If you do enough of them, performance appraisals will one day lead to an employee disagreeing with some aspect of their review. Even when you give periodic feedback, live by the “no surprises” philosophy and provide the proper level of communication, you will have disagreements. People take performance reviews personally, as a badge of honor or an insult to their character. It is a reflection of their worth as a person. This is especially when there is high anxiety, tough economic times, merger mania, heavier workloads and greater expectations. When a supervisor’s rating of their performance differs from their own feelings, it can feel like a crushing blow. The shocked look on their face should prepare you for a roller coaster conversation

What do you say to employees, who do not agree with their performance appraisal? Sometimes the disapproval is mild. At other times the tension is thick enough to cut with a knife. How you handle this situation is very important to the life and health of your organization and your relationship with the bruised employee. You must;

• Explain how you arrived at the rating. Their initial input should have been considered and incorporated into the appraisal document.
• Give them time to state why they see things differently and ask for specific examples to corroborate their position
• Stay with your ratings, if you feel the rating is still correct. After a discussion, state this in a manner that values their contributions and maintains their dignity
• Allow time for them to calm down and empathize with their position
• Reschedule to allow more time for discussion if more time is needed

You should always let the employee know that you value their contributions and show evidence of this in their evaluation and pay statements. In many cultures people are offered an opportunity to speak to Human Resources to initiate an appeals process.

Additionally, there are two key points, which need to be clearly stated in commenting on the employee’s performance:

• Fatigue is not necessarily equivalent to excellence
• The appraisal is not an indictment or validation of them as a person

The fatigue factor

Some people feel they deserve to be rated excellent because of the number of hours worked, activities, assignments and extra projects performed. They believe they should get an “E” for effort. They worked hard and not necessarily smart. They were physically and emotionally worn out at the end of each week.

Companies are asking more of employees. I know I am not telling you anything new. Many assignments require longer hours, large commitments and huge sacrifices. Teamwork and cooperation take time, tremendous amounts of energy and may take their toll on the individuals. Even the most physically fit, may complain of being totally exhausted.  But bear in mind, the market will ask the question; the Company will ask the question; did you hit your target? Did we reach our financial objectives? The goal was not to get tired. Fatigue was not the endpoint. The goal was to achieve positive results against your objectives. A healthy bottom line is still the finish line.

The world is competitive and everyone is trying to get the upper hand. Healthy financial results lead to survival and maximum performance. Security is tied into financial results. If we do everything else well, but don’t reach the financial targets, Wall Street will not be pleased. The Company will not be satisfied.

Validation vs Indictment

Performance management systems are not designed to ask the question, Are they a good or excellent employee? They are answering the question; did they have a good or excellent month, quarter or year? It is not a validation or a personal assault on the individual as a person, but an assessment of their individual and team success against stated objectives. The rating should not be taken personally, which is easier said than done.

It is important to be careful with personal references such as, “I am disappointed in you,” “I expected more from you”, or “How could you perform so badly?” Link your words to your thoughts about their performance against a goal.

More to consider

• Results are not unfair, unless the goals were unfair. Work to ensure that goals are appropriate and realistic.
• The focus of the discussion is not what can be done to change the current rating, but to ensure that plans are in place to work a higher rating next time
• The definition of excellence is devalued, if it can be attained without meeting the financial objectives
• Great performance should not need a handicap. The results are what they are. Excellent ratings should not have qualifiers, such as, “due to factors beyond their control,” or “ through no fault of their own they were negatively impacted by certain situations, therefore we gave them the excellent rating. They shouldn’t be penalized for adverse conditions nor should they be rewarded.
• They should always have an idea of what excellence looks like
• Some managers mail the performance write-up before the conversation, which I’m sure presents its own challenges

The performance appraisal process is an arduous task and takes a lot of time to do it right. Employees deserve the expenditure of time. They must however, understand expectations and have a clear idea where they stand and what they have to do to move to a higher level of achievement.

Delivering a fair assessment, managing the conference of a disappointed employee and the days after are important, to develop and retain quality employees. How these events are handled will have a profound affect on the individual involved, their team and the entire organization.

Copyright © 2010 Orlando Ceaser

My early exposure to leadership principles came from my Mother. I would imagine that I am not alone. Usually we tend to think of leadership as a masculine trait, but the seeds of leadership in many homes were actually planted by the Mother.  

