Fearless Performance Reviews

April 5, 2014
Fearless Performance
Reviews
Coaching Conversations that Turn Every
Employee into a Star Player
Jeffrey and Linda Russell
©2014 by Jeffrey and Linda Russell

Adapted by permission of McGraw-Hill Education
ISBN: 978-0-07-180472-1
Key Concepts
• Fearless performance reviews are based on a system of • A fearless review will have no surprises. This means
performance management that creates a partnership be- that employees and supervisors must have period-
tween managers and employees that is focused on learn- ic performance coaching conversations throughout
ing and growth. This approach eliminates anxiety, the review period.
strengthens relationships, and enables employees
• Employees must motivate themselves. Supervisors
to achieve great performance outcomes.
and peers within an organization can assist in pro-
• Effective performance management is not a singular viding performance-related resources, but they are
event. Supervisors should engage in performance not truly responsible for motivating employees.
coaching on a regular basis throughout the review
• Complete candor is essential for an effective performance
period.
review. Employees and supervisors must be willing
• Achieving fearless performance reviews requires careful and able to speak openly, even to the extent of in-
introspection. Only after supervisors reflect upon voking disagreements in ways that lead to under-
the ways they perceive and analyze themselves standing rather than protectiveness.
and others and adjust them to see things different-
• Indicators of good performance must be established
ly will they develop optimum review skills.
early. At the beginning of the performance period,
• A clearly defined job description is critical. If a great employees and supervisors should agree upon
performance is expected from someone in a par- performance expectations and the ways they will
ticular position, the specific performance outcomes be measured.
must be well-articulated and unambiguous.
Business Book Summaries® April 5, 2014 • Copyright © 2014 EBSCO Publishing Inc. • www.ebscohost.com • All Rights Reserved
Fearless Performance Reviews Jeffrey and Linda Russell
• Barriers to superior performance must be identified and Many of these fear-creating factors are triggered by
removed. Supervisors have a responsibility to work one thing—the mindset that both the supervisor
with employees to find barriers, eliminate them, and employee hold as a basis for the perception of
and provide the environment and resources for themselves and others in the review process. This is
optimum performance. the my-way mindset. It is a set of beliefs of personal
rectitude, control, truthfulness, and the need to win.
Introduction It also means that all others are wrong, misguided,
uninformed, and must lose.
Evaluating employee performance is a difficult but
necessary task, often fraught with anxiety, defen- Both supervisors and employees often feel the
siveness, and sometimes anger for both the reviewer my-way mindset is needed to protect themselves
and those being reviewed. In Fearless Performance during performance reviews. This attitude can self-
Reviews, Jeffrey and Linda Russell have drawn upon justify a personal agenda to the exclusion of others,
their extensive experience with their consulting prac- mainly because it seems to be a direct path to visual-
tice and skill-building workshops to develop a better ized goals. It also compels the holder to be inauthentic
path to the performance review by describing a review and assume insincere poses to conceal true beliefs,
process in which both parties are at ease discussing feelings, and thoughts. These poses function to mini-
the truth and are able to focus on insight and learn- mize or avoid disagreements during the interview
ing. This approach involves honest communication, because the other party would have no reason to see
setting goals, using organizational actions to support anything but apparent acceptance.
performance, and regular supervisor/employee inter- The my-way mindset serves to promote self-interest
action. In addition, reviewers must explore causation rather than understand and respond to others’ needs.
for both success and setbacks before sitting down for a This fosters a complete disregard for the other party’s
face-to-face review. Finally, reviewers should conduct requirements, issues, and concerns, thereby imped-
regular performance coaching to guide employees to ing the exchange of significant information. Similarly,
superior performance levels.
Part 1: The My-Way Mindset

The performance review is largely an early 20th-cen-
tury product that has evolved little over time. Based
Further Information
on the theory that a manager has the best understand- Information about the authors and subject:
ing of a subordinate’s performance and its placement www.russellconsultinginc.com
in organizational success, it takes virtually no notice of Information about this book and other business titles:
the importance of employee engagement and accep- www.mheducation.com
tance of responsibility. It has also become a source of
fear and resentment, sometimes for both parties. This Click Here to Purchase the Book
traditional approach undermines several character-
istics essential to successful organizations, including Related summaries in the BBS Library:
responsiveness, energy, and innovation.
