Please see the below the questions that I would like to have answered. This assignment must consist of 300+ words with 2 Scholarly Sources, the below reference must be used as one source. **NO PLAGIARISM WHATSOEVER**Question: Discuss the merits of performance appraisal. Cite true-life examples in which performance reviews helped or hurt job performance. What do’s and don’ts can you recommend for evaluating employees?Reference and Textbook are below;Manning, G., & Curtis, K. (2015). The art of leadership (5th ed.). New York, NY: McGraw-Hill Education.man62457_ch18_467-488.indd Page 467 11/25/13 1:08 PM f-496
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Performance Management
18. Managing Performance
19. Professional Performance and Sustaining
Discipline
S
M
I
YOU CANNOT BE DISCIPLINED
in great things and undisciplined in small things.
T
There is only one sort of discipline—perfect discipline. Discipline is based on pride
H attention to detail, and on mutual respect and confias a soldier, on meticulous
dence. It can only be, obtained when all officers are so imbued with the sense of
their moral obligation to their men and their country that they cannot tolerate
Copyright © 2015 McGraw-Hill Education. Permission required for reproduction or display.
negligence.
A
D
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—General George Patton
U.S. Army
2
Learning Objectives
0
After studying Part 0Nine, you will be able to:
8 management as a leadership skill.
• Master performance
• Know how to set T
goals, provide feedback on progress, and correct perforS
mance problems.
• Know your level of performance in the areas of statesmanship, working
through others; entrepreneurship, achieving results; and innovation, generating new ideas.
• Model and reinforce high standards of professional conduct, including
upholding core values and using a caring confrontation when corrective
action is necessary.
• Improve performance through behavior modification.
• Answer the question, Would you hire you, based on your current professional performance?
467
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CHAPTER
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Managing Performance
18
P
erformance management is at the heart of leadership success. It is important to
have a vision; it is importantSto have values; it is important to have leadership
qualities, such as vitality, persistence,
and concern for others; it is important to
M
have the power of leadership position. But all of these will result in little actual
I
accomplishment without performance management skills. Effective leadership requires
the art of clearly communicatingTgoals, coaching others to succeed, and correcting
poor performance.1
H
■
■
■
Performance planning establishes
direction and clarity of assignment. It provides
,
the foundation on which individual and group performance can be developed and
evaluated.
Performance coaching involves
A the development and encouragement of people.
The leader’s challenge is to help individuals grow and fulfill their personal potenD
tial while advancing the organization’s purpose.
Aincludes modifying and improving performance
Correcting poor performance
when mistakes are made.
M
Performance management seems reasonable and fairly simple to do, yet research
shows that the majority of leaders
2 fall short when it comes to clearly communicating
goals, coaching others to succeed, and correcting poor performance.2
0
In their best-selling book on leadership,
The One Minute Manager, Ken Blanchard
and Spencer Johnson teach three0secrets to leadership success that correspond with
performance planning, coaching, and correcting. These are leadership techniques that
8
work at all levels of leadership and in all work environments. The three secrets are as
T
follows:
■
■
■
S
One-minute goal setting for performance
planning.
One-minute praising for performance coaching.
One-minute reprimand for correcting poor performance.3
These three secrets are drawn from the basic principles of behavioral
psychology—the power of goals to focus and energize behavior; the need for
feedback to reinforce or modify behavior; and the importance of praise as a
recognition technique.4
One-minute goal setting. One-minute goal setting involves identifying three to five
goals that are critical to success, and writing these on a single sheet of paper—in 250
or fewer words. It is important to include the individual in the goal-setting process,
because there is a strong relationship between personal involvement and future success.
The individual needs psychological investment, and participation in goal setting
helps accomplish this purpose.
468
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18 / Managing Performance
469
One-minute praising. One-minute praising involves showing appreciation for effort
and accomplishments. It is based on two ideas: (1) People need feedback as a way of
tracking and sustaining progress; and (2) what gets rewarded gets repeated. Oneminute praising has four characteristics:
1.
2.
3.
4.
Praise is immediate.
Praise is specific.
Praise is sincere.
The individual is encouraged.
One-minute reprimand. The one-minute reprimand is saved for individuals who are
trained and who know what to do, but make mistakes. The one-minute reprimand has
four characteristics:
1.
2.
3.
4.
Correction is immediate.
Correction focuses on behavior, not on the character of the person.
Correction is sincere.
S
The individual is encouraged.
M
By mastering the three secrets of the one-minute manager, the effective leader can
I individuals and groups. Use Exercise 18–1 to practice these
raise the productivity of
secrets.
T
Copyright © 2015 McGraw-Hill Education. Permission required for reproduction or display.
H
,
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Exercise 18–1
The Performance
Management Lab
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One-Minute Goal Setting
Use 250 or fewer words to identify the three to five most important goals of your job (or
the job of another person). Include what the goals are, why they are important, and the
time frame for action.
Goal 1:
Goal 2:
Goal 3:
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,
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Goal 4:
Goal 5:
A
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2
0
0
One-Minute Praising 8
Look for the opportunity
Tto recognize and reinforce good performance. When you deliver
praise, be timely (if you wait too long, you may lose goodwill); be specific (explain why the
S what it means to others); be sincere (show that you care about
performance is good and
the person and what has been done); and encourage the person (set the stage for future
success).
One-Minute Reprimand
If attitudes or actions result in mistakes, correct performance in an effective way. Be
immediate (don’t store or save up punishment); be specific (let people know the impact of
their behavior); be sincere (show how important good performance is to you; show your
interest and show that you care); encourage the person (emphasize positive qualities and
your confidence in him or her).
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18 / Managing Performance
473
Taking Aim and Taking Stock
Effective job performance requires setting goals and measuring results, as the
following story shows:
The famous industrialist Charles Schwab was visiting a steel mill that was producing far below its
potential. The superintendent of the plant couldn’t understand why—he had coaxed the employees,
threatened them, sworn and cursed, but nothing seemed to work. Schwab asked the superintendent
for a piece of chalk, and turning to the nearest worker, he asked, “How many heats did your shift
make today?” “Six,” was the answer. Without saying a word, Schwab drew a large “6” on the floor
and walked away. When the night shift came in, they asked what the “6” meant. A day-shift worker
said, “We made six heats today, and Schwab wrote it on the floor.” The next morning, when
Schwab walked through the mill, he saw “7” on the floor—the night shift had made seven heats.
That evening, he returned to the plant and saw that the “7” had been erased, and in its place was an
enormous “10.” Within a short period of time, one of the lowest-producing plants was turning out
more work than any other mill in the company. The employees had set performance goals, and they
enjoyed recording the results.5
The power of goals to focus behavior and the importance of monitoring perforS Over a thousand research articles and reviews have been
mance is well documented.
published on the subject
Mover the past 30 years.6
I
T
Setting Performance
Objectives
H
Management author Peter
, Drucker explains the importance of setting performance
objectives:
Each person, from the highest level to the lowest level, should have clear objectives that support the
AAs much as possible, lower-level employees should participate in the
success of the organization.
development of higher-level objectives as well as their own, thus enabling them to know and underD
stand their supervisor’s goals as well as their own place in the plan.7
Copyright © 2015 McGraw-Hill Education. Permission required for reproduction or display.
A
Setting performance objectives is important in four major areas—quantity, quality,
M or more of these areas will fit every person’s job:8
timeliness, and cost. One
Quantity. The most common method of measuring performance depends to some
degree on quantity. In 2
one way or another, we tally number of sales made, dollar
volume generated, number of hours billed, number of fenders painted, or any amount
that may be processed0or produced.
Quality. This is one of0the most important areas for which standards apply. Measurements of quality include
8 at least two factors: errors and appearance. Errors can
include monitoring rejects, misfiles, safety records, customer complaints, miswelds,
wrong diagnoses, and T
countless other areas. Appearance deals with items other than
rejects or specific errors
S and is more subjective in judgment. It covers such areas as
neatness, a person’s manner in answering the telephone, a receptionist’s greeting of
visitors, or a service representative’s explanation to a dissatisfied customer.
Timeliness. This area includes such time factors as meeting deadlines for on-time
shipments, on-time departures and arrivals, and absenteeism. Timeliness can also
involve the development of new and workable approaches. The most creative idea
needs the right moment for its introduction.
Cost. Cost includes the four M’s of management: manpower, material, machines, and
methods. For example, is the person able to perform while controlling expenditures
for labor, inventory, equipment, and corporate services? Can the person live within a
reasonable budget?
Performance objectives should be measurable. A generalized objective, such
as “improve customer service,” provides insufficient guidelines for achieving
success. When performance objectives are specific and measurable, the individual
can know when, and to what extent, those objectives have been achieved. The
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9 / Performance Management
following list consists of examples of measurable objectives for improving customer
service:
1. Develop and implement a system that allows tracking, following up, and resolving
customer complaints.
The system should identify the number and types of complaints, actions taken by
whom, and date of resolution.
Maintain progress charts and graphs, and post them in places where employees
can see them. This system is to be completed by January 1, 2015.
2. Achieve 98 percent on-time delivery by January 1, 2016.
3. Develop a blue-ribbon service system for our top 20 national accounts by January 1,
2017, by assigning one person to service each account.
Conducting Performance Reviews
S
After performance objectives have been established, progress should be reviewed to
M weaknesses. Performance reviews keep commucapitalize on strengths and improve
nication lines open, help motivate employees, and give peace of mind to both
I
employer and employee.9
T
Performance reviews should include
three steps: preparation, implementation,
and follow-up. Both the supervisor
and
the
employee should be trained in carrying
H
out each of these steps. Table 18–1 contains a performance review checklist for
,
supervisors and employees.
Table 18–1
Performance Review
Checklist10
A
D
As an employee, you should
■ Consider your strong points and formulate
A a plan to utilize them fully.
■ Determine the areas in which you need to improve. Devise a plan to strengthen your performance
in these areas.