Mother initiated our leadership education. She was the driving force behind our early physical, mental, educational and spiritual development. Mother planted the seeds of leadership by modeling behavior, holding us accountable, introducing us to new experiences, coaching and encouraging us, cultivating gifts and pushing us out of the nest to participate and get involved in our surroundings. 

Mother allowed us to explore different activities to find our talents. We were creative around her and she celebrated our ingenuity. Many of us have memories of our Mom taking us to the park, shopping and various school and church programs. She was eager to compliment us when we did something well and quick to discipline us when we were out of line. She was so proud of us. By supporting our interests she identified our gifts and bolstered our confidence. 

We were her team. The climate in her leadership environment allowed us to blossom as we outwardly and subliminally listened to the valuable messages. We were constantly infiltrated by leadership qualities that emerged as she navigated the parenting process.

1. Setting the vision for a possible future
2. Establishing values and beliefs
3. Providing direction, opportunities and resources
4. Encouragement and reinforcement
5. Discipline, feedback and developing healthy habits 

1.    Setting the vision for the future

We were told we could be anything we wanted to be. We were challenged to be and do our best. If we were going to be a janitor, we were told to be the best janitor. Education was strongly touted as the key to our future, as something no one could take from us. When I finished 8^th grade, Mother asked, “What is next?” High school was the correct response. After high school, she asked, “What is next? I responded college, as we had discussed so many times since 8^th grade. It was drilled into me at an early age that I was someone special and she saw me reaching my God-given potential.

2.    Establishing values and beliefs 

The rules and regulations of life, the values and beliefs to guide our behavior and understanding of the world, were initially from our Mother. The stories she read, the lessons we learned in her presence and the experiences we received during playtime. She was the moral and religious center of the home. She showed what was important by how she spent her time and through the chores she distributed and the discipline she delivered. She practiced what she preached and walked the talk. My Mother was a continuous learner and went back to school and became a Registered Nurse. Additionally she gained a BS degree after all of the children finished school. She was always active in community, school and church affairs. 

3.    Providing direction, opportunities and resources 

We were instructed in the ways of approved and acceptable behavior. We were warned about actions that would not be tolerated. We were not going to embarrass and shame her or the family. My Mother was a stickler on manners and polite behavior. We had standards of good conduct which was anchored in the Golden Rule. 

Mother gave us opportunities to express our opinions and grow our talents. I had a number of jobs through the years. I worked as a shoe shine boy, a paper boy, shoe salesman and shoveled snow to make extra money. I learned the value of hard work and how to handle money. I also benefitted from collecting money from her Avon customers. I could always count on her doing anything to see that I had what I needed. She paid for my art supplies, new clothes to march in a parade and prepared me for many other school projects. 

4.     Encouragement and reinforcement 

When we fell she picked us up and made us feel better. She always knew what to say when we were hurting. She was our biggest fan. She had confidence in us. My Mother had many children and she treated us all differently and there were no favorites among the children. If she was leaning toward one of the others, she was open to talk about it. My Mother told me I was the Chosen One. My response was chosen by whom to do what? It was her way of letting me know there was a purpose for my life and I had to find out what it was. When others seemed to abandon us, Mother was always in our corner offering words of support, guidance and forgiveness. 

5.    Discipline, feedback and developing healthy habits 

Mother was known for providing simulations to prepare us for life in the real world, although we did not call them simulations.  She gave us positive and reasonably realistic feedback when we did well. She checked our homework to make sure it was done and done correctly. She did not let us off the hook. She held us accountable for our actions and helped lay down the law and maintain the order. 

When we broke the rules, the punishment usually fit the offense. She wanted us to get in the habit of doing our best and acting properly. There was a saying and a television program that said, “Father knows best.” If that was true Mother knew that and all the rest. 

My Mother challenged me to learn and present a very long drama poem when I was ten years old. The Creation by James Weldon Johnson was in her English literature text-book when she was in night school. She worked with me and checked with me until I mastered the piece. I began performing it in church services all over the city for many years. She brought out my gift of public speaking and made me comfortable in front of crowds. 

