOW TO TREAT POORPERFORMANCE MAKE "BUYING" IMPROVEMENTS AS EASY AS POSSIBLE • Do not try to make you the winner and him the loser • Organize opportunities to succeed – be open • Be willing to „barter“ deals for success • Show empathy, do not be stubborn • Be friendly – let him keep his pride • Do not complain - ask and listen • Encourage positively to achieve progress and results FOCUS ON THE PROBLEM - NOT PEOPLE DEAL WITH THE BEHAVIOR - NOT PERSONALITY • It is easier to alter behavior than personality • It is easier to tell what to do differently than how to be different • You can accept the worker as a person but object to the behavior and its consequences • You have the right to deal with the poor performance problems, but if you don’t like the worker’s „face“ then the problem lies in you. Arvutitehnika instituut * A.Kalja * Tarkvaratehnika eri

17. DISCUSSION OF THE PERFORMANCE PROBLEM • TAKES PLACE BETWEEN THE MANAGER AND THE SUB-ORDINATE IF ACTIONS HAVE NOT BROUGHT IMPROVEMENT • GOAL: THE SUBORDINATE SHOULD WISH TO IMPROVE • TALK ALTERNATIVES: ACHIEVE CONSENSUS ON DEVELOPMENT STANDARDS • Find out the subordinate’s vision of standards • If the has been assigned standards, explain them • Introduce your vision • Summarize both visions • Reach the consensus on the correct standards ACHIEVE CONSENSUS ABOUT THE GAP BETWEEN THE STANDARDS AND PERFORMANCE • Ask him if he thinks he has done the work according to standards • Demand explanations politely but firmly: “We can get back to the causes of poor performance later, but right now I want to know, what has and what hasn’t happened” • Tell him specifically in what part he has failed to do a good job: “We agreed that you produce the report by the end of March, but you brought it three weeks late” • NB! Pay attention, if for some reason he has true causes for poor performance. You might not be aware all the facts. Arvutitehnika instituut * A.Kalja * Tarkvaratehnika eri

18. DISCUSSION OF THE PERFORMANCE PROBLEM cont… ACHIEVE CONSENSUS THE SIZE OF THE GAP BETWEENSTANDARDS AND PERFORMANCE • Tell him where he has performed well • Tell him where he has performed poorly • Explain the consequences of poor performance; do it without asking questions Try to make him talk how his poor performance will affect the company and him • Think if you can make him to summarize your consensus ACHIEVE CONSENSUS ON WHO WILL BE RESPONSIBLE OF REDUCING THE GAP • The goal is to get him wish to apply fixes, and take responsibility for reducing the gap. • For example, you might ask: “Sass, what could we do about this thing?” or “What would you suggest to improve the situation?” or “Can I help you?” • The goal is to make him try to find help himself - I'm not talking about providing a ready-made recipe (even in case I have it ready in my back pocket). Ask for example: „What would you suggest if someone would approach you with a similar problem?“ Arvutitehnika instituut * A.Kalja * Tarkvaratehnika eri

19. DISCUSSION OF THE PERFORMANCE PROBLEM ACHIEVE CONSENSUSON MEASURES TO REDUCE THE GAP • First find out together the reasons of the poor performance • Agree on corresponding measures, for example: * Changing the tasks * Additional training * Clarification of goals and standards * More thorough work management * Etc. • Summarize steps to take, write them down and give him a copy AGREE ON SCHEDULE AND DIMENSION OF THE FIXES • Agree on how to measure fixes, according to results or behavior • TAKE CARE THAT OTHER GROUP MEMBERS WILL NOT DISCOVER HIM BEING „MONITORED“ SCHEDULE THE CHECKUP MEETING • Agree, when you will meet again to validate the fixes If fixes are in order you can finish up: “The problem is over and no reason to ever get back to it. Good Job! Thank You!” Arvutitehnika instituut * A.Kalja * Tarkvaratehnika eri