M
What to Do before the Performance Review
■ Think about what your supervisor can do to help you improve.
As a supervisor, you should
2
these.
0
■ Think about your employee’s weak areas and consider actions for improvement.
0
■ Think about what you can do to help your employee improve.
8
■ Provide advance notice of the performance
review; solicit employee input.
T
What to Do during the Performance Review
S
As an employee, you should
■ Consider your employee’s strong points and think about how you can reinforce or capitalize on
■ Explain your strengths and weaknesses. Be thorough in expressing each one.
■ Discuss issues that may not be apparent to the supervisor that hinder your performance.
■ Present ideas to improve future performance; don’t dwell on past mistakes, either to save face or
to fix blame.
■ Present what you think your supervisor can do to help you improve.
■ Listen carefully to your supervisor’s reactions; these are important indications of attitudes,
priorities, and perceptions that will be useful in future dealings.
■ Obtain final agreement on what each of you will do. Don’t settle for “Let’s discuss this again at a
later date.” Try to get as much commitment and agreement as possible.
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18 / Managing Performance
475
As a supervisor, you should
■ Create a positive climate—quiet, private, and free from interruptions.
■ Tailor the conversation to suit the needs of your employee. Stop talking and listen. Have your
employee begin by explaining each strength and weakness in his or her own words. Provide
ample time for the full development of each point; avoid interrupting.
■ Ask questions based on your prior preparation as well as on new information developed during
the conversation. Encourage your employee to do the same.
■ Be open and flexible to issues that may come up that you may not know about. Take a problem-
solving versus problem-blaming approach.
■ Ask how you can help your employee do a better job; listen carefully and take notes.
■ Establish new performance objectives, standards, and completion dates. Make your expectations
clear. Be direct and honest.
■ Write down points of discussion and agreement. Review them so that both you and your
employee have the same understanding.
■ Remember that a performance review should involve two-way communication. Be prepared to
compromise and be flexible. Remember also that you are the supervisor and, as such, are
responsible for resolving differences.
■ End the meeting on an upbeat, positive, and future-focused note.
S
M
■ Keep your supervisor informed of progress toward meeting objectives.
I
■ Discuss with your supervisor as soon as possible any changes that occur that affect your
objectives.
T
As a supervisor, you should
H
■ Develop a system of checks and reminders to be sure that performance objectives are being met.
■ Show your employee that
, you want him or her to succeed. Provide positive reinforcement for
What to Do after the Performance Review
As an employee, you should
Copyright © 2015 McGraw-Hill Education. Permission required for reproduction or display.
progress made toward accomplishing objectives.
A
Multisource evaluations
D can be useful for improving performance. Approximately
90 percent of Fortune 1000 companies use some form of multisource assessment,
A supervisors, employees, peers, and customers. These
including evaluations from
assessments are calledM
360-degree feedback because the individual is rated by a
whole circle of people.11 Research shows improvement is most likely to occur when:
1.
2.
3.
4.
Behavior change is necessary.
2
Recipients believe change is possible.
0
Appropriate improvement goals are set.
0
Improvement is recognized
and rewarded.12
8
At the core of using 360-degree feedback is the issue of trust. Using multisource
T
evaluations confidentially for development purposes builds trust, while using them to
S decisions reduces trust.13 When coaching others for growth,
make pay and personnel
use the following guidelines:
■
■
■
■
■
Use feedback as soon as possible.
Focus on behavior change not personality analysis.
Link feedback to learning and performance goals.
Align improvement goals with key results for the organization.
Coach for improvement not just for final results.14
Studies show the evaluation of leaders by employees can be a valuable tool for
improving leadership effectiveness.15 Exercise 18–2 can be used to evaluate the
performance of supervisors and managers. Exercise 18–3 can be used to evaluate the
performance of executives.
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Exercise 18–2
How Does Your Supervisor Rate?16
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Rate your supervisor on each criterion by circling the appropriate response.
Criteria
Responses
Does the supervisor provide clarity
of assignment?
Very well
Fairly well
Not very well
Usually
Sometimes
Seldom
Frequently
Sometimes
Rarely
Very well
Fairly well
Not very well
Is favoritism shown in dealing with employees?
Never
Sometimes
Frequently
Do employees feel free to discuss job-related
S
problems?
Whenever
necessary
Sometimes
Seldom
Are high standards of performance required?
Is concern shown for employee needs and
welfare?
Does the supervisor ensure that proper
materials and equipment are available?
M
Are employees given incomplete or confusing
I
information?
T
H
Are employees recognized for good job
,
performance?
Are all employees treated with equal respect?
Is the supervisor honest in all dealings
A
with people?
D
Copyright © 2015 McGraw-Hill Education. Permission required for reproduction or display.
Does the supervisor keep job knowledge
A
current?
M
Is the advice of employees sought in dealing
with job-related problems?
2 the right jobs to
Does the supervisor assign
the right people?
0
Are employees criticized0or otherwise
belittled in the presence of others?
8
Are employees told in advance
about
T
changes that will affect them?
S
Does the supervisor encourage and
support employee development?
Are employees kept waiting for decisions
or information?
Are employee confidences kept?
Does the supervisor provide constructive
feedback on employee performance?
Is blame shifted to employees for supervisory
errors?
Seldom
Sometimes Almost always
Always
Sometimes
Rarely
Almost always
Sometimes
Seldom
Always
Sometimes Almost never
Very well
Fairly well
Not very well
Frequently
Sometimes
Seldom
Almost always Sometimes
Never
Sometimes
Almost always Sometimes
Rarely
Frequently
Rarely
Yes
Sometimes
No
A short time
Varies
A long time
Always
Sometimes
Seldom
Frequently
Sometimes
Rarely
Never
Sometimes Almost always
477
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9 / Performance Management
Scoring and Interpretation:
Count the number of items circled in the first column; then multiply that number by 3
and record the total:
Count the number of items circled in the second column; then multiply that number by 2
and record the total:
Count the number of items circled in the third column; record that number as the
total:
Add the totals for the three columns to find the overall score:
Score
Evaluation
56–60
Excellent, outstanding
46–55
Very good, effective
35–45
Average; improvement encouraged
25–34
Poor; needs improvement
20–24
Failing; must change
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18 / Managing Performance
479
Max DePree, management author and retired chairman of Herman Miller, Inc.,
writes, “Healthy companies come from healthy leaders.” Just as one takes a physical
exam to evaluate personal health, so can the leader take a leadership physical to evaluate leadership performance. The occasional checkup can be used to reveal strengths
and areas for improvement.
Approximately 500 years ago, Niccoló Machiavelli wrote in his classic book
The Prince that a leader should discourage unrequested advice, but he went on to
say that a great leader is a great asker and a patient hearer of the truth. Once a year,
the caring leader should visit with someone who understands leadership, knows his
condition, and can provide objective evaluation and prescription for good leadership
performance.
The following exercise includes a brain scan, heart checkup, and fitness test to
evaluate leadership performance. Current status is less important than what the leader
does with the data. What steps are taken to stay great or improve? See Exercise 18–3.
Copyright © 2015 McGraw-Hill Education. Permission required for reproduction or display.
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Exercise 18–3
Leadership Physical
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Complete the following evaluation of executive performance. Use the brain scan, heart
checkup, and fitness test to evaluate the performance of yourself or someone you know in
a position of senior leadership. Respond to each question by assigning a number from 1
to 15 (1 is low, 15 is high). Also include evidence to support your opinion and suggestions
(Rx) to improve.
Brain Scan: Setting Direction
By creating a vision and a strategy for the organization to succeed, the leader gains the
respect and confidence of followers.
Does the leader:
Chart the correct course?
needs
S
improvement
1–5M
acceptable
6–10
a current
strength
11–15
I
T
H
,
Copyright © 2015 McGraw-Hill Education. Permission required for reproduction or display.
Demonstrate good judgment?
A
D
needs
A
improvement
1–5M
acceptable
6–10
a current
strength
11–15
2
0
0
8
Solve problems effectively?
T
S
needs
improvement
1–5
acceptable
6–10
a current
strength
11–15
Cite evidence to support your opinion:
Make suggestions (Rx) to improve performance:
481
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9 / Performance Management
Heart Checkup: Caring about People
By showing consideration for others, the leader gains the trust and loyalty of followers.
Does the leader:
Show respect for all people?
needs
improvement
1–5
Serve the interests of others?
needs
improvement
1–5
Follow the Golden Rule?
needs
improvement
1–5
acceptable
6–10
S
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,
acceptable
6–10
a current
strength
11–15
a current
strength
11–15
A
D
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2
0
0
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S
acceptable
6–10
Cite evidence to support your opinion:
Make suggestions (Rx) to improve performance:
a current
strength
11–15
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18 / Managing Performance
483
Fitness Test: Achieving Results
Through attention to detail and persistent hard work, the leader gains credibility and the
support of followers.
Does the leader:
Keep job knowledge
current?
needs
improvement
1–5
acceptable
needs
improvement
1–5
acceptable
needs
improvement
1–5
acceptable
6–10
a current
strength
11–15
Stay focused on the task?
S
M
I
T
H
,
6–10
a current
strength
11–15
Copyright © 2015 McGraw-Hill Education. Permission required for reproduction or display.
Have stamina to succeed?
A
D
A
M
6–10
2
0
0your opinion:
Cite evidence to support
8
T improve performance:
Make suggestions (Rx) to
S
Summary Scores and Interpretation
Scores 9–45 = Needs improvement in leadership performance
Scores 46–90 = Acceptable leadership performance
Scores 91–135 = Current strength in leadership performance
Any item rated 1–5 should be addressed and improved for leadership success.
a current
strength
11–15
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485
Performance Management Strategies
Strategies for managing employee performance are presented in Figure 18–1. The
effective leader takes action to be sure every employee performs good work and has
a positive attitude. Good performance and attitude are rewarded; poor performance
and attitude are addressed and corrected. In high-, middle-, and low-performer
conversations, the goal is to move performance to the next level. The leader must:
1. Recognize and retain high performers.
2. Reinforce and develop the skills and attitudes of middle performers.
3. Confront and correct or dismiss low performers.17
Figure 18–1
Performance Management
Strategies18
Good
10
8
Work Performance
7
6
5
4
3
2
1
Copyright © 2015 McGraw-Hill Education. Permission required for reproduction or display.
