Addressing work problems fairly.
WHY IT BELONGS HERE
Performance conversations handled badly become conflicts and complaints.
WHAT TO ESTABLISH FIRST
What the expectation actually was.
WHY
People cannot fail to meet a standard nobody stated.
WHAT TO ASSESS
Whether the person can do it Whether they know what is expected Whether something is preventing them Whether they are unwilling
WHY THOSE FOUR
They require entirely different responses.
WHAT TO ASK
What is making this difficult.
WHY
It frequently reveals an obstacle you can remove.
WHAT TO AVOID
Addressing performance through general criticism Raising it only at a review Comparing them to colleagues Addressing it in front of others
WHY COMPARISON FAILS
It produces resentment toward the colleague and defensiveness toward you.
WHAT TO USE
Specific examples, close to the event.
WHAT TO ESTABLISH
What good performance looks like, concretely.
WHAT TO AGREE
What changes, what support is provided, and by when.
WHAT TO PROVIDE
The support actually agreed.
WHY
Performance processes where support was promised and not given are indefensible.
WHAT TO DO
Follow up, and acknowledge improvement.
WHY ACKNOWLEDGE
Its absence suggests the process was about removal rather than improvement.
WHAT TO ESTABLISH ABOUT FORMAL PROCESS
When it begins, and what it involves.
WHY
Moving to formal process without warning is experienced as ambush and it is procedurally weak.
WHAT TO RECORD
Conversations, agreements and support provided.
WHAT TO ENSURE
Consistency between people.
WHY
Inconsistent treatment is the basis of most successful complaints.