Proactive Reviews
It is natural for both parties to feel anxiety as a great How to Make Your Organization
deal depends on the performance review. For the Learn from Experience
employee, it is an assessment of professional compe- By Ditte Kolbaek
tence on which reputation, job security, compensation, The Essential Performance Review Handbook
and self-esteem are based. For the supervisor, the pro- A Quick and Handy Resource for Any
cess reflects on the ability to control events, suggests Manager or HR Professional
responsibility for the employee’s failures, and poses By Sharon Armstrong
questions as to managerial competency, all of which
underlie the potential for advancement.
my-way adherents are quite guarded with their own • Commitment to choices made: Personal commitment
information, revealing very little in the belief that to a dialog or decision is essential because both the
information is power and that it is diminished when supervisor and employee must agree to take steps
shared. in support of future performance. Without this
commitment, one or both of the parties may fail to
Part 2: The Collaborative Mindset
follow through on the agreed-upon next steps.
The my-way mindset does not provide the path to a
fearless performance review. Instead, the collaborative • Empathy: The supervisor must bring a sincere in-
mindset is the best means to achieve that goal. This terest in understanding the employee’s viewpoint
mindset is the one felt instinctively when people are in order to fully comprehend practical difficulties
around others they feel comfortable with, agree with, that impair the latter’s performance. The employee
and believe to be working toward the same objectives. must bring the same interest to the discussion or
It is natural to feel collaborative in stress-free situa- risk missing out on legitimate suggestions for im-
tions, and much less natural in situations when there provement.
is disagreement, when require-
ments conflict, and when others Honest dialogue lies at the core of a successful performance
seem intent on causing frustra-
review. This means that people tell the truth in respectful ways—
tion.
even when the truth may be uncomfortable to hear or say.
Insight and learning are the col-
laborative mindset’s purposes. For this reason, certain
Additionally, those with the collaborative mindset
values apply to it:
understand that they have something to learn from
• Authenticity: Being truthful with oneself and oth- others. This intellectual openness not only leads to
ers enables the reviewer and the person being re- greater insights, but fosters greater degrees of infor-
viewed to feel a sense of security in mutual honesty mation sharing as well. Collaborators also accept that
and relieves both from feeling the need to assume there may be numerous correct answers to a problem
defensive postures. or challenge. This mindset facilitates conversations
• Valid information: Effective decision-making de- that explore different possibilities and lead to the best
pends on accurate information. When the review solution for the issue at hand.
parties share this information, both are equipped The collaborationist mindset also works to prevent
to make informed choices. rushes to judgment. This enables parties to question
their own beliefs, review their own stories, and test
out their assumptions. They are then able to explore
About the Authors other information and contemplate different explana-
tions of an individual’s conduct.
Jeffrey and Linda Russell are the founders and
codirectors of Russell Consulting, Inc., head- Collaboration is highly dependent on good communi-
quartered in Madison, Wisconsin. For more cation, which involves more than the simple exchange
than 20 years, Russell Consulting has provided of information. It requires the fostering of understand-
consulting and training services in leader- ing and the creation of shared meaning. Listening is
ship, strategic thinking and planning, leading essential for this; not just the patient absorption of
change, employee engagement surveys, orga- verbal dialog, but the active gathering of information
nizational development, performance coaching, from people about what they say and mean. A help-
and performance management. Their diverse ful tool in this process includes verifying the collected
list of clients includes Fortune 500 companies, data, or repeating or paraphrasing so that the other
small businesses, social and non-profit organi- person can confirm or correct the listener’s under-
zations, and government agencies. standing of what was heard.
The performance review must also be conducted • Determine the knowledge, skills, and abilities the
using a single language familiar to both parties. This employee needs to attain the desired performance
means that there are shared meanings for key terms, outcome.
concepts, ideas, events, and decisions. Having this
• Document employee performance shortfalls that
mutuality of key elements ensures that important
invite discipline, including termination.
information is available to both parties and that they
can have a truly informed discussion founded on a • Identify the sources of employee performance
shared understanding of relevant issues. problems.
For the employee, the process should:
Supervisors should address performance problems in
reviews by approaching them in a collaborative way. • Provide performance feedback.
Instead of imposing ideas and solutions, they can • Evaluate performance-related skills, knowledge
share ideas about the problem and its causation and strengths, and areas needing improvement.
then encourage employees to share their thoughts
• Identify career goals related to current and future
and supporting reasoning. This builds a foundation
positions within the organization.
to work collaboratively to identify next steps.
• Identify training and development strategies.