GWP
GWP
(good work performance)
(good work performance)
9
Poor
S and
M
I PWA
(poor
Twork attitude)
H PWP
, performance)
(poor work
(poor work performance)
and
and
and
GWA
(good work attitude)
PWP
A
D PWA
(poor work attitude)
A
M
1
2
3
4
GWA
(good work attitude)
5
6
7
8
9
10
2
Good
Work Attitude
0
Using a scale of 1 to010 (1 is low; 10 is high), evaluate each person reporting to
you based on work performance and work attitude. Take action to be sure every employee performs good 8
work and has a positive attitude. Use the following guide:
T
Assessment
Management Action
S
Poor
Poor work performance + poor work attitude
(PWP + PWA)
Good work performance + poor work attitude
(GWP + PWA)
Poor work performance + good work attitude
(PWP + GWA)
Good work performance + good work attitude
(GWP + GWA)
Followership—Would
You Hire You?
=
=
=
=
Dismiss before completion of
probation.
Coach to improve work
attitude.
Train to improve work
performance.
Reward to show
appreciation and reinforce morale
and performance.
Good leaders and good followers have many qualities in common.19 Exercise 18–4 looks
at 15 qualities employers like to see in their personnel. They are important in all fields of
work and all levels of responsibility. On the day your son or daughter goes to work for
the first time, you will probably give a lecture—This Is What the Employer Wants.
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S
M
I
T
H
,
A
D
A
M
2
0
0
8
T
S
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Exercise 18–4
Putting Your Best Foot
Forward
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Evaluate your current job performance by circling the appropriate number
(1 is low; 10 is high).
1. Job knowledge. Success at work begins with job knowledge. Knowledge enables you
to work more intelligently and effectively. Make it your business to know what to do,
when to do it, and why you are doing it.
1
2
3
4
5
6
7
8
9
10
2. Dependability. If your work requires being on time, be on time. You should be
10 minutes early for the workday if at all possible. Tardiness lowers your image (this
includes lunch and work breaks). Also, if you say you will do something, do it. Be
known as a person who can be counted on.
1
2
3
4
5
6
7
8
9
10
3. Cooperation. Organizational citizenship involves various forms of cooperation and
helpfulness. Take interest in other people, and strive to be helpful. Everyone appreciates
someone who is willing to lend a hand. Show others you are interested in doing a good
S
job for them. Learn to understand and get along with all types of people.
M 4
5
6
7
8
9
10
I
Concentration. There are three kinds of people: those who make things happen,
T happen, and those who have no idea what happened. You
those who watch things
don’t want to be the
Hthird kind. Always pay attention to what is going on; that is how
you learn. You should try to learn something new every day. People are more
interested in those ,who show initiative and concentration. Don’t sleepwalk through
1
4.
2
3
your day; this is how accidents occur and opportunities are missed.
1
Copyright © 2015 McGraw-Hill Education. Permission required for reproduction or display.
5.
2
3
4
5
6
7
8
9
10
A
Initiative. If you areDnot eager to do your job, either you are in the wrong line of
work or you have allowed yourself to become lazy. If it is the first, find another job; if
A
it is the second, overcome
your laziness. It will pay off. Be a self-starter; don’t wait for
others to generate a spark in you. It is your life, and you are in control. What you do
M
now will determine your future. Remember—the difference between a rut and a
grave is only six feet. Follow this motto: Seize the moment.
1
6.
7.
2
3
4
5
6
7
8
9
10
2
0 one likes excuses after the fact, even if they are legitimate. If
Communication. No
you can’t accomplish
0 a task as assigned, inform those who should know as soon as
possible. The more you communicate, the better your relationships will be.
1
2
38
4
5
6
7
8
9
10
T
Flexibility. Don’t be overly rigid. Most jobs require flexibility to get the best results.
S your approach, your schedule, and even your goals if it will help
Be open to changing
increase job performance.
1
2
3
4
5
6
7
8
9
10
8. Dedication. Hard work is the best investment a person can make. You have to be
dedicated to your job if you are to succeed. Don’t automatically take the
attitude that you are being exploited by others. A job is usually a two-way street.
You are helping your employer, but you are also acquiring knowledge and experience that will benefit you; also, you are being paid. Most business owners and
managers work nearly 10 hours a day trying to keep their operations going, and
this creates jobs. Employee dedication is needed as well, and it is usually greatly
appreciated.
1
2
3
4
5
6
7
8
9
10
487
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9 / Performance Management
9. Conflict resolution. Avoid arguments on the job. If you do become part of a conflict,
try to solve the problem in private, as soon as possible, and without hurting anyone.
Remember, seeing things from the other person’s point of view helps resolve unnecessary conflict.
1
2
3
4
5
6
7
8
9
10
10. Patience. At times, you may feel dissatisfied with your job. If so, wait a reasonable
period before deciding whether to change jobs. In the meantime, talking to the
people with whom you work may help you feel like part of the group and may help
you enjoy what you are doing.
1
2
3
4
5
6
7
8
9
10
11. Personal appearance. Impressions are important, so dress appropriately for work.
Maintain excellent personal hygiene, and keep your clothes presentable.
1
2
3
4
5
6
7
8
9
10
12. Conscientious use of time. Avoid taking more break time than you truly need
SWould you like paying someone who is not working?
(including paid personal time).
Put yourself in the employer’sM
position, and evaluate yourself. Are you giving a full
day’s work for a full day’s pay?
I
5
6
7
8
9
10
T
Gumption. Follow Abraham Lincoln’s prescription: Leave nothing for tomorrow that
H for something to do. It costs money and time for one
can be done today. Always look
person to keep another person
, busy. If you cannot find something, ask. Never just sit
1
13.
2
3
4
or stand around. Remember, the difference between ordinary and extraordinary is the
word extra.
6
7
8
9
10
A 5
D
Excellence. Study or practice your work so that you are truly good at it. This will
boost your ego and make youA
more valuable to your employer, which will usually be
reflected in your wages. Do not become complacent with current success. Remember, a professional in any fieldM
knows what it takes to perform well, but always strives
1
14.
2
3
4
3
4
to improve.
1
2
6
7
8
9
10
2 5
15. Trustworthiness. Be honest in
0all your dealings. Word travels quickly, and a poor
reputation can be acquired faster than a good one. Always tell the truth as you
0
believe it to be.
1
2
3
4 8
5
6
7
8
9
10
T
Scoring and Interpretation:
S
Add your scores from the 15 qualities, and record the total here:
evaluation and discussion that follow.
Then read the
Score
Evaluation
Discussion
135–150
Outstanding
Extremely high performers receive these
scores. These individuals produce top
results.
105–134
Very good
Good performers receive these scores. They
are solid producers in their organizations.
75–104
Ordinary
People who receive these scores are “doing
their jobs”—no more and no less.
15–74
Below standard
These scores reflect problems with ability,
experience, motivation, or attitude. Counseling and training should be sought.
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CHAPTER
19
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Professional Performance
and Sustaining Discipline
P
erformance, as the following story shows, is important in all fields of work:
S
M
A mother was having a hard time getting her son to go to school one morning. “Nobody likes me at
school,” said the son. “TheI teachers don’t and the kids don’t. The superintendent wants to transfer
me, the bus drivers hate me,
T the school board wants me to drop out, and the custodians have it in
for me.” “You’ve got to go,” insisted the mother. “You’re healthy. You have a lot to learn. You’ve
H You’re a leader. Besides, you’re forty-nine years old, you’re the pringot something to offer others.
cipal, and you’ve got to go to school.”20
,
The questionnaire in Exercise 19–1 evaluates job performance in three important
areas—statesmanship,A
entrepreneurship, and innovation. Complete the questionnaire
alone or with another person, such as a co-worker or supervisor. Points to remember
D
are the following:
Copyright © 2015 McGraw-Hill Education. Permission required for reproduction or display.
■
■
■
■
Athe questionnaire are important for success in every field of
Factors measured by
work, from steel fabrication
to public service. Every industry and profession requires
M
statesmanship, the ability to work with and through other people; entrepreneurship,
the ability to achieve results; and innovation, the ability to generate new and usable
ideas.
2
The questionnaire measures
job behavior, not personal qualities. To increase
0
objectivity, evaluation is based on actual rather than potential performance.
0
Results on the questionnaire are based on a normative group. Scores show how
8
you compare with individuals
considered to be top producers and those considered
to be poor producers in U.S. business and industry.
T
How high or low you score is less important than what you do about your results.
S where you stand to capitalize on strengths and improve
It is important to know
weaknesses.
489
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S
M
I
T
H
,
A
D
A
M
2
0
0
8
T
S
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Exercise 19–1
The Performance
Pyramid21
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Read the following sets of statements. For each set, place a checkmark next to the
statement that is most like your behavior on the job at this time. Although it may be difficult
to select one statement over the others, you must choose one statement in each set.
1.
a. You are interested in what will work, not what might work.
b. You are willing to listen to anyone’s ideas.
c. You seek out the ideas and opinions of others.
d. You are tolerant of those whose ideas differ from yours.
2.
a. You rarely get worked up about things.
b. You measure up to what is expected of you in output.
c. You are one of the top producers of results.
d. You are busy with so many things that your output is affected.
3.
a. You avoid changing existing methods and procedures.
b. You continually search for better ways to do things.
S you think of things that could be improved.
c. Sometimes
d. You oftenM
make suggestions to improve things.
4.
a. You go out
I of your way to help others.
b. You rarelyTspend time on other people’s problems.
c. Other people often come to you for help.
H
,
d. You lend a hand if others request your assistance.
