Index
accountability, 13, 22–23, 79, 103
acknowledgment, of good work, 91–93. See also recognition
active listening, 52, 65–66, 140, 141, 184–185, 224
analyzer (learning style), 127
annual appraisals, 149–158
alternate approaches to, 154–157
negatives of, 149–154
positives of, 150–151
use of, 156–157
See also performance reviews
annual goals, 3, 4, 23–24. See also goals
aspirations, of employees, 103–105, 106
behavior
expectations, 31–32
problem, 47–49, 68, 77–78, 137–143
body language, 65, 140, 223–224
B players, 201–206
breaks, 213–214
buddy mentors, 120
causes of, 208–210
early signs of, 211–212
preventing, 210–216
career development. See employee development
career mentors, 120–121
career paths, 107–109
career plateaus, 101–102
cascading goal model, 22
change, willingness to, 140–141
“cheaper, faster, better” rubric, 17
check-ins, 38–39, 40, 46, 79–80, 130, 153, 157, 196, 220
citizenship behaviors, 32, 159
coaching, 71–81
agreeing on next steps, 78–79
agreement for, 73–74
to close performance gaps, 71–81
defining purpose of, 74–75
definition of, 71–72
employee’s perspective and, 75–76
goal of, 73
mindset for, 72
mutual trust and, 76–77
ongoing, 79–81
opportunities for, 72
underperforming employees, 139–143
collaboration
appraising, 152
in goal setting, 33–42
measuring performance of, 152
in setting development plans, 126–130, 131
communication
active listening, 52, 65–66, 140, 141, 184–185, 224
with remote employees, 219–220
See also conversations
compensation. See monetary compensation
connectivity, 212–213
constructive feedback, 58–61, 63–68, 187–189, 222–225
contingency plans, in goal setting, 36
conversations
conducting performance review, 181–194, 226–227
development, 103–106, 126–130, 131
“touchpoint,” 155–156
with remote employees, 218–220, 222–225, 226–227
corporate ladder, 107–109
corporate universities, 112
criticism. See constructive feedback
culture
of respect, 84–87
cynicism, 207–208
decision-making discretion, 93–94
Deming, W. Edwards, 53
development. See employee development
developmental network, 122. See also mentorship
development opportunities. See employee development
development plans, 125–133, 166, 196
development plan template, 132–133
dignity, 86
direct reports. See employees
documentation
of development plan, 130–133
of observed performance, 49–51, 221
of performance evaluation, 169–179, 193–194
of poor performance, 174–175
doer (learning style), 127
e-learning, 112
employee appraisals. See performance reviews
aligning with employee aspirations, 103–105
aligning with organizational needs, 105–106
development plans, 125–133, 141–142
development plan template, 132–133
evaluating progress, 130, 131, 143, 144–145
expanding skill sets, 111–124
job redesign, 116–119
learning styles and, 126–128
manager’s role in, 100–103
mentorship and sponsorship, 119–123
overview of, 99–100
promotions and, 107–109, 186–187
resources for, 129
stretch assignments, 113–116
for struggling performers, 135–145
tactics for, 111–124
task delegation, 113
tours of duty, 115–116
training programs, 111–113
for underperformers, 135–145
employees
aligning ambitions with organizational needs, 27, 105–106
asking for feedback from, 196–197
asking for raise or promotion, 185–187
aspirations of, 103–105
behavioral expectations for, 31–32, 168
causes of poor performance in, 52–56, 137–139
checking in with, 38–39, 40, 46, 130, 220
collaborating with, 33–42, 126–130, 131
engagement of, 5, 84–87, 102, 207–208
empowerment of, 93–94
expectations for, 31–32, 55, 141–142, 168
goals for, 13–20, 21–32, 195–196, 218–219
identifying strengths of, 106
learning styles of, 126–128
motivating, 83–96
personal interests of, 26–28
preventing burnout in, 207–216
recognition of, 46, 91–93, 95, 189, 205–206
remote, 217–228
replacing, 136
requests for help by, 52
rewards for, 87–95
self-assessment by, 160–163, 226
treating with respect, 84–87
understanding wants and needs of, 99–100, 103–109
unique abilities of, 118–119
engagement, of employees, 5, 84–87, 102, 207–208
exhaustion, 207. See also burnout
expectations
versus goals, 31–32
mismatch of, 141–142
performance versus, 168
for remote employees, 218–219
“experience, exposure, education” (framework), 128–129
extrinsic rewards, 87–90
facts versus opinions, in feedback, 64–67, 174
fairness
financial incentives and, 89–90
in performance evaluations, 155, 168–170, 225–226
feedback
constructive, 58–61, 63–68, 187–189, 222–225
versus coaching, 71
discussing, 61–68
facts versus opinions, 64–67, 174
regular, 5, 7, 57–69, 153, 157
to remote employees, 222–225
“sandwich” approach in, 68, 188–189
specificity in, 67–68
360-degree, 4, 155, 162, 163–166, 168
time and place for, 62–63
as two-way dialogue, 63–64
types of, 58–61
when not to give, 56
financial incentives, 87–90
firing an employee, 136, 144–145
flexible work arrangements, 214–215, 217
forced-ranking model, 151, 170, 171
formal performance reviews. See performance reviews
Gantt charts, 35–36
General Electric (GE), 151, 155–156
goals
aligning with organization, 25, 105–106
assessing, 24–28
assessing performance against, 167–169
attributes of well-defined, 14–15
cascading goal model, 21–22
challenging, 18–20
characteristics of effective, 14–15
collaborating with employees on, 24–28, 33–42
defining, 21–32
in development plan, 125–126
of employees, 103–105
evaluation of employees against, 3, 4, 167–169
versus expectations, 31–32