20. Highligts

21. POST ASSESSMENT OF THE WORK Arvutustehnika Instituut * A.Kalja * Tarkvaratehnika eri

22. POST ASSESSMENT OF THE WORK • DESCRIBE PRECISELY WHAT HE DID WELL / POORLY • RATE THE PROBLEM AS SOON AS IT OCCURS • PROVIDE ENOUGH TOTALLY POSITIVE CREDITS BUT NOT IN ADVANCE • ASSOCIATE ASSESSMENT WITHTHE RELEVANT PEOPLE • TALK ABOUT HOW YOU FEEL • RATE ACCORDING TO THE VALUE OF THE OUTCOME • WHEN YOU PROVIDE AN ASSESSMENT DEMANDING FIXES THEN: * NEVER DO IT IN PUBLIC * BECONSTRUCTIVE AND ENCOURAGING * TRY APPLYING THE SANDWICH TECHNIQUE: + first provide positive assessment; to make the person receptive - provide correcting assessment; focus on asking and not telling + finish positively; this keeps the mind up and encourages to start fixing * DO NOT ASSESS THE INDIVIDUAL, ONLY HIS BEHAVIOR AND WHAT CONCLUDES OF IT Arvutitehnika Instituut * A. Kalja * Tarkvaratehnika eri

23. MANAGEMENT OF MINUTES “THE ONE MINUTE MANAGER” – BEST STYLE OF GOAL MANAGEMENT MINUTE GOALS: • EMPLOYEE MAKES THE NOTES • READABLE IN ONE MINUTE • LOOKED THROUGH TOGETHER WITH THE MANAGER SPECIFYGOALS SET NEW GOALS ARE THE GOALSACHIEVED? YES NO BLAME OF EMPLOYEE NO YES MINUTE ACKNOWLEDGEMENT: • GIVE SINCERE CREDIT TO THE PERFORMANCE • DO IT FOR CERTAIN • TELL, WHAT HE MANAGED TO DO RIGHT • ASK FOR HIS OPINION OF HIS PERFORMANCE • SEE TO HIM AND INSPIRE MINUTE DISCUSSIONSWITH EMPLOYEES: • BE SINCERE ABOUT THE PERFORMANCE • DO IT FOR CERTAIN • TELL, WHERE HE HAS BEEN WRONG • ASK FOR HIS OPINION HOW OF HIS PERFORMANCE • SEE TO HIM AND INSPIRE MINUTE THOUGTHS FOR YOURSELF: • THINK ABOUT YOURSELF • RECALL, WHAT’S TO BE DONE DIFFERENTLY IN THE FUTURE Arvutitehnika Instituut * A. Kalja * Tarkvaratehnika eri

24. PAIR WORK/GROUP WORK POST ASSESSMENT OF THE WORK The goal is to practice presenting both positive and negative evaluation by playing out the respective roles. Students are paired up; one will get to “play” the project manager, the other will „play“ the project group member. The task for the project manager is to give a real-life assessment to the team member's work. Every pair will prepare and perform one role-playing game. Task 1: Providing positive assessment: Take a real-life event, or just make one up, where the employee has done a good job and the project manager wants to talk about it. Task 2: Providing negative assessment: Take a real-life event, or make one up, where the employee has performed poorlyor even left the job undone and the project manager wants to talk about it. Task 3: The evaluation of performances. First of all define together the assessment criteria.In other words determine what makes a good performance. Use these common criteria to give score points, but decide individually. Things to consider : 1) what was well done in performance? 2) what was inadequate? 3) how could the presentation be improved ? The main focus should be on the relevance of the presentation – not so much on actor's skills. Arvutitehnika Instituut * A. Kalja * Tarkvaratehnika eri

25. Highligts

26. DELEGATION Arvutustehnika Instituut * A.Kalja * Tarkvaratehnika eri

27. WHY IS IT USEFUL TO DELEGATE ? Think of at least 10 good reasons why you should delegate ? Arvutitehnika instituut * A.Kalja * Tarkvaratehnika eri

28. WHY WE DO NOT DELEGATE ? Write down typical or probable reasons why we do not delegate, although we should and have an opportunity to do it ? Arvutitehnika instituut * A.Kalja * Tarkvaratehnika eri

29. WHAT TO DELEGATE ? What kind of things or tasks the project manager could typically delegate to others? To whom he could delegate them? What are the things the project manager should not „under any circumstances“do by himself? Arvutitehnika instituut * A.Kalja * Tarkvaratehnika eri