5.
a. You have selected assignments that have had a good future.
b. Most jobs you have worked on have resulted in significant contributions.
Abe much further ahead if you had not been assigned so many
c. You would
things that turned out to be unimportant.
D
Copyright © 2015 McGraw-Hill Education. Permission required for reproduction or display.
d. Some of your time has been wasted on things that you never should have
A
undertaken.
6.
M
a. You have changed the whole approach to your work.
b. You have initiated many changes in the work you are doing.
c. From time
2to time, you have made a change in the way you do your work.
d. You go along with established ways of working, without upsetting things.
7.
8.
0
a. You seek 0
consensus in settling disagreements.
b. You do not concern yourself with the affairs of others.
8
c. You will yield a point rather than displease someone.
T mind is made up, you prefer not to change it.
d. Once your
S
a. You follow the motto “better safe than sorry.”
b. You avoid taking risks except under rare circumstances.
c. You will gamble on good odds any time.
d. You sometimes take risks when the odds are favorable.
9.
a. You are well known for your creativity.
b. You often think of new ways of doing things.
c. You are conservative and rarely experiment with new ideas.
d. From time to time, you introduce new ideas.
10.
a. You sometimes trust the wrong people.
b. Your judgment about people is usually correct.
c. You have as little to do with others as possible.
d. Your ability to work with people is outstanding.
491
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9 / Performance Management
11.
a. You prefer doing work yourself rather than planning work for others.
b. You plan work and hold performance to schedule.
c. You make plans, but adjust to day-to-day changes.
d. You rarely make plans.
12.
a. Your ideas are almost always used.
b. You frequently say to yourself, I wish I had thought of that.
c. Your ideas are sometimes put into practice.
d. Your ideas are often adopted.
13.
a. You consider alternatives before making decisions.
b. You wait as long as possible before making decisions.
c. You make decisions before weighing the consequences.
d. You involve others in decisions that affect them.
14.
a. You rarely push to have your plans adopted.
S prevent you from accomplishing your goals.
b. Inevitable roadblocks
c. You are known for getting
M difficult jobs done.
d. If you want something done, you find a way to get it done.
I
15.
a. You believe changeT
should be gradual, if it should occur at all.
b. You are open to change and new methods.
H
, your ideas and approach to work.
You are innovative in
c. You prefer traditional and established ways.
d.
Scoring:
A
D
Step 1:
A
In the Self-Evaluation columns of the scoring matrix, circle the number that corresponds
M
to the lettered statement you checked in each set of statements in the questionnaire. For
Follow the steps below to complete the scoring matrix and the Performance Pyramid.
example, if you checked statement c. for item 1, you would circle 7 in the Self-Evaluation
column.
2
Step 2:
0
If another person evaluated you, circle
0 the appropriate numbers in the Partner’s Evaluation columns. For example, if your partner checked statement b. for item 1, you would
circle 5 in the Partner’s Evaluation 8
column.
T
Step 3:
S
Add the circled numbers in each column of the scoring matrix to find your total scores
on statesmanship (A), entrepreneurship (B), and innovation (C). Record the totals in the
appropriate spaces at the bottom of the columns.
Step 4:
Plot your results on the Performance Pyramid in Figure 19–1. (See the sample in
Figure 19–2.) If there is a difference between your self-evaluation and your partner’s
evaluation, use either an average of the two scores or your self-evaluation scores. In general,
you know your own performance best. Nevertheless, you should discuss points of agreement
and disagreement with your partner; you may be doing an exceptional job and not
communicating this to your partner.
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19 / Professional Performance and Sustaining Discipline
493
Scoring Matrix
Statesmanship
Entrepreneurship
Partner’s
Evaluation
2. a.
b.
c.
d.
1
5
7
3
1
5
7
3
4. a.
b.
c.
d.
7
1
5
3
7. a.
b.
c.
d.
7
1
5
3
5. a.
b.
c.
d.
5
7
1
3
7
1
3
5
7
1
3
5
8. a.
b.
c.
d.
10. a.
b.
c.
d.
3
5
1
7
3
5
1
7
13. a.
b.
c.
d.
5
1
3
7
5
1
3
7
A
D
A
M
Copyright © 2015 McGraw-Hill Education. Permission required for reproduction or display.
Figure 19–1
Your Performance Pyramid
15
10
2 25
0
20
0
8
T
S
5
A
Statesmanship
(ability to work with and
through other people)
1
7
3
5
1
7
3
5
5
7
1
3
6. a.
b.
c.
d.
7
5
3
1
7
5
3
1
1
3
7
5
1
3
7
5
9. a.
b.
c.
d.
7
5
1
3
7
5
1
3
11. a.
b.
c.
d.
3
7
5
1
3
7
5
1
12. a.
b.
c.
d.
7
1
3
5
7
1
3
5
14. a.
b.
c.
d.
3
1
5
7
3
1
5
7
15. a.
b.
c.
d.
3
5
1
7
3
5
1
7
B
B
C
C
35
30
A
A
S
M
I
T
H
,
3. a.
b.
c.
d.
30
30
25
5
1
5
7
3
Partner’s
Evaluation
10
1
5
7
3
SelfEvaluation
15
1. a.
b.
c.
d.
Innovation
SelfEvaluation
20
Partner’s
Evaluation
25
SelfEvaluation
20
C
Innovation
(ability to
generate new
and usable ideas)
15
10
5
B
Entrepreneurship
(achievement of results)
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9 / Performance Management
Figure 19–2
Sample Performance
Pyramid
30
35
25
30
30
15
25
20
25
5
20
10
494
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20
15
C
Innovation
(ability to
generate new
and usable ideas)
15
10
10
5
5
A
Statesmanship
(ability to work with and
through other people)
Interpretation:
S
M
I
T
H
,
B
Entrepreneurship
(achievement of results)
High scores represent strengths in job performance; low scores represent areas you should
strive to improve. Use the following information to evaluate your scores:
Score
30–35
A
Extremely high D
performers receive these scores. As a result of ability,
experience, motivation,
and attitude, these individuals produce top
A
results. If such a person were to leave, it is likely that the organization
M
would suffer significantly.
Evaluation
20–29
Good performers receive these scores. They are pivotal people in their
organizations and are solid producers. In college, these scores represent
very good work.2
15–19
People who receive
0 these scores are doing their jobs. They are doing
what is expected of individuals in their positions—no more and no less.
Although these 0
scores are acceptable, they are not extraordinary.
14 and below
People whose performance
needs improvement receive these scores.
8
Such scores reflect problems in ability, experience, motivation, or
T and training should be considered.
attitude. Counseling
S
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19 / Professional Performance and Sustaining Discipline
495
Improving Performance
What can you do to maintain high performance or to improve in the areas of
statesmanship, entrepreneurship, and innovation?
■
■
■
First, you have to want to perform at your best.
Second, you have to know the essential behaviors that represent statesmanship,
entrepreneurship, and innovation.
Third, you have to apply principles and practices to perform those behaviors.
The following is a discussion of each performance area, including behaviors that
reflect high performance, as well as principles and techniques that can be used to
improve.
Statesmanship
Statesmanship is the ability to work with and through other people. A statesman is
skillful in human relations and is able to multiply personal accomplishments through
S following describes the role of the statesman:
the efforts of others. The
M but rather a developer of effective relationships. The statesman is one
A statesman is not a dictator,
who guides rather than leads,
I helping others to make decisions rather than making decisions alone.
The statesman believes that if everyone works together, more can be accomplished.22
T
Throughout his life, Abraham Lincoln was willing to teach others what he had
learned himself. FromH
childhood onward, he was the statesman—storyteller, speech
maker, and always the,ringleader. As one boyhood comrade relates:
Copyright © 2015 McGraw-Hill Education. Permission required for reproduction or display.
When he [Lincoln] appeared, the boys would gather and cluster around him to hear him talk. . . . He
argued much from analogy and explained things hard for us to understand by stories, maxims, tales,
A always paint his lesson or idea by some story that was plain and near
and figures. He would almost
23
to us, so that we might instantly
D see the force and bearing of what he said.
Lincoln employed stories
A and humor in dealing with people. He believed people
could be influenced through humorous illustration better than any other way, and
M and contentious discussion by telling a short, humorous
would avoid long, useless,
story to make his point.
Examine the following behaviors that represent a high level of statesmanship:
2
■
■
■
■
■
You seek out the ideas and opinions of others.
0
You go out of your way to help others.
0
You seek consensus in settling disagreements.
Your ability to work8with people is outstanding.
You involve others T
in decisions that affect them.
S
If you would like to increase your ability to work with and through others, develop
good human relations skills and use the four-step method listed below to solve
problems.
Develop Good Human
Relations Skills
The following principles will help you accomplish this goal:
1. Let people know where they stand. You should communicate expectations and
then keep people informed on how they are doing. If criticism is necessary, do it in
private; if praise is in order, give it in public.
2. Give credit where due. Look for extra or unusual performance, and show
appreciation as soon as possible. As a rule, greatest credit should be given to those
who try the hardest, sacrifice the most, and perform the hardest work. Psychologist
Gordon Allport writes: “Not only does human learning proceed best when the
incentive of praise and recognition is used, but the individual’s capacity for learning
actually expands under this condition.”24
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9 / Performance Management
3. Tell people as soon as possible about changes that will affect them. Keep people
informed, and tell them why change is necessary. Many people dislike change, and
they especially dislike sudden changes.
4. Make the best use of each person’s ability. Let each person shine as only that
person can. Take the time to look for potential not now being used. Also, never stand
in a person’s way. To do so creates resentment, reduces morale, and ultimately
results in reduced performance.
Use the Four-Step
Method to Solve
Problems
Peter Drucker is famous for his advice to leaders: “The problem you deny or will not
address is the one that will do you in.”25 Statesmanship requires addressing problems
and solving them effectively. Abraham Lincoln employed a four-step sequence in
solving problems. He began by understanding all the facts, often by going to the field
to get the facts personally. Then he weighed possible solutions and the consequences
of each, encouraging suggestions from a wide array of people and perspectives. Then
he took decisive action consistent with his values and policy objectives. Finally, he
followed up to see if his decision advanced his two abiding goals: (1) Preserving the
Union; and (2) abolishing slavery.