identifying new, 195–196
measuring progress toward, 29–31, 46
metrics for, 29–31
personal interests and, 26–28
plan for reaching, 33–38
planning session for, 23–24
qualitative, 30–31
reasonable number of, 28–29
for remote employees, 218–219
sources of, 16–18
stretch, 18–20
template for setting, 41–42
time line for achieving, 35–38
unrealistic, 19
goal-setting template, 41–42
growth opportunities, 99–100, 102. See also employee development
high-performing culture, 18–19, 100
human resources (HR), 38, 49–50, 100, 112, 175
improvement plans, 141–142. See also development plans
incentives, 87–90
incivility, 84–87
industrial model, of performance management, 3–4
job descriptions, 17–18, 166, 168
job redesign, 116–119
job satisfaction, 84, 99, 101, 102, 121, 208
lattice model of career development, 107–108
lawsuits, 49–50, 150–151, 152, 175
learning styles, 126–128
life mentors, 121
location
for feedback discussions, 62–63
for performance reviews, 182–183
managers
building trust as, 76–77
modeling of good behavior by, 86, 216
role of, in employee development, 100–103
role of, in underperformance, 54–56, 137–139
marginal performers, 190–193
massive open online courses (MOOCs), 112
mentors, types of, 120–122
mentorship, 119–123
merit pay, 152
merit rating system, 151
monetary compensation, 87–90, 185–197
monetary rewards, 87–90
motivation, 83–96
culture of respect and, 84–87
rewards and, 87–95
understanding employees’, 104–105
mutual trust, 76–77
nanodegree programs, 112
negative feedback. See constructive feedback
objectivity, in performance evaluations, 169–175
online classes, 112
open-ended questions, 63–64, 104–105, 221–222
opinion-based statements, in feedback, 64–67
organizational culture, 32, 84
peer mentors, 120
performance appraisal. See performance reviews
performance, assessing, 167–169
documentation of, 49–51
as ongoing process, 45–56
performance evaluation. See performance reviews
performance evaluation form, 176–179
performance gaps, 46–47
in C players, 196
coaching to close, 71–81
employee’s perspective on, 75–76
productive dialogues on, 77–78
See also poor performance
performance inflation, 171
performance management
of B players, 201–206
evolution of, 3–6
functions of, 1
importance of, 6–7
industrial model of, 3–4
introduction to, 1–9
motivation and, 83
as ongoing process, 45–47
of remote employees, 217–228
performance measurement, 29–31
performance-planning sessions, 23–24
performance problems. See poor performance
performance reviews
alternate approaches to, 4–5, 154–157
assessing performance for, 167–169, 225–226
conducting the discussion, 181–194, 226–228
discussing performance during, 187–194
documentation of, 169–179, 193–194
evaluating your approach to, 196–198
form template, 176–179
gathering information for, 160–167
logistics for, 182–183
for marginal performers, 190–193
negatives of, 149–150, 151–154
positives of, 150–151
of remote employees, 225–228
self-assessment and, 160–163, 226
setting tone for, 183–185
for strong performers, 189–190
360-degree feedback and, 4, 155, 163–166
use of, 156–157
performance snapshots, 5, 154–155
personal interests, aligning with goals, 26–28
plans
for reaching goals, 33–38
Pomodoro Technique, 214
poor performance
asking employees to address, 68
coaching to improve, 139–143
documentation of, 174–175
identifying cause of, 52–56, 137–139
progress checks on, 79–80, 143
reluctance to confront, 59–61
seeing in new ways, 77–78
positive feedback, 46, 58–59, 92–93, 174, 189–190
praise. See recognition
problem behavior. See poor performance
promotions, 107–109, 185–187, 225
public criticism, 86
questions
for employee self-assessment, 161
open-ended, 63–64, 75, 104–105, 221–222
for 360-degree feedback, 166
recognition, 46, 91–93, 95, 189, 205–206
remote employees, 217–228
communication with, 219–220
documenting performance of, 221
giving feedback to, 222–225
goals and expectations for, 218–219
performance appraisals of, 225–228
performance management of, 217–228
self-assessments for, 226
tracking performance of, 221–222
virtual communication technologies and, 221, 223–224, 227
respect, culture of, 84–87
rewards, 87–95
extrinsic, 87–90
financial, 87–90
“sandwich” approach, 68, 188–189
self-assessment, for employees, 160–163, 226
70-20-10 rule, 128–129
situational factors, affecting performance, 168–169
skill-training programs, 111–113
SMART acronym (for goals), 14–15
sponsors, 121–122
sponsorship, 121–123
strategic objectives, aligning goals with, 25
stretch assignments, 113–116
stretch goals, 18–20
struggling performers, 135–145
tasks
to achieve goals, 35–37
introducing challenging, 94–95
Gantt charts for, 35–36
resources for, 36–37
variety in, 215–216
teams
financial incentives for, 88–90
measuring performance of, 3–4, 152
preventing burnout on, 207–216
temporary assignments, 113–116
360-degree feedback, 4, 162, 163–166, 168
time demands, reining in, 212–213
tone, for performance review, 183–185
tours of duty, 115–116
training, 111–113
trust, 76–77
tuition assistance, 113
underperforming employees, 135–145, 190–193, 196
variety, in work assignments, 215–216
virtual communication, 219–220, 223–224, 227
virtual work arrangements, 217–228
watcher (learning style), 127
Welch, Jack, 151
work-life balance, 202, 209–210
work overload, 53–54. See also burnout
workplace stress, 207, 208–210. See also burnout
workplace tensions, 53
work processes, 53