Human resources training: performance interviews are not difficult to have high-performance subordinates
Continuous performance interviews with the executive team is one of the boss's duties. The good wish is to stimulate the sense of responsibility of the subordinates through the action of performance interviews, provide the necessary support and resources, and let the subordinates spontaneously and consciously work hard to achieve the strategic intentions of the organization.
Unfortunately the reality is sometimes skinny. A lot of action was done, but the effect was not visible. Where is the problem? Perception and responsibility. According to John Whitmer, the key is: "There are no two people in the world with the same mind or body. How can I tell you how to be your best self, only you can be your best self through awareness . "
Describe without judgment
The words used in ordinary conversations and many management interactions often fall to the left. In the coach, we tried to move to the right. The more specific and descriptive our vocabulary, the less criticism we may have, and the more effective the coach will be.
Note that the closer to the horizontal axis, the better. After all, if I only knew that my expression skills were not good, all I could do was that. If someone reports that my report is not doing well, I have to admit that I have limited ability, but if the feedback I get is: the level of the audience requires my report to be clear, concise, and brightly colored, then I can improve .
Of course, some words, such as color or orientation, are purely descriptive; other words have meaning only when they are consistent with standards. There are also some words that contain a certain degree of value judgment (such as vivid or weak) in most applications; some are even very evaluative, such as "good", "bad" or "right" ""Incorrect".
So don't just tell a sharpshooter that he didn't hit-it will only make him feel bad. He wanted to know that if he needed to calibrate, his bullet was 3cm up and 1.5cm to the right. Description adds value, and criticism usually reduces value.
If a coach only asks and receives answers at the general awareness level, he will help the client organize his thoughts, but he does not explore new or deeper awareness. When customers have to stop and think before responding, awareness is awakened. The client has to explore new depths in his consciousness to retrieve information. It was as if he was exploring his own internal file box to find the answer. Once found, this new awareness will be realized, and customers will be promoted as a result.
We choose and control what we perceive; what we are not aware of controls us.
Follow the customer
Good coaches tend to follow the client's interests or ideas, and at the same time pay close attention to their overall relevance to the topic. When the client has discussed every aspect of the problem and is ready to switch topics, the coach will come up with what he thinks will be ignored. If the client seems to be running away, a question such as "How does this relate to your question?" Will bring him back or reveal a valid reason. In either case, this allows the customer to continue guiding the process.
By following the client's thinking instead of emphasizing his own ideas, the coach gained the trust of the client, because the latter's interests and needs were respected. For example, in the business world, Alison, a senior manager, wanted to investigate and adjust to an apparent problem in Peter's department. If she pointed out the problem from the beginning, Peter would easily feel threatened and start to defend. In that case, his description of what has happened will be distorted, thus beautifying the facts.
However, if Alison asks Peter to guide the conversation, will the topic fall in the direction she wants to talk about? Maybe it won't start, but if Alison waits for an opportunity or keeps silent often, Peter will start to feel enough Safety, so I mentioned the problem myself. It is unlikely that he has no idea of the problem, although at first he may not admit it to himself or others.
When a subordinate starts to see his manager as support instead of threat, he will be more willing to ask his question. As a result, sincere diagnosis and dialogue are possible, which will help to solve the problem early.
The culture of criticism that is still prevalent in mainstream corporate work is the opposite, because it causes "false fact syndrome" or "I will tell you what I think you want to hear or keep me out of trouble." In this way any corrective action is based on false facts.
Smart managers start with more general investigations and start following customer topics. Managers can help clients solve another, less difficult problem to build trust instead of threatening each other. This method makes it easier to spot problems rather than stay on the surface. If you want to solve the problem permanently, you must solve the problem behind it.
The first key element of coaching is awareness, which is the product of concentration, concentration and clarification. Let us first return to the Concise Oxford Dictionary. Perception is defined as "consciously, not unconsciously possessing knowledge." I like the description of Webster's Dictionary: "Awareness means knowledge of something by observing and interpreting the alertness of individuals when they see, hear, and feel things, etc."
Both our sight and hearing can be sensitive or insensitive, and there can be countless levels of awareness. Unlike the higher visual and auditory benchmarks, our daily perceptual benchmarks are lower. A magnifying glass or loudspeaker can make our vision and hearing thresholds higher than normal. Similarly, awareness can be greatly enhanced by focusing and practicing without having to resort to a corner drugstore. Increased awareness drives our perception beyond normal clarity, like a magnifying glass.
Although awareness includes what you see and hear at work, it contains much more than that. It is the ability to collect and clearly perceive relevant facts and information, and to determine the correlation between things. This ability includes an understanding of the systems, dynamics, and relationships between things and people, and includes some understanding of psychology. Perception also includes self-awareness, especially the awareness of when emotions or desires can distort one's cognition.
Another term may deepen our understanding of perception: input. Every human activity can be reduced to input-processing-output.
For example, when you drive to work, you will receive traffic information, road and weather conditions, changing speed and space relationships, sounds from engines and other equipment, and your body ’s comfort, tension, or exhaustion. Enter information. You may be willing to obtain this information, you may refuse to accept it, or you may receive it as a single order, or you may not have received any other information in addition to some of the main information.
When you listen to the radio's "Today Show" broadcast, you may consciously notice that you are driving, or you may unconsciously obtain the information input needed to drive safely to work. In either case, you are receiving input for information. Good drivers get better quality and more information. These inputs provide them with more accurate and detailed information for processing and taking actions to produce appropriate output, such as the speed and position of vehicles on the road. . No matter how well you process and take the input you receive, the quality of your output depends on the quality and quantity of the input. Increasing awareness means increasing our sensitivity to receiving input, not only adjusting our feelings, but also our brains.