I realize that some may have a different opinion of their Mother’s role in sowing and demonstrating leadership principles into their lives. Some may have received examples of how a leader should not perform. Nevertheless, we know the value of strong leadership in altering the course of lives and organizations. 

When we search our memories and review the books, theories, seminars and the performance of actual leaders, let us not forget where many were first exposed to lessons on leadership. We should recognize and celebrate the awesome contributions of Mothers. They should be honored for the role they play in developing the leaders of today and the leaders of tomorrow. During the time we spent on our Mother’s knee, in her lap or at her feet, we were overtly or covertly immersed in the relationship between Motherhood and leadership. 

Copyright © 2010 Orlando Ceaser

There are examples of great leaders from our past that reinforce valuable leadership principles. This may also include leaders you would like to emulate and those you would like to stand clear of their practices. Athletics are a proving ground for a number of these lessons. There are some coaches you are more effective than others. 

I was a long distance runner in high school and college. The track coach was naturally, an integral part of the team. The right coach with the right talent could make the difference between winning and losing.

A retrospective look at one of my coaches brings very important points to mind about leadership. Yes, he had a vision for our team. He was interested in our performance and wanted us to excel at our event, whether it was track or field events. He kept us aware of our performance against our previous results or times, but he was more than a timekeeper. Based on the situation, he was a:

• A teacher – coach, counselor
• A personal trainer – nutrition & condition
• A strategist
• A mentor and confidante

He had a holistic approach to athletics, addressing performance and the entire person. He knew academic and social matters could distract us and interfere with our performance against our individual and team objectives. So he preached balance and sound judgment in juggling our affairs. He was not a psychologist, but he used psychology to challenge us to make the right decisions and to conduct ourselves professionally, on and off the track. 

Before each race, he decided which players would compete in various events. He wanted us to know our roles and his expectations. Sometimes he could not use everyone, but ensured that everyone was prepared, in case they were needed. He wanted to choose the strongest team, with the best chance to win the competition. This involved managing the egos and feelings of those who did not get in the race. His selection process was based on natural ability and performance during the practices.  He knew that excellent practices had a high correlation to an excellent result on the track. This also applies to how we function on many of our projects in the workforce.

The selected team members were spoken to collectively and individually to assess and discuss: 

• Level of commitment
• Goals and the times we were shooting for
• His expectations and confidence in our abilities
• Leaving everything on the track, to give our very best and therefore have no regrets
• Blocking out distractions and focusing on the event
• Finishing strong after a torrid pace

During the actual competition, he stood at strategic locations along the track and shouted out times, but he also: 

• Stated progress toward the goal
• Gave feedback on the location of the competition
• Reminded everyone of their commitment
• Shouted encouraging words, such as, “looking good, nice pace, you can do it, go get them, pass the next guy”
• The number of laps left in the race

Our role as leaders, coaches and managers are similar. We state our vision for the team and each person. But we are more than a timekeeper. We have a role and responsibility before the race to choose the right team to put on the track. Before the race we must people are in condition, which includes ensuring that the team is well trained. We are concerned with healthy practices that go beyond the intake of the right foods and exercise to include what is read, watched, experienced, and heard by listening to the right people and development plans. And during the competition we must set up at strategic positions along the path to shout out progress (times), words of encouragement and the location of the competition.

We are consumed with evaluation measures of productivity. We are a performance driven culture and have developed excellent indicators to mark our progress toward our goals. Exposure to our teams, whether at meetings, on teleconferences, office visits, on the plant floor or in written and verbal communications gives us the opportunity to discuss more than just numbers. 

We need to avoid the emphasis on productivity that disregards the individual as a person. When this attitude permeates a sports team, players say they understand it is just a business. When it happens in business employees say it is just a game. People may become dispassionate and lose some of their fire and engagement for their roles and the goals.  

Results and statistics are important. They are the reason we are in leadership position within our fields. But we must not allow the pursuit of the results to disconnect us from the people and the purpose and soul of their work. Remember, we are more than a timekeeper. 

Copyright © 2009 Orlando Ceaser

In our current economic environment, micromanaging incidents are on the rise. There are countless stories of employees being allegedly smothered by overbearing managers, who are relentless in requests for information. They want to document everything. Communication has escalated as data inquiries sky-rocket. Sales calls are choreographed and formatted to extract deviation, risk and ingenuity. Employees in some instances are not allowed to think, only to follow orders. Managers who were not micromanagers have hopped on the bandwagon as a self-defense mechanism to keep their jobs and opportunities for advancement.