S
The following four-step method can be used for solving any problem:26
M advised: “Get the facts first; then you can
1. Get the facts. As Mark Twain
distort them as much as you please.”27 You simply cannot solve a problem without
I
first knowing the facts, so (a) review all records; (b) talk with the people concerned;
T and (d) look at all sides. Abraham Lincoln
(c) consider opinions and feelings;
tried to understand the views ofHboth the North and the South when he said:
I have no prejudice against the Southern
, people. They are just what we would be in their
situation. If slavery did not now exist among them, they would not introduce it. If it did now
exist among us, we would not instantly give it up. This I believe of the masses of North and
South.28
A
2. Weigh and decide. After getting
D all the facts, you must weigh each fact
against the others, fit the pieces together, and consider alternatives. Consider the
effects that different courses of A
action will have on individuals and groups.
Sometimes it is a good idea to sleep
M on a problem so that you do not jump to
conclusions or overreact.
3. Take action. After you have gathered the facts and determined a course of
action, carry out your plan. Harry
2 Truman realized the importance of this step
when he said, “The buck stops here” and “If you can’t stand the heat, get out of
0 positions requiring statesmanship but are indecithe kitchen.” Many people occupy
sive and fail to act. Consider what
0 William James wrote: “There is no more miserable
human being than one in whom nothing is habitual but indecision.”29
8 from becoming the enemy of good? The U.S
How can the leader prevent perfect
Marine Corps provides a helpfulTformula—the 70 percent solution. If an officer has
70 percent of the information and has performed 70 percent of the analysis and feels
S
70 percent confident, he or she is instructed to take action.30
4. Follow up. Statesmanship requires asking, Did my action(s) help the quality of
work or the quality of work life? If not, admit this fact and try to find a better
solution. By taking time to follow up on actions and being willing to admit mistakes,
the statesman achieves three important goals: (a) the respect of all who are watching;
(b) another chance to solve the problem; and (c) the opportunity to set an example
of honesty and thoroughness in problem solving.
Herb Kelleher, former CEO of Southwest Airlines, states:
One thing I knew was to admit mistakes. If I discovered a decision I made was a mistake, I would
just stop it. You have to look at things the way a scientist would: this experiment didn’t work out;
it’s over. You can’t get emotional about it. That’s the key so far as I’m concerned: there’s no ego
involved. You can’t keep something on life support for years and years because you’ve let your
self-esteem get tied up in things.31
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Entrepreneurship
497
Entrepreneurship is the ability to achieve results, regardless of obstacles. It takes
entrepreneurship to build a plant on time, to produce a quality product, and to
close a sale. An entrepreneur is action-oriented, but knows that it is not just action, but
achievement, that counts. Consider the story of entrepreneur Henry Ford, who founded
and built the Ford Motor Company. Ford believed in honesty and hard work and lived
by the principle—Did you ever see dishonest calluses on a man’s hands?32
Profile of an Entrepreneur
How It Began
The young inventor was gone a long time and came back pushing the contraption. A nut had come loose with all the shaking. But he was exultant; in
spite of bumpy cobblestones and muddy ruts, he had gone where he wished
to go. “You’re wet clear through,” said his wife, as he let her lead him into the
kitchen, take off hisSwet things, hang them up, and give him hot coffee. He
was talking excitedly
Mall the time. “I’ve got a horseless carriage that runs,” said
Henry Ford.
Copyright © 2015 McGraw-Hill Education. Permission required for reproduction or display.
I
The Early Years T
H read contracts, discussed selling campaigns, and preHe examined materials,
pared advertisements
, shrewdly addressed to the mind of the average American,
which he knew perfectly because he had been one for 40 years. It was his
doctrine that any man who wanted to succeed in business should never let it
out of his mind; and
A he had practiced this half a lifetime before he began to
preach it.
D
In the first year the sales of the Ford Motor Company brought Ford a million
A one-fourth of which was profit. From then on, all his
and a half dollars, nearly
life, Henry Ford hadMall the money he needed to carry out his ideas. He took
care of his money and used it for that purpose.
2
Mission Accomplished
0 inexhaustible market for his cars. He was employing
Henry had a seemingly
more than 200,000
0 men, paying wages of a quarter of a billion dollars a
year. He had developed 53 different industries, beginning alphabetically
8
with aeroplanes and ending with wood-distillation. He bought a brokendown railroad andTmade it pay; he bought coal mines and trebled their
production. He perfected
new processes—the very smoke that had once
S
poured from his chimneys was now made into automobile parts.33
The following behaviors represent a high level of entrepreneurship:
■
■
■
■
■
You are one of the top producers of results.
Most jobs you have worked on have resulted in significant contributions.
You will gamble on good odds anytime.
You plan work and hold performance to schedule.
If you want something done, you find a way to get it done.
Entrepreneurship in any field requires good work habits, a belief in oneself, and
the willingness to take risks. The following action plan will help you maximize
your entrepreneurial behavior.
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9 / Performance Management
Exercise Good
Work Habits
The achievement of results requires the ability to stick with a job until it is done. As a
Polish proverb says, “If there is not enough wind, row.” The following poem by
Edgar Guest shows the kind of attitude that is necessary to accomplish difficult tasks:
Some said it couldn’t be done.
But he, with a chuckle, replied
That maybe it couldn’t, but he would be one
Who wouldn’t say so until he tried.
So he buckled right in with a bit of a grin,
If he worried, he hid it.
He started to sing, as he tackled the thing
That couldn’t be done—and he did it.34
The high performer goes the extra mile, living by the maxim that triumph is the
“umph” added to “try.” If you exercise good work habits, you will be rewarded both
financially and personally as word gets out that you are a valuable asset.
Believe in Yourself
S
Eleanor Roosevelt once said, “No one can make you feel inferior without your
M
Lincoln’s career shows the importance of
consent.”35 The chronology of Abraham
belief in yourself and determined effort:
I
■
■
■
■
■
■
■
■
■
In 1831, he failed in business.T
In 1832, he was defeated for the legislature.
H
In 1833, he again failed in business.
,
In 1836, he had a nervous breakdown.
In 1843, he was defeated for Congress.
A Senate.
In 1855, he was defeated for the
In 1856, he lost the race for the
D vice presidency.
In 1858, he was defeated for the
A Senate.
In 1860, he was elected president of the United States.
M
Lincoln developed the ability to learn from failure. His extraordinary perseverance
propelled him to the presidency in 1860. As president, his determination was chan2
neled to abolish slavery and preserve the United States of America.
0
Be Willing to Take Risks
Fear of failure can paralyze a person to the extent that opportunities are missed and
0
achievement is reduced. As the following poem illustrates, courage is necessary to
8
overcome self-doubt:
T
S
The Doubter
Edgar Guest
He had his doubts when he began;
The task had stopped another man;
And he had heard it whispered low,
How rough the road was he must go;
But now on him the charge was laid,
And of himself he was afraid.
He wished he knew how it would end;
He longed to see around the bend;
He had his doubts that he had strength,
Enough to go so far a length;
And all the time the notion grew,
That this was more than he could do.
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499
Of course, he failed. Whoever lives with doubt,
Soon finds his courage giving out;
They only win who face a task,
And say the chance is all I ask;
They only rise who dare the grade,
And of themselves are not afraid.
There are no ogres up the slope;
It is only with human beings that man must cope;
Whoever fears the blow before it’s struck,
Loses the fight for lack of pluck;
And only he the goal achieves,
Who truly in himself believes.36
In the final analysis, one must execute to succeed. As Henry Ford makes clear,
you can’t build a reputation on what you are going to do.
Innovation
Innovation is the abilitySto generate new and usable ideas. The innovator is not satisfied
with the status quo, andMtherefore explores, questions, and studies new ways of doing
things. Innovation accounts for advances in all fields of work, from agriculture to
architecture. ImportantIproducts we take for granted today are the result of yesterday’s
inventions—Thomas Edison’s
electric light, the Wright brothers’ airplane, and Alexander
T
Graham Bell’s telephone are but a few examples. In the field of agriculture, George
H more than 300 synthetic products from the peanut, more
Washington Carver created
than 100 from the sweet
, potato, and more than 75 from the pecan. In addition to new
products, innovation includes improving how work is done and creating new markets.37
The following behaviors represent a high level of creativity:
■
■
■
Copyright © 2015 McGraw-Hill Education. Permission required for reproduction or display.
■
■
A
you continually search for better ways to do things;
D whole approach to your work.
you have changed the
you are well knownAfor your creativity.
your ideas are almost
M always used.
you are innovative in your ideas and approach to work.
2 creativity and increase innovation? Keep an open mind,
How do you develop
have a questioning attitude,
and use a new-ideas system.
0
Keep an Open Mind
0
An essential quality of the innovator is openness to new experience. Charles F.
Kettering, the famous8inventor, emphasized the importance of keeping an open
mind when he wrote:
T
The experienced man is always saying why something can’t be done. The fellow who has not had any
S
experience doesn’t know a thing can’t be done—and goes ahead and does it. . . . There exist limitless
opportunities in any industry. Where there is an open mind, there will always be a frontier.38
Consider the story about two young men sent to Africa by their companies to
study the market for shoes. The first wired back, “Forget the thought, no one here
wears shoes.” The second one wired, “Build the plant, buy the leather, start production. The market is fantastic. Everyone here needs shoes!”
The innovator keeps an open mind and avoids “monkey trap thinking.” One
way to catch a monkey is to use the rigidity of its own thinking. Put an enticing
food in a box with a hole just big enough for the monkey to squeeze its hand
through the opening. When the monkey grabs the food and makes a fist, it is
unable to withdraw its hand. Refusing to let go of the food, the monkey is trapped.