Good awareness is critical to high performance. Being more focused than the average person leads to higher performance than the average person.
We define high-quality perception as "high-quality related input." We could add "spontaneous" to the front, but in a sense it is already included, because the input would not be of high quality at all if it were not self-generated.
The act of being involved in something provides high quality in itself. When I say "the flower over there is red", the image information you receive is very little; when I ask you "What color is the flower over there?", You can see for yourself that the color of the flower is red Yes, the image information you get is much richer.
A better question is, "Which shade or color of red are they?" The former gives the image of the flower, while the latter is a vivid, countless subdivided red displayed at this particular moment. After 15 minutes, it will have a different state again, because the sun will move. It will never be the same as before. Therefore, spontaneous input is richer, more direct, and more realistic.
Another word that describes perception is feedback. Compared to feedback from others, this refers to feedback from the environment, your body, your behavior, and the device you are using.
Once you get high-quality feedback or input, change comes with no need to force it.
Sense of responsibility
Responsibility is another key concept, or the goal of a coach.
Responsibility is the key to high performance. When we truly accept, choose, or take responsibility for our thoughts and actions, our commitment to them increases, and our performance improves. When we are ordered to be responsible, told, expected, or given a sense of responsibility even if we do not accept it, performance does not improve. Of course, we may do something because there is a potential threat if we do not do it, but doing something to avoid danger does not maximize performance. In order to truly feel responsible, it is inevitable to involve choice.
Let's look at a few examples.
If I give you advice, especially if it is unsolicited, and you take action but fail, what will you do? Of course you blame me, which clearly shows that you think the responsibility lies with me. Failure can be attributed not only to my wrong suggestions, but even to your lack of power.
In the workplace, when the suggestion is an order, your initiative is zero, and this can lead to resentment, undermining, or acting in opposition. You didn't give me a choice; you hurt my self-esteem; I couldn't take the lead in this action, and I couldn't manage it in the end, so I had to take my own initiative and take another action that hurts you. Of course, that action might hurt me too, but at least I took a breath. This (non-conscious) inference may seem exaggerated, but I assure you that millions of employees with bad bosses will admit that they will do it from time to time.
Here is another example of the difference between a general sense of responsibility and a high or self-selected sense of responsibility. Imagine a group of construction workers hearing the command: "Fred, go and get a ladder. There is one in the shed."
What would Fred do if he couldn't find a ladder there? He would return and say, "There is no ladder there."
If I ask another way, "We need a ladder. There is one in the shed. Who wants to get it?"
Fred replied, "I do." But when he got there he didn't find the ladder. What will he do this time? He will look elsewhere. Why? Because he feels responsible. He hopes to succeed. He will find a ladder for his own sake and for self-esteem. The difference here is giving him a choice and how he responds to it.
One of our customers has a history of bad labor relations. To improve this, I did a series of courses for workshop supervisors. Although the company ’s gossip says that our courses are very enjoyable, participants always doubt, defend and even resist in the beginning.
We acknowledge that they are resisting what senior management tells them to do. They have been told to attend the training course, so they will resist. To alleviate this uncooperative situation, I asked them if they could refuse to take these courses.
"No," they said in unison.
"Oh, you have a choice now." I said. "You have met the requirements of your company-you are here. Congratulations! Now, this is your choice. How do you want to spend these two days? You can study wholeheartedly, you can resist learning, you can Carelessly, you can also spend your time. Write a sentence to describe your choices. If you like, you can keep it for yourself or share it with someone next to you. I wo n’t read it, and I wo n’t tell your boss what you ’ve done Do it. This is your choice. "
The atmosphere in the room changed. Everyone seemed relieved and also released energy, and then most of the employees actively participated in the course. Choice and responsibility can work wonders.
These simple examples clearly illustrate how important it is to have fully responsible choices for improving performance. This will not happen unless one feels responsible. Telling someone to take responsibility for something doesn't make him really feel responsible. They may be afraid of failure. If they fail, they will feel guilty, but it is not the same as feeling responsible. The feeling of real responsibility comes with choices, and in turn needs questions to guide.
Of course in all ball games, staring at the ball is very important, but does the "stare at the ball" command actually make you do well? No. If it does, then many of us can excel on the sports field. We all know that when a golfer relaxes, he hits farther and straighter, but does the "relax" command make him feel relaxed? No, he may become more nervous because of this.
If a person is ordered to do what he needs to do, instead of producing the results we need, then what will make us achieve the goal? Let us try to ask a question.
"Are you watching the ball?" How would we answer? Maybe we would justify or lie, just like the teacher asked us whether we pay attention to the lecture while we were at school.
"Why don't you look at the ball?" We will explain more, or add a little analysis. "I'm watching the ball." "I don't know." "Because I'm thinking about my grip." Or more honestly, "Because you distract me and make me nervous."
None of these questions worked well, but think about the effects of the following questions:
When the ball was flying towards you, which side did it spin on?
What is the height when the ball crosses the net this time?
This time, or every time it bounces, does it spin faster or slower?
When you first see the ball spin, how far is it from your opponent?
From a completely different perspective, these problems create four important effects that other problems or orders cannot achieve.
Such questions prompt players to observe the ball, otherwise they cannot answer the question.
Players will be more focused than usual to answer this question correctly and therefore provide higher quality input.
These answers are descriptive rather than judgmental, so there is no risk of self-criticism or hurting self-esteem.
Our coaches have a feedback loop, they have the ability to confirm the correctness of the player's response, so they know if the player is attentive.
This makes us wonder why all sports coaches insist on issuing an invalid order "stare at the ball". There may be two main reasons: one is that they have never considered whether it works, because they have always done so; the other is that they are more concerned about what is said than the effect of speaking.
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