Finally, the collaborative supervisor should reflect
upon any personal thoughts, beliefs, perceptions, or • Strengthen the sense of job ownership and self-
actions that might limit insight and learning and be management.
contributory to an employee’s performance problems. Both supervisors and employees must pay close atten-
This critical introspection can lead to the conclusion tion to the different types of barriers to performance
that problems are never just about the other person’s success, including:
behavior. True collaborators accept their responsibil-
• Unclear performance expectations: Employees some-
ity for actions that may have steered the supervisor/
times fall short because they never understood their
employee relationship in the wrong direction, and are
objectives in the first place. This could be because
willing to participate in guiding it toward a more suc-
the employees were told how to do the job but were
cessful resolution.
never advised of the desired outcome. Additional-
ly, even if the expectations were
When employees hit their great performance targets, this needs clear, the measurements of suc-
cess may have remained obscure.
to be recognized, celebrated, and rewarded. When they miss their Both supervisors and employees
targets, this too needs to be noted, discussed, and explored. . . . need to agree upon performance
goals and the metrics of success.
Part 3: What to Do With All You’ve • No performance feedback throughout the year: Super-
Learned visors and their employees need to have frequent
The well-designed review process should meet the performance coaching conversations throughout
needs of both the organization and the employee. For the performance period. These should be informal
the organization, the process should: and unstructured contacts with general discus-
sions of employee progress and challenges.
• Establish performance goals and metrics to be used
in assessing success in achieving desired perfor- • Unrealistic performance expectations: Employees are
mance outcomes. unlikely to achieve great performance results if the
goals set for them are beyond their competence
• Match employee performance with the organiza-
levels, or are unrealistic considering their total
tion’s plans, strategies, and objectives.
workloads. Supervisors need to carefully explore
• Distinguish levels of employee performance fairly these matters early in the review period.
and objectively.
• Inadequate access to resources: Performance objec- These documents can serve as memory aids to refresh
tives can be unattainable without access to needed the supervisor’s recollections of the critical events in
tools, equipment, staff, and information. Supervi- the employee’s work life and assist in supporting a
sors should carefully discuss with employees the fair, objective, and full evaluation of the employee’s
resources required for performance success and overall job performance.
ensure that employees feel encouraged in request-
Performance measurement collection is something
ing these assets as needed.
that both employees and supervisors should begin on
The Foundation for Success the first day of the performance period and continue
Prior to starting the performance coaching conver- throughout the review period. Scheduled perfor-
sation, supervisors should prepare by going over mance check-in conversations should be brief but
specific documentation. The job description is the frequent. This keeps communications open between
most important part; if it was properly written then it employees and supervisors and reduces any uncer-
will clearly and unambiguously describe specific per- tainty that the former may feel toward performance
formance expectations. If employees have undergone expectations and the progress achieved.
previous reviews, the specific outcomes and goals Management support is also a crucial factor. Before
recorded previously should also be collected. These initiating performance discussions with an employee,
are the expectations that supervisors and employees supervisors should first brief their superiors to verify
will use as base metrics for evaluating whether the their support. Some of the matters for higher manage-
employees failed to meet, met, or exceeded expecta- ment’s consideration should include:
tions.
• Goals set for the employee.
A very useful tool in performance evaluation is the
• Tentative performance rating.
performance log, the supervisor’s informal record of
the employee’s achievements, successes, failures, • Potential consequences for the employee and the
milestones, and awards. Its purpose is to maintain an organization (e.g., raises, awards, change in em-
objective record of the employee’s key performance ployee’s responspibilities, etc.).
actions. In accord with a collaborative mindset, the • Potential discipline for the employee if perfor-
log should be maintained openly between the super- mance does not improve.
visor and the employee so it contains no surprises. • Additional support and resources needed to assist
Another tool is the critical incidents log. Similar to the in an employee’s improvement.
performance log, this document
lists specific performance-related A fearless review is an interaction between a supervisor and
incidents by date, time, and loca-
employee that is characterized by the absence of dread, panic,
tion. It includes the names of
incident observers, the outcomes
and worry as well as the presence of courageous and gutsy
of the employee’s actions, specific directness where both parties speak with integrity.
communications to or from the
employee, as well as the employee’s reactions. It is important that the employee take the lead role in
A third tool is the performance portfolio, a folder main- evaluating personal performance and in developing
tained by both the supervisor and the employee plans for achieving success in the next performance
that contains tangible evidence of particular accom- period. This is why it is advisable for supervisors to
plishments and outcomes. It might contain copies meet with each employee to describe how the perfor-
of reports, awards, client feedback, commendations, mance coaching conversation will work and ask the
letters, or e-mails expressing some reaction to the employee to prepare for it. Supervisors should then
employee’s performance. provide their employees with the following:
• A copy of the job description (which should al- tives, including an understanding of the employee’s
ready include superior performance expectations). performance, identification of obstacles to better per-
• A copy of the results and goals from previous performance, and new goals for the next review period.
formance coaching conversations. As the employee describes successes or difficulties,
the supervisor should listen actively and ask clarify-
• A copy of the organization’s performance review
ing questions to develop a deeper understanding of
form, preferably with the goals for the just-com-
the employee’s perceptions of accomplishments over
pleted period already listed.
the review period.