People with closed minds and rigid beliefs are similarly unable to explore the possibility of new solutions.
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Have a Questioning
Attitude
Many people sleepwalk through their days, never stopping to ask themselves: Am I
doing the right thing? Is there a better way to do it? For these individuals, creativity
is reduced because new ideas are not considered. The following poem shows the
importance of having a questioning attitude:
The Calf Path—The Beaten Path of Beaten Men
Samuel Foss
One day through an old-time wood,
A calf walked home, as good calves should;
But made a trail,
A crooked trail, as all calves do.
Since then three hundred years have fled,
And I infer the calf is dead.
But still, he left behind his trail,
And thereby hangs my mortal tale.
The trail wasStaken up the next day,
By a lone dog that passed that way.
M
And then a wise sheep,
Pursued the trail,
I over the steep,
And drew the flocks behind him too,
T
As all good sheep do.
Hday, over hill and glade,
And from that
Through those
, old woods, a path was made.
This forest path became a lane,
That bent, and turned, and turned again.
This crookedA
lane became a road,
Where manyD
a poor horse with his load,
Toiled on beneath the burning sun.
A and a half,
And thus a century
They followed
Mthe footsteps of that calf.
The years passed on in swiftness fleet,
And the road became a village street.
2 a city’s thoroughfare.
And this became
And soon the0central street was a metropolis.
And men, two centuries and a half,
0
Followed the footsteps of that calf.
8
A moral lesson this tale might teach,
T and called to preach.
Were I ordained,
For men are S
prone to go it blind,
Along the calf paths of the mind;
And work away from sun to sun,
To do just what other men have done.
They follow in the beaten track,
And out, and in, and forth, and back;
And still their devious course pursue,
To keep the paths that others do.
They keep these paths as sacred grooves,
Along which all their lives they move.
But how the wise old wood gods laugh,
Who saw the first old-time calf.
Ah, many things this tale might teach,
But I am not ordained to preach.39
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501
Many problems go unsolved because people fail to keep their minds open, have a
questioning attitude, and achieve insight. Consider the following:
The Candy Store Girls
Four salesgirls in a candy store were paid on commission. One girl always had a long
line of customers, while the others had few. The busy girl was asked, “What is the
secret of your success?” Her answer was insightful. She had noticed that the other
girls always scooped up more than a pound of candy and then took the extra candy
away. Her approach was to scoop up less than a pound and then add to it.
The Maintenance Crew
A supervisor of a maintenance crew had two employees who had fought and did not
want to make up. The supervisor solved the problem by having each of the workers
wash the same window—one on the inside, one on the outside. With nothing to do
but look at each other, it didn’t take long for both to laugh, and harmony was
restored. The supervisor used insight.
S
M The Low Bridge Problem
I solidly wedged under a low bridge. Experts on the conA large truck had become
struction of bridges were
T consulted about ways to dislodge it, and they offered
various suggestions. Because these people were involved daily with bridges, they
H in a conventional way: raise the bridge to release the truck.
approached the problem
But a young newsboy,,who had not yet been trapped into habitual patterns of
thought, had a much better idea. He suggested that the truck be lowered, which was
easily accomplished by letting air out of the tires. The newsboy used insight to solve
the problem.
A
In evaluating your own approach to work, do you keep an open mind, have a quesD insight?
tioning attitude, and use
Copyright © 2015 McGraw-Hill Education. Permission required for reproduction or display.
Use a New-Ideas System
A
Being open to change and having a questioning attitude are two ingredients of creativity; but a third elementM
is necessary—a system is needed to generate new and usable
ideas. One good system comes from the English writer Rudyard Kipling. Kipling,
who was known for his creativity, was asked how he could come up with so many
2
good ideas. His famous answer was:
0
I keep six honest serving-men;
0 taught me all I knew;
They
Their
8 names are What and Where and When,
And How and Why and Who.
T them over land and sea;
I send
I send
S them east and west;
But after they have worked for me,
I give them all a rest.
I let them rest from nine till five,
For I am busy then,
As well as breakfast, lunch, and tea,
For they are hungry men.
But different folk have different views:
I know a person small—
She keeps ten million serving-men,
Who get no rest at all.
She sends ’em abroad on her own affairs,
From the second she opens her eyes—
One million Hows, two million Wheres,
And seven million Whys.40
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9 / Performance Management
Rudyard Kipling and Queen Victoria thought by asking six simple questions—
who, what, why, when, where, and how—and by constructively answering these, you
can usually find new and workable solutions to any problem.
Portrait of an Innovator
Benjamin Franklin is perhaps the most remarkable figure in American history:
the greatest statesman of his age and the most prominent celebrity of the
18th century. He was also a pioneering scientist. Franklin never stopped
considering things he could not explain.
Franklin’s study of the world’s wonders extended to electricity. He began
those experiments when he was 40. Ten years later, they made him famous
throughout the world. The image of Franklin flying a kite in a thunderstorm is
as familiar as the one of George Washington crossing the Delaware.41
S
You Can Improve if You
M Want To
It is possible to improve performance,
and the rewards can be great. Consider the
I
following story:
T
H
When Gene Malusko first went to work for his company, he was hired as a la,
borer. Before long, it was apparent
that he would become either a union
steward or a work group supervisor. Gene had the ability to work with and
through other people. Gene could talk people into things; he was a statesA
man. Gene chose supervision because he had a family to raise and needed the
Dwas a successful foreman—he had good relamoney. For the next year, he
tions with his subordinates, and
A he had a good production record.
Then Gene became interested in advancement. As he considered those who
M
had been promoted in the past, he realized that they had each excelled at
obtaining results. The quality and efficiency of their production had stood out
over that of the other supervisors.
This convinced him to set forth on a self2
improvement program to improve entrepreneurship, the delivery of results.
0
Thereafter, when Gene arrived at work, he began working immediately, and
0 job was done. He developed a reputation for
he worked diligently until the
making his production quota 8
each day, and he could be counted on to help out
in emergencies. Gene was also willing to stick his neck out and take risks when
the situation warranted it. HeTovercame self-doubt with the attitude “nothing
S confidence in himself and good work habits,
ventured, nothing gained.” With
Gene developed a superb record of achievement. Gene exhibited entrepreneurship, and within two years, he was promoted to general foreman.
Gene performed well as a general foreman on the strength of his ability to
work with people (statesmanship) and his ability to obtain results (entrepreneurship). After a mere three years in this capacity, he was selected as the
youngest superintendent in the history of the company.
Two years later, Gene was talking with a friend about future plans when he
stated that his goal was to be a general manager. He wondered aloud, “What
do those people have that I don’t?” The answer was creativity. A good general
manager must work with and through others, which Gene did; must achieve
results regardless of obstacles, which Gene did; and must come up with new
and usable ideas, which Gene almost never did.
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503
Copyright © 2015 McGraw-Hill Education. Permission required for reproduction or display.
Gene’s friend told him about the ideas of Charles Kettering and the importance of keeping an open mind; he gave him “The Calf Path—The Beaten
Path of Beaten Men,” emphasizing the need to question things; and finally, he
told him about Rudyard Kipling’s six honest serving-men, a system of constructive questioning.
Until this time, Gene had rarely questioned whether there was a better way
to do something and he had never been given a system for generating new
ideas. For Gene, a new dimension of work performance was unveiled, and he
set about to improve his creativity.
Each day, Gene would go into his work area and ask six important
questions—who, what, why, when, where, and how—to analyze the production
bottlenecks and employee problems he encountered. He would ask: Who
should do this work, the machine operator or the material handler? What
work should be done, milling or planing? Why should this work be done, production or politics? Where should the work be done, in the office or the field?
S
When should the work be done, on the first shift or the second? And how
should the work beM
done, by person or by machine? And, like Kipling, Gene
always found a better
I way.
Gene worked at constructive questioning until it became a habit, and he
T
gained a reputation as a creative person. He added innovation to the qualities
H entrepreneurship that he had already developed, and
of statesmanship and
two years later, Gene
, Malusko was promoted to general manager.42
A
Gene’s story is oneD
of professionalism. He learned what was required to perform
his job well; he performed good work; yet he constantly tried to improve. He was not
A
complacent. As a result of professional development, Gene Malusko improved the
M and achieved personal rewards as well.
performance of his company
2
Performance Success
0
Story—A Case 0in Point
Sam Walton, founder of
8 Walmart, was America’s richest person, a multibillionaire,
when he died, and he was beloved by all who knew him. His prescription for success,
T Made in America, My Story, has three key elements:
as detailed in Sam Walton:
statesmanship, entrepreneurship,
and innovation. Walton wrote that success came
S
only through building a team, only after hard work, and only by breaking old rules.
Statesmanship—share the rewards. “If you treat people as your partners, they will
perform beyond your wildest dreams.” (In the effort to treat others as partners, Sam’s
reading of people wasn’t always 100 percent. Once he attempted to thank big-city
investors by taking them camping on the banks of Sugar Creek. A coyote started
howling and a hoot owl hooted. Half the Back-East investors stayed up all night
around the campfire because they couldn’t sleep.)
Entrepreneurship—commit to your business. “I think I overcame every single one of
my personal shortcomings by the sheer passion I brought to my work.” (Hard work
and risk have a price, as revealed by Sam’s youngest child, Alice, when she once
confided to a friend, “I don’t know what we are going to do. My daddy owes so
much money, and he won’t quit opening stores.”)
Innovation—be creative. “If everybody else is doing it one way, there’s a good chance
you can find your niche by going in a new direction. I guess in all of my years, what I
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heard more than anything else was: a town of less than 50,000 can’t support a decent
store.” (Of course, some say this strategy stemmed from Sam’s wife, Helen, who
insisted on raising the Walton family in a town with fewer than 10,000 people.)43
The Role of Organizational Culture
Organizational culture is an important factor in professional development and performance. Some organizations are excellent in developing statesmanship, entrepreneurship, and innovation. This is done by modeling and rewarding desired behaviors.
