| 1 Look at Clarity of Expectations | | | | effect. |
| Does the employee know exactly what you expect. | | | | 5 Are They Competent? |
| Before you answer "of course", ask yourself this | | | | I'll state my position openly. In at least 75% of cases, |
| question: "When was the last time I sat down with this | | | | training won't improve on job performance. Lack of |
| employee and explained, in depth, exactly the results I | | | | proper training will create poor job performance. But |
| expected and exactly what role I expected the | | | | extra training won't help. Don't give poor performers |
| employee to play in achieving these results?" | | | | more training. Ensure they receive proper training in the |
| Incidentally, "He already knows that" isn't an acceptable | | | | first place. They cant do it if they don't know how. |
| answer. | | | | 6 Look At What You Say And Do |
| 2 Look At Your Systems | | | | Employees like to please their boss. Some managers |
| Do your systems support entirely what you say you | | | | scoff when I say this. But it's broadly true. Do you do |
| expect. Are they easy to work with. Are there delays | | | | as you say? Do you say you demand results but |
| and disruptions because your systems are | | | | make most fuss about insignificant detail. Do you have |
| cumbersome. Is it crystal clear to employees what | | | | effective maintenance schedules in place? To use |
| your systems exist to achieve. In my experience at | | | | another old saw "do you walk the walk as well as talk |
| least 50% of all "employee problems" are caused by | | | | the talk". You'll get what employees think you want not |
| system failures. | | | | what you say you want. |
| 3 Look At Remuneration/Incentives | | | | 7 Talk To The Employee |
| Do you reward adequately, the employees who | | | | When you've considered points 1-6, talk with the "poor |
| consistently achieve the results you say you want? Or | | | | employee". If you've been thorough and as honest as |
| does everyone receive much the same regardless of | | | | possible in analysis you may find that you'll have a |
| contribution. Are poor contributors disadvantaged in | | | | "useful exchange of views". At the very least, you'll be |
| some way that discourages them, or do they enjoy | | | | focussed on performance rather than behaviour. |
| the largesse with the top performers. | | | | That's always a good start. |
| 4 Have You Got The Emphasis right? | | | | Conclusion |
| Are you concerned with relatively minor deviations | | | | Employees "don't work out" for all sorts of reasons. |
| which have little effect on overall results. Years ago | | | | Managers must be very clear about what they're |
| this was called "majoring in the minors" i.e. being more | | | | trying to achieve when they discuss poor performance |
| concerned about so called "dress standards" than | | | | with an employee. Of course, if you have a clear |
| getting the job done. Are you highlighting minor | | | | performance focus day by day, you'll have few |
| procedural issues that cut corners rather than their | | | | performance problems anyway. |