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How Do You Achieve Permanent, Measurable Improvements in Performance? Part 2 of 3
May 13, 2009 |
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| Greetings! |
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You're receiving a second copy of this newsletter because we have a correction to make in the FREE PROFILE offer. Please scroll to the FREE MANAGEMENT STYLE PROFILE section at the bottom of the page and follow the revised instructions for obtaining your free profile. Thanks so much!
Last week we discussed Step 1 in creating a learning strategy that will enable you to achieve permanent, measurable improvements in performance and behavior change - that was to acquire integrated assessment and learning technologies that support ongoing skill reinforcement.
We referenced the 20/20 Insight GOLD software system and the Leadership Curriculum as two resources that could integrate the assessment and learning technologies.
This week, we'll explore the second initiative you'll want to undertake in creating permanent, measurable performance improvement:
Step 2:
Involve direct managers in the
learning process.
Everyone agrees the direct manager is the most influential person in an employee's work life, but how accountable have we held them for the success of our expensive learning initiatives? |
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| Step 2: Involve direct managers in the learning process |
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At least four major factors affect individual performance:
- Self-awareness
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Competence
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Motivation
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Support
Managers are empowered to influence all these factors, and they lead people by
doing so. When focused on developing competence, managers set an example,
communicate expectations, demonstrate desired performance, give feedback, and
coach performance.
Most organizations expect their managers to fulfill these traditional staff development responsibilities. However, some managers still have the perception that performance improvement should be the exclusive responsibility of
the training department. This is an erroneous mindset.
Trainers work hard to present the best possible learning programs. But they have the attention of learners for only a few days, while managers interact with their team members for years and can influence career advancement and other personnel decisions. This is why what direct managers do in the workplace influences individual performance far more than what trainers do in the classroom.
The role of trainers is to introduce skills and behavior models. The reality is that trainers have practically no control over what happens back in the workplace, where new skills must be diligently applied in order to be ingrained.
Changing behavior patterns takes months, not days-even in ideal circumstances.
Only the learner's direct manager is in a position to give enough support, oversight, encouragement, feedback, coaching and reinforcement over the long term to change behavior. In most cases, how well the manager carries out this role will make or break the transfer of new knowledge into permanent improvements in workplace performance-no matter how much was invested in the learning programs. Up front, you'll need to do three things to draw direct managers into a "learning triangle" with their direct reports and trainers.
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| Learning Triangle - Direct Manager, Learner, Trainer |
A. Clarify the direct managers' developmental responsibilities.
The purpose of this step is to require direct managers to coach and develop direct reports, to make this a formal aspect of their responsibilities. These expectations should be communicated in writing by upper-level management:
- Communicate with trainers to be informed about and support assessment, learning and reinforcement programs
- Meet with direct reports before each assessment, training and reinforcement
initiative to help them prepare to make the most of these learning opportunities
- Define expectations for direct reports and help them set learning goals
- Attend or review the training to refresh familiarity with the skills
- Set an example for the skills and behavior expected of direct reports
- Give direct reports ample opportunities to apply what they've learned in formal programs
- Encourage the efforts of direct reports
- Frequently observe the work of direct reports, paying special attention to aspects of performance that direct reports are trying to improve
- Give timely one-on-one feedback about workplace performance
- Help direct reports learn from workplace experiences, whether successes or shortfalls
- Recognize direct reports who improve their performance
Some organizations revise the job description; others issue a new set of "competency descriptions." The goal is to overcome any uncertainty or reluctance direct managers may have.
B. Prepare direct managers to be more effective performance coaches.
Coaching subordinates to improve their skills and job performance is a traditional
leadership role for managers. But many managers simply aren't prepared to carry it out effectively. If your managers haven't previously been expected to take
responsibility for the day-to-day development of their direct reports, they may lack understanding, relevant skills and confidence.
The most effective immediate solution in this case is the training module from our Leadership Curriculum, Developing and Coaching Others, which was specifically designed to motivate, orient and prepare direct managers for their responsibilities in a successful Train-to-Ingrain process. The program explains what managers need to do and how to do it before, during and after training to reinforce the new skills of subordinates. The program also helps managers develop the skills to effectively handle coaching moments. These consistent efforts by the manager ensure that direct reports ultimately change behavior patterns and improve performance.
coaches.
First, inform managers that they - and the learners themselves - will be held
accountable for how much the direct reports have improved performance.
One effective way to establish accountability is to administer the brief 15-item
performance feedback survey, Developing and Coaching Others, available in the 20/20 Insight GOLD Survey Library. The survey describes what managers should be doing and mirrors the course objectives of the Developing and Coaching Others program described in paragraph B. Using 20/20 Insight GOLD, it can easily be customized to fit the organizational culture.
The survey is an ideal precursor for the manager's coaching course. Using 20/20
Insight GOLD, administer the survey before training. Direct reports and others will provide respondent feedback, and the results will reveal areas of strength and needs for improvement of the direct manager. Let managers know that they'll be given an identical follow-up assessment in six to twelve months to measure improvement.
Another extremely effective method for holding managers accountable (while holding direct reports and trainers accountable as well) will be described in in Step #3 next week. We will recommend using both methods.
Next Week: Step #3 Measure Performance Improvement
When executives invest heavily in any product or service to improve a vital aspect of operations, productivity or profitability, you'd expect at some point to hear the question, "Has performance actually improved? Was it worth all that money?" And what they're asking for is proof of results - not somebody's opinion about the program. |
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| Contact Information |
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