If you were not familiar with the concept of micromanaging, “What would the word suggest to you? You might think it means managing the small details or managing something that is beneath your level, title or responsibility. Webster’s Dictionary defines it as “managing with great or excessive control, or attention to details.” Once you label something as micromanaging or a person as a micromanager, you are tipping your hand about your feelings about the manager’s involvement in your activities. If you were pleased with their input, you would call their assistance mentoring, coaching, being dedicated to personal development or as in an episode of the television program The Office, and “managing with a personal touch.”

Why are some managers, micromanagers? Why are they obsessed with every little detail to the extent of almost taking your job over from you? I have a few thoughts from years of observation, participating conversations on the topic, and working for a notorious micromanager.

1. Feed their ego – It is a power play. They exercise position power to flex their managerial muscle.
2. Control freak – They don’t trust their people. Employees will adapt and give them exactly what is asked and nothing more. They will not take risks, nor will they innovate and do anything differently.
3. Won’t let go – If the manager previously performed the job, they may feel their way was the best way; after all it got them promoted.
4. Accountability – They will participate in what I call rationalized engagement. Since they are accountable for the result, they want to be informed of every detail, for their career is on the line.
5. Insecurity – They don’t trust themselves. They will not admit to being uncomfortable with certain aspects of the job. They view their lack of knowledge of all aspects of the job as a deficiency and weakness. They feel their inadequacy will be exposed; in a hostile environment this would threaten their career or standing within the organization.  Micromanaging may ultimately contribute to long-term ineffectiveness.
6. Expectations – It is in their job description, written or implied. Their superior expects them to have an intimate, up to date, running total knowledge of everything.
7. Self defense – They may be seen as a weak manager if they are not seemingly on top of their team to perform. This is linked to expectations. They may be looked upon as too soft by their superiors if they don’t practice micromanaging. It is called being on top of things and having deep knowledge and control of your responsibilities. The manager is protecting their personal performance rating, merit increase and career advancement.

Warren Buffett stated he hired the person he felt was best for the job and gave them the space to it. If they are unsuccessful, he would replace them. But many managers don’t feel this way. You might be working for one or be married to one of them. They will hire the best person for the job and relentlessly intrude in their performance of their duties.

These are some of the thoughts employees have boldly stated in anonymous employee surveys or to a stranger, when they were sure their comments could not be traced back to them. They would also aggressively shout their opinions in imaginary conversations and wishful confrontations. “Don’t sweat me. Get off my back. I’ve got this. Why won’t you leave me alone? Stop bothering me. Don’t you have something else to do; like your own job?”

Managers may inadvertently torment when threatened. Micromanaging is a perfect example of this reflex mechanism. This happens a lot when they are afraid of losing their jobs and making mistakes. The unemployment ranks are filled with those who challenged authority and did not know everything about their operation. Leadership tolerance and temperament changes in desperate times, so desperate measures are placed into action. Micromanaging is a tool of fear and desperation. It may lead to short-term benefits, but long-term problems through reduced engagement, lower productivity and compromised results.

Copyright © 2010 Orlando Ceaser

Parents say to their children, “That was fantastic, awesome or terrific” knowing that they are exaggerating or stretching the truth. They wish to encourage and build confidence at a critical stage of their development. This practice however, spills over into the workplace as managers deliver the same inaccurate pronouncements, which can lead to a distorted picture of performance. People accustomed to receiving only positive comments are surprised when confronted by the harsh reality that they may not be as good as they think they are.

Ironically, some people are afraid to give negative feedback for fear it will hurt feelings, cause friction and effect relationships.  The inability to deliver honest and accurate feedback can backfire and cause more harm than good. It can generate feelings of entitlement and under performance. It is hard to know how far you have to go, if you have an incorrect GPS reading of your location. If people care for others and want them to improve, they cannot shelter them from accurate criticism. If there is something they need to know, they should be told the truth, as soon as possible.

Ideally, managers should be trained to select the right words, moment and situation to deliver the message, but this is not always the case. We cannot wait for the right training program to come along to get this done. Since, the real objective is improvement; full disclosure should be a no brainer. Imagine the chaos in the sports if umpires, judges, coaches and referees did not call the game with integrity in their evaluations.

Some people give erroneous feedback because they do not know what good or excellent looks like. They will use words like great, awesome, tremendous and superb because they don’t know any better. The meaning of these words is diluted and may ultimately lose their power due to inconsistent application.

Delivering authentic feedback is an issue in our personal lives. We notice weight gain in someone close to us before it is a health issue, but we say nothing. We witness destructive behavior and sit back silently, hoping it will go away on its own. We can intervene in a problem before it is magnified out of control, but we are more concerned with avoiding friction than preserving their health, improving their actions and overall performance. Sometimes, the recipient makes it uncomfortable for us to be candid by their reactions to other attempts at providing accurate and realistic assessment of their behavior.

Inaccurate information in our professional or private lives is disservice to everyone. If they go through life coddled and rarely told the truth about their performance, they will be shocked when someone tells them the whole truth.

“You can’t handle the truth” spoke so forcefully by Jack Nicolson as Col. Jessup in A Few Good Men is sadly a reality in many cases. Why can’t they handle the truth? They will have to learn to accept the truth, regardless of who is speaking it. We don’t often have the luxury to pick the messenger to bring us the message.

Some of our best teachers and coaches are reviled, revered and often feared because they told the truth. They were blunt and did not sugar coat the message. They gave us the hard cold facts. They treated everyone the same way. They were the equal opportunity abuser, but were appreciated because they were fair. Their candor and high standards were more constructive in our development than all of the face-saving inauthentic messages combined.

There is another barrier to effective feedback. This situation involves a restricted view of activities in the workplace. Many managers wonder why their direct reports results do not improve after managerial suggestions, input or feedback. They often give ineffective feedback because they are not seeing and commenting on reality. A sales representative was tentative in her response to a customer’s accusation. She fumbled awkwardly in her response, which was not her nature. Rather than comment on her actions, her manager was astute enough to recognize she was not herself. He asked how she would have handled the call if he wasn’t there. She gave a powerful, forthright, in your face, appropriate rebuttal to the customer’s challenge of the integrity of their product. She had been holding back because she didn’t know how he would react to her reaction. He told her to be authentic and show him reality. Otherwise, he would leave the day feeling he had given valuable input only to have her discard his comments, because they did not apply to her. All managers want their comments to be meaningful and relevant, but they need to see the complete picture. No one wants to engage in a game of subterfuge and wasting time.

A trust relationship is essential, so people can expose their weaknesses and have them evaluated and developed appropriately. Managers look for shortcomings to include in employee performance evaluations. Therefore, employees are reluctant to give them anything substantive to work with. They want the manager to work for it and discover information on their own. It is counter intuitive for the employee to risk demonstrating a weakness in front of their manager. Ratings, merit increases and jobs are based on managerial assessment. In the proper culture, it is advantageous to everyone, when the climate is ripe for risk taking and authentic feedback. This will allow real growth to occur and the entire corporation to benefit.

What should you say initially, when we are worried about being too harsh? Here are a few examples until you get use to giving feedback that authentic and tough enough to get the job done. I am sure you can select better ones, but the intent is to be transparent, truthful and authentic.

• “I want to see more of that.” (When you catch them doing something correctly)
• “Can you do that again, more consistently?”
• “That’s it. That’s the way to do it. That’s how it should be done.”
• “You are making progress or you almost had it.”
• “You have come a long way in a short period of time, how can we make it better?”
• “You are getting closer to your goal.”

The goal is performance improvement. Authentic feedback is the vehicle to accelerate this process. Inaccurate feedback can lead to unrealistic expectations and feelings of discouragement, disappointment and betrayal when the truth is finally revealed. This could have a detrimental effect on morale and productivity. Authentic feedback allows an accurate assessment of skills, abilities, talent utilization and performance. This is vitally necessary to drastically improve individual and group performance.

Copyright © 2010 Orlando Ceaser

The title insinuates a competition between two super powers, but this is not the case. The economic downturn has driven many people to focus on their future. Learning therefore becomes a key part of their survival strategy, which is to get or keep a job, gain a promotion or increase their earning power. Employees and displaced workers are using education to retool as they acquire new skills. This fact is supported by colleges reporting an increase in adult enrollment and students staying longer to get advanced degrees.

The Total Quality Movement taught us to concentrate on continuous improvement which also applies to us individually. But there is a need to be strategic, intentional and focused in our learning. We need to channel our time, efforts and resources to learn the financial skills needed to develop our earning power.

In my new book the Isle of Knowledge (check web-site for available outlets, http://www.watchwellinc.com), the main character is at a retreat to improve his decision-making skills. He was reminded, in one of the sessions, that learning exists for many reasons. The class was told to fill in the blank. Learning is ____ternal. They supplied seven prefixes; e, in, ex, ma, pa, fra and noc.

• Eternal
• Internal
• External
• Maternal
• Paternal
• Fraternal
• Nocturnal

 “Learning is eternal. It is continuous. Education should not be limited to formal schooling. One should have the thirst to want to know more. Learning should be a lifelong endeavor, a mindset of continuous improvement. The person who wears the mantel of an eternal student will grow and face life’s challenges with a reservoir of knowledge. They will never be bored.”

“Learning should be internal. A spark within you motivates you to action. You should constantly work to fill yourself with information. You don’t have to be told to be open to your surroundings. When learning is internal, reading is recreation, not an occupation. It is second nature, as automatic as breathing. When internally driven, you find opportunities to read as a means of efficiently using your time. You read in checkout lines in supermarkets. You read on the train and before going to bed at night. You are a self-starter, with initiative.”

“Learning can be external. There are stimuli in the environment that compels you to know more as a means of survival. Your customers, competitors, employees, families, the training department, the industry and school mandate a level of learning to stay in step with the norm. Demands are placed on us daily and in order to thrive in our chosen field. The marketplace demands you to achieve a certain level of expertise to be effective.”

“Learning can be maternal. It has a nurturing component that encourages and supports. It is individually focused and singles out those who need attention and tutoring. Patience and understanding is exercised through verbal and nonverbal means.” Learning feels that everyone has a right to fully receive information, to enable them to grow to their capacity.”

“Learning is paternal. It is directive in demeanor. You are told or it is clearly implied that, “You will learn this material.” Others learned it, everyone is counting on you to learn it and I will support your efforts to learn the information. The paternal aspects of learning are very clear and may be the one with consequences if the knowledge is not absorbed, especially if you deliver anything but your best. You have an obligation, a responsibility to learn or else suffer the consequences.”

“Learning is fraternal. People help others keep up and display this attribute in team. Study groups and other support groups operate on this principle, as members vow that no one will be left behind. This attribute is similar to maternal in that it is supportive. It’s collegial nature shows everyone is involved to help everyone make the grade. It is not just focused on the ones who are struggling. Fraternally, the group is committed to succeed for the good of the group as well as each individual. There is pride in coming out on top. The identity of the team is paramount.”

“Learning is nocturnal, because some like to do it at night. It is well documented that there are times of day when many of us learn better. Some will say they are a morning person and therefore, should schedule their learning around the morning hours. There are those who are night people and will stay up long past the bedtime of others to get their work done. Everyone needs to know the time when they are most productive. Scheduling learning to occur at those times will result in optimum performance.”

 Strategic learning involves developing the disciple to conduct:

• A self assessment to determine your strengths, talents and weaknesses
• An analysis of the society and the marketplace to determine what skills and jobs are needed or in over-supply
• Creating a plan to capitalize on the needs, trends and talents needed to make a contribution to self, relationships family and the world at large
• Executing the plan to go from wishing thinking to generating wealth

Strategic learning is acquiring knowledge and skills related to a specific goal, dream or objective. To gain wealth, a job or a promotion will demand an increase in technical knowledge, techniques and relationships in this increasingly competitive marketplace.  You have to decide what is important to you and aggressively plan and go after it. There is a discipline required. And discipline is simply a routine, a repetition of the right learning and behaviors to achieve a result. Much of what we learn has no direct impact on our capacity to make money, however, through strategic learning, focused on a goal, we will have a greater impact on the earning power to achieve the returns, we so richly deserve.

Copyright © 2010 Orlando Ceaser