For example, 3M has a well-established history of innovation and developing
successful new technologies.
The year 2013 marks the 33rd anniversary of the Post-it Note, invented by 3M
employee Art Fry when he discovered an experimental adhesive helped him hold bits
of paper as bookmarks in his church Sunday Services Hymnbook. Other 3M innovations include masking tape, Scotchguard, and optical films for coating liquid-crystal
display screens.44 The case of Francis G. Okie shows how innovation is supported in
S
3M: Okie proposed using sandpaper instead of razor blades for shaving to reduce the
Minstead of being punished for the failure, he was
risk of knicks. The idea failed, but
encouraged to develop other ideas,
I which included 3M’s first big success: waterproof
sandpaper.
A culture that permits failure T
is crucial for fostering creative thinking and innovation. 3M uses six rules to keep new
H products coming:
1. Set innovation goals. Twenty-five
, percent of annual sales must come from new
products less than five years old.
2. Commit to research. 3M invests in research at double the rate of the average U.S.
A
company.
3. Support new ideas. $50,000 Genesis
grants are awarded to develop brainstorms
D
into new products.
A
4. Facilitate flexibility. Divisions are kept small to operate with independence and
M
speed.
5. Satisfy the customer. 3M’s definition of quality is to create a product that meets
the customer’s needs, not some arbitrary standard.
2
6. Tolerate failure. 3M knows learning and new ideas may come from what seems
like failure at the moment.45 0
0
8
Five Levels of Performance
Excellence
T
There are many models of performance
excellence, none more interesting than the
S
five-level hierarchy proposed by management author James Collins in his book Good
to Great. Level 1 refers to highly capable individuals. Level 2 refers to contributing
team members. Level 3 refers to competent managers. Level 4 refers to effective
senior leaders. And Level 5 refers to the exceptional executive. See Figure 19–3.
The Level 5 leader sits on top of a hierarchy of capabilities necessary for transforming an organization from good to great. What lies beneath are four other layers,
each one appropriate in its own right, but none with the power of Level 5. Individuals
do not need to proceed sequentially through each level of the hierarchy to reach the
top, but to be a full-fledged Level 5 leader requires the capabilities of all the lower
levels, plus the special characteristics of Level 5.
Exceptional leaders are masters of paradox. They are expert at managing the
“and.” The combination of personal humility “and” professional will makes a potent
formula for the highest level of leadership success. Humility refers to consideration
and service to others, and should not be confused with either submissiveness or
introversion. Humility is not thinking less of yourself; it is thinking of yourself less.
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Figure 19–3
The Five-Level Hierarchy46
505
Level 5: Exceptional Executive
Builds enduring greatness
through a paradoxical combination
of personal humility plus professional will
Level 4: Effective Senior Leader
Catalyzes commitment to and vigorous pursuit
of a clear and compelling vision; stimulates
group to high performance standards
Level 3: Competent Manager
Organizes people and resources toward the effective
and efficient pursuit of predetermined objectives
Level 2: Contributing Team Member
Contributes to the achievement of group
objectives; works effectively with others in a group setting
S
M
I
T
H
Professional will refers to conviction and fierce resolve, and should not be confused
,
with either blind ambition or ruthlessness. The Level 5 leader values achievement of
Level 1: Highly Capable Individual
Makes productive contributions through talent, knowledge,
skills, and good work habits
a worthy goal, not winning at any cost. See Table 19–1.
Copyright © 2015 McGraw-Hill Education. Permission required for reproduction or display.
Table 19–1
The Paradox of Level 5
Leadership47
A
D
Personal Humility
A
The Leader
M
Demonstrates a compelling modesty,
Professional Will
The Leader
shunning public adulation; is never boastful.
Creates superb results; is a clear catalyst in the
transition from good to great.
Acts with deliberation and determination; relies
principally on inspired standards to motivate.
Demonstrates an unwavering resolve to do
whatever must be done to produce the best longterm results, no matter how difficult.
2
0
Channels ambition into group success, not the
self; sets up successors for 0
even more
greatness in the next generation.
8 responsibility for
Looks in the mirror to assign
poor results, never blaming other people,
T
external factors, or bad luck.
S
Sets the standard of building an enduring and
great organization; will settle for nothing less.
Looks out the window to assign credit for success
to other people, external factors, and good luck.
Procter & Gamble (P&G) CEO Alan G. Lafley is a good example of Level 5 leadership. His unassuming and humble demeanor belies his position. If there were
15 people sitting around a conference table, it wouldn’t be obvious that he was the
CEO. Yet this did not stop him from transforming P&G where predecessors had
failed. Lafley’s consistent vision, strategic actions, personal humility, and professional will moved P&G toward a more customer-friendly and innovative company.
The result: P&G regained its stellar status for innovation, market share, profitability,
stock value, and a great place to work.48
Collins concludes that the most effective executives possess a mixture of personal
humility “and” professional will. They are both timid “and” ferocious. They are shy
“and” fearless. They are rare “and” unstoppable. The triumph of humility “and”
fierce resolve in the leader is instrumental in catapulting an organization from merely
good to truly great.
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Collins’s good-to-great research is based on the business performance of privatesector organizations, but the case of Abraham Lincoln can be used to illustrate the
Level 5 leader. Modest and willful, shy and determined, Lincoln never let his personal
ego get in the way of his ambition to preserve an enduring nation. Described as a
quiet, peaceful, and shy figure, Lincoln had a resolve that was unshakeable—to the
scale of 258,000 Confederate and 364,511 Union lives, including Lincoln’s own.
Organizational Performance
What are the characteristics of organizations led by Level 5 leaders? Five stand
out: (1) They have the right people with the right skills in the right jobs—the right
people are on the bus and in the right seats; (2) they face facts head-on without
sugar-coating difficulties—they confront reality; (3) they focus on their hedgehog—
being the best in the world at what they have a passion to do for which they will be
paid; (4) they maintain a culture of discipline—based on individual work ethic
versus bureaucratic control; and S
(5) they are technology accelerators—using proven
technology to enhance business operations.49
M
The tasks of leadership are to interpret conditions, establish direction, mobilize
I for the purpose of achieving organizational sucfollowers, and develop people—all
cess. The leader who wants to improve
the performance of his or her work group or
T
organization can use benchmarking as a job aid in the leadership process. Southwest
H
Airlines, for instance, studied auto-racing
pit crews to learn how to reduce the turnaround time of its aircraft at each, scheduled stop. Toyota managers got the idea for
just-in-time inventory deliveries by looking at how U.S. supermarkets replenish their
shelves.50
Benchmarking is a careful search
A for excellence—taking the absolute best as a
standard and trying to surpass that standard. Great leaders are constantly in search of
D
excellence both personally and organizationally.
Benchmarking begins with an
objective evaluation of the organization
against the very best. The goal is to determine
A
what winners are doing, and then take steps to meet or exceed that high standard. To
MExercise 19–2.
personalize the concept, complete
2
0
0
8
T
S
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Exercise 19–2
Benchmarking the
Best51
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Plot your organization (company, institution, etc.) on the performance graph below. Where
are you today? Then plot your best competitors. Where are they? If your organization is
not in the upper right corner, you are at risk. Your current performance is not satisfactory
to the people who care about the work you do—customers, employees, owners, governing
boards, and the like. What you must do is take action to improve your performance record.
An interesting variation is to have others who know and care about your organization
provide this evaluation. Note that product quality includes elements such as fit, finish, beauty,
reliability, and most important, functionality. Service quality includes timely delivery, response
to questions and problems, courteous treatment, and consideration of customers’ needs.
Excellent
10
9
8
Product Quality
(What you produce)
7
6
5
4
3
S
M
I
T
H
,
2
1
Copyright © 2015 McGraw-Hill Education. Permission required for reproduction or display.
Poor
Poor
A
D
A
1
2
M
3
4
5
6
7
Service Quality
(How you deal with customers)
8
9
10
Excellent
2
An interesting example of performance excellence is Toyota at its best. A philosophy of
excellence is described in
0 Toyota’s Basic Management Handbook: “The only acceptable
quality percentage is 100%. Every car must be manufactured exactly according to
0 vehicle should ever leave the factory without passing every
specifications. No Toyota
quality test perfectly.” One
8 can see the positive attitude, high standards, and
uncompromising commitment of a business winner in Toyota’s mandate to leaders.
T of the company is determined by constant adherence to this
Toyota believes the success
high standard of work performance
and if the company strays from the standard, dire
S
consequences will result.52
A good example of organizational success based on management commitment to be
the best is Walmart. Between 1972 and 2006, Walmart went from $44 million in sales to
$33 billion, powering past Sears and Kmart with faster growth, higher profits, and lower
prices. How did Walmart achieve this record? Through focus, hard work, and innovation.
An example is cross-docking, in which goods delivered to a distribution center from suppliers are immediately transferred to trucks bound for stores, without ever being placed in
storage. Cross-docking and other innovations have resulted in lower inventory levels and
operating costs, which Walmart has used to lower prices for customers.53
In evaluating your organization, what improvements can be made to become (or remain) the best in your industry or market? What innovations should you make in product
quality (what you produce) and service quality (how you deal with customers)? Be specific:
Who should do what, when, where, how, and why?
507
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S
M
I
T
H
,
A
D
A
M
2
0
0
8
T
S
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19 / Professional Performance and Sustaining Discipline
509
Copyright © 2015 McGraw-Hill Education. Permission required for reproduction or display.
Organizational Success—The Cianbro
Story
There are many role models for organizational success. The Cianbro story is one to
which everyone can relate.54
From Logging in the Woods to Taming the Ocean. Over 65 years ago, the Cianchette
brothers—Carl, Bud, Ken, and Chuck—launched a company that was destined to
become a legend in the construction industry. They were short on net worth, but long
on hard work, as they plunged into the construction business and toiled mightily to
succeed. From their first job loading hardwood pulp onto boxcars with their bare
hands, they learned the hard lessons of the business world. Today Cianbro is one of
the best heavy-construction companies on the Atlantic coast, building bridges, dams,
and factories for public and industrial clients from Maine to the Carolinas to Florida.