Supervisors should then remind their employees that
The supervisor’s goal is to arrive at a shared under-
their summary performance coaching conversations
standing of the employee’s strengths within each
are scheduled for the near future (e.g., one or two
job function, levels of success at meeting or exceed-
weeks), and that they are expected to be prepared and
ing performance goals for the review period, and the
take an active role by leading the discussion. Further,
factors supporting the successes. With this under-
employees should be invited to contact their super-
standing, both the supervisor and the employee can
visors with any questions they may have prior to a
identify and discuss goals for the next review period
coaching conversation.
that sustain or augment the cur-
Employee motivation is always an internal act. Supervisors, rent performance success levels.
peers, and others in the organization cannot motivate individual Where there are areas requir-
employees; employees can only motivate themselves. ing improvement, the supervisor
can encourage the employee to
describe the areas and their causative factors. This is
Immediately prior to the summary performance
also a chance for the supervisor to offer thoughts on
coaching conversation, supervisors should review
possible performance challenges that the employee
tentative assessments and goals to ensure that they
may have overlooked.
are based on several things:
When presenting this analysis, it is important that the
• A collaborative mindset that has objectively and
supervisor share data supporting performance obser-
comprehensively reviewed the employee’s perfor-
vations, citing specific examples. This feedback should
mance.
be presented in a constructive fashion that focuses on
• Higher management’s viewpoint, perspective, and specific, observable, and measurable performance
priorities. results rather than abstract terms like “commitment”
• Any recently supplied data or outcome documen- and “attitude.”
tation that the employee has just provided.
If the discussion brings up factors that impair the
Finally, it is necessary to establish a place acceptable employee’s success, it is important that the employee
to both parties and a time period of sufficient length acknowledge that a change in behavior or perfor-
to conduct an effective dialog. mance is necessary. The supervisor can then work
If the organization uses a review document as part with the employee to examine possible actions and
of the evaluation, it is advisable that the supervisor tactics for redirecting these actions toward improve-
convey to the employee that it is presently in its draft ment.
form only, and that subjects discussed during the If the employee disagrees with the perception that
review will be reflected in its final form. This empha- there are performance shortcomings or that a change
sizes the open-minded nature of the discussion and in behaviors is needed, the supervisor should take
should help to preclude defensive resignation or the opportunity to explore the reasoning behind this
withdrawal on the employee’s part. position. Again, empathy is a useful tool to grasp
At the start of the review, the supervisor should why the employee does not see the area as needing
reiterate the reason for the dialog as well as the objec- improvement. By explaining the reasoning behind the
request, the supervisor may be able to convince the also important for them to observe their employees
employee of the need for change. If this is not suc- in action and reinforce positive conduct and results
cessful, the employee must be made to understand when they appear. Performance problems must be
that the current performance level is neither accept- addressed immediately and not deferred until the
able nor sustainable. However, the supervisor must next scheduled performance coaching dialog. Finally,
always be clear and willing to listen to the employee’s performance improvements need to be recognized
position and factors supporting it. and rewarded to demonstrate commitment to assist-
ing employees with reaching any identified goals.
Once mutual understanding is reached concerning
areas for improvement, the discussion should shift to g g g g
problem solving, goal setting, and action planning. It
is important for the employee to understand the goals Features of the Book
for each performance area. Helping to identify pos-
sible actions to address the causes of the performance Estimated Reading Time: 4–5 hours, 238 pages
issues is also critical. In Fearless Performance Reviews, Jeffrey and Linda
Process goals (e.g., employee commitment and Russell describe the purpose of performance reviews,
engagement levels, quality of relationships with man- detail a new performance management framework,
agement, system barriers to performance) can also suggest tools for diagnosing performance problems,
enter the review discussion. Possible questions to ask and discuss how to set performance goals, prepare for
the employee include: a performance coaching conversation, and conduct the
actual performance