Annual revenues are over $650 million, with over 4,000 employees working as a
team to bring their impressive projects to a timely and profitable completion. The
Cianchettes developed a work culture with three characteristics: a can-do attitude, a
teamwork ethic, and caring
S leadership.
A Can-Do Attitude: “Job
M Defies Impossible.” It is not possible to do two years of
work in less than a week. Or is it?
Holyoke is a textileItown built around several canals. When the city decided to
build an interceptor sewer
T system, part of the work included a contract to lay pipe
across nine different areas of the canals. Cianbro was low bidder.
Cianbro’s job wouldHbe to drive two walls of steel sheeting (a cofferdam) across
each crossing, remove ,the water, excavate, lay pipe, backfill, and then pull the sheeting.
Yes, the workers would need to do that nine different times. It was a $1.3 million
contract that was expected to take two years.
Then employees onA
the job learned that every year around the Fourth of July, the
canals were drained for a week to allow the Holyoke industries to work on their caD
nal gates. Someone suggested,
“Why don’t we do all nine areas at the same time,
when the canals are drained
A during the shutdown week?”
With a can-do attitude, they formed nine teams and equipped each team with
M
everything that would be required to do its crossing. They had all materials on-site.
They counted every gasket and every bolt, and they triple-checked to be sure.
On the morning of the
2 draining, they swung into action. They related it to a military
operation, and the job was finished as planned—way, way under budget and way,
0 years of work in less than a week.
way under deadline: two
Impossible? Not at 0
Cianbro. Someone wrote in the company newsletter: “The
difficult can be done immediately, the impossible takes a little longer.”
8
A Teamwork Ethic: “Good People Enjoy Working with Good People.” Chuck
Cianchette explains theTcompany’s hiring policy: “We hire people with a good attitude.
We want people who will do whatever is needed to get the job done and who are happy
S
in their work.” Bud Cianchette describes the relationship with the crews: “We work
with them. If the work is in a ditch, we work with them in the ditch. We never ask
anyone to do anything that we wouldn’t do ourselves.” Ken Cianchette cites a song:
Give me some men who are stout-hearted men
who will fight for the right they adore.
Start me with ten who are stout-hearted men,
and I’ll soon give you ten thousand more.
“That is our basic philosophy. Good people enjoy working with good people, and
together they can accomplish anything.”
Caring Leadership: “Passing It On.” The best advice the Cianchette brothers ever
received was from their father, Ralph Cianchette, who said, “Be careful what you
promise someone you will do. But once you say you will do it, make sure that you do.”
This principle has been instilled as gospel into every Cianbro supervisor, manager, and
executive for over 65 years.
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9 / Performance Management
When the time came for someone other than a Cianchette to take over the leadership
of the company, Pete Vigue was chosen to do the job. His co-workers tell why: “He
had the most gumption, the most savvy. He will not accept the word ‘no.’ He will
always find a way to be successful. He will not be defeated. Plus he makes sure
everyone practices the five P’s of success: Prior planning prevents poor performance.”
Pete explains how leadership lessons were passed on to him as he absorbed
everything he could from the brothers: “Carl taught integrity as he lived by the code
of honesty. Bud always demanded excellence. I learned to set high goals from him.
Ken taught me how to think because he always asked the tough questions. Chuck
taught me how to work with people; how to give and take—especially to give. All of
them taught humility. While they were willing to talk about the positive things in
their lives, they were also willing to share the mistakes they made. That has helped us
not make the same mistakes twice.”
As Pete looks ahead, he feels the challenge is to perpetuate the organization. The
key to this is to pass on the principles of caring leadership embodied by leaders of the
past. To this end, new Cianbro leaders undergo leadership training that features not
techniques, but the basic principles of dignity, honesty, and respect, and proven
S
practices of keeping your word, setting high goals, thinking creatively, and working
M care of the people,” and by this he means safety
as a team. To these, Pete adds, “Take
first. If you have four hours to spare, ask him about it.
Reaching the Summit
I
T
How do organizations achieve greatness?
There are many good paths. Organization
development techniques include:Hjob enrichment, management by objectives, survey
feedback, top grading, team building, total quality management, succession planning,
,
gainsharing, reengineering, performance
management, action research, appreciative
inquiry, balanced scorecard, knowledge management, coaching, Six Sigma, employee
engagement, and behavior modification. All of these techniques are effective when
A
they are understood, owned, worked, and supported by every level of the leadership
Dmanagers, and front-line supervisors.55
pyramid—top executives, middle
A study of 200 techniques employed
by 160 companies over 10 years identified
A
four success factors and management practices that lead to sustained and superior
M
performance regardless of the techniques
used.56
Factors
Management Practices
2
0
0
8
Organizational success is a never-ending
challenge. It is a subject leaders must
continually address. An excellentT
resource to help in this task is Your Summit Awaits, a
video presentation by the Canadian mountain climber, Jamie Clark. Based on three
S
attempts to climb Mt. Everest, five lessons are shared. These lessons apply to every
Strategy
Execution
Culture
Structure
Establish a direction, focus on customers, and communicate with employees.
Hire good people, delegate decision-making, and perform quality work.
Empower people, reward performance, and maintain strong core values.
Align resources, exchange information, and promote teamwork.
organization or group striving to reach its summit, and they apply to leaders and
followers, alike:
1.
2
3.
4.
5.
Truth—Care enough to confront; share the brutal truth.
Perspective—Know the difference between passion and obsession.
Trust—What matters are the promises we keep, not the promises we make.
Focus—Managing fear requires focusing on what is important.
Humility—It is important to appreciate the people who helped get you there.
The Kite and the String
“The kite and the string” is an important concept related to organizational performance.
Just as a kite won’t fly without a string and a string won’t fly without a kite, it can be
argued that full organizational success requires at least two individuals who are both
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19 / Professional Performance and Sustaining Discipline
511
competent and committed. Although a leader alone can achieve a degree of success
for a period of time, at least two dedicated people working together effectively are
needed to achieve and sustain long-term success.
Improving Performance
through Behavior Modification
During the early 1900s, Edward L. Thorndike formulated his famous law of effect,
which says behavior with a favorable consequence tends to be repeated, while behavior
with an unfavorable consequence tends to disappear. This was a dramatic departure
from the prevailing notion that behavior was the product of inborn instincts.57
Behavior modification, established in the 1950s by B. F. Skinner, is a practical
and effective way to apply the law of effect and improve human performance.
Behavior modification today is based on the conceptual premises of classical
behaviorists John Watson and Ivan Pavlov, reinforcement theorists C. B. Ferster
and B. F. Skinner, and applied behaviorists Albert Bandura and Fred Luthans.58
S modification principles has been shown to have a
The application of behavior
positive impact on performance
in a wide range of sales, service, manufacturing,
M
and not-for-profit organizations in both Western and non-Western cultures. MetaI desired behaviors are tied to contingent consequences,
analysis shows that when
59
performance improvement
T is 17 percent.
The central objective of behavior modification is to change behavior (B) by manH and consequences (C). The following example shows how
aging its antecedents (A)
behavior modification—goal
setting, feedback on performance, and positive
,
reinforcement—can be used to improve employee performance.60
Copyright © 2015 McGraw-Hill Education. Permission required for reproduction or display.
Improving Employee
Performance in the
Transportation
Industry
Table 19–2
Operator Performance
Objectives
The purpose of a mass A
transit organization is to provide safe, dependable, efficient, and
courteous transportation to the public. The performance of the operator is critical in
D
meeting this mission because this is the person who deals directly with the passenger. To
A one organization sponsored a six-hour passenger relations
improve driver performance,
program. Participants learned
M human relations principles and were asked, “What are the
day-to-day actions a driver should perform to provide the best possible service to the
public?” Table 19–2 lists the performance objectives developed by the 250 participants.
For a period of three
2months after attending the training session, each operator
completed a self-evaluation based on the list of performance objectives. At the end of
0 checked off the behaviors they had performed and left blank
each work shift, drivers
those they had not. This
0 paper-and-pencil checklist provided personal feedback on
8
T
A Coach Operator Should
S
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Start and stop smoothly.
Avoid smoking when carrying passengers.
Clean up trash around driver’s quarters when leaving the bus.
Address adults by name if known and by “Sir” or “Ma’am” if name is not known. Never call a
youngster by a nickname—Junior, Sonny, Peanut, Sister, and the like—unless requested.
Have exact working tools—transfers, punch, change, ticket refunds, and so on—when starting
the job.
Greet all passengers in a friendly manner.
Try to solve problems that arise in carrying out the job. Do not complain to passengers about
other employees.
Wave recognition to police officers, firefighters, school guards, and other uniformed public workers.
Always use hand and arm signals in traffic; say thank you in this manner whenever possible.
Wait for slow arrivers, making sure that all who want rides get them.
Never run ahead of schedule.
Pull to the curb if possible; avoid puddles.
Give clear, friendly, and sensible answers to the public.
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9 / Performance Management
performance. At the end of every month for three months, each driver also met
privately with the supervisor, who had been a fellow participant in the passenger
relations program. The supervisor held these meetings to review performance
checklists, discuss job problems, and express appreciation for employee participation
in the program. These meetings emphasized the positive and ignored the negative. If
a driver had a good performance record, this accomplishment was praised; if a driver
had a poor record, he was thanked for keeping the checklist and encouraged to continue trying to implement the agreed-upon performance objectives; if a driver failed
to keep records, this fact was ignored and a discussion was held reviewing and
reaffirming the importance of the performance objectives.
The following were the results of the employee development program:
■
■
■
■
■
Safety records showed substantial improvement, and there were significant
financial savings.
Passenger complaints decreased, and the organization’s public image improved.
The company set a national record for increased ridership.
Employee morale and pride increased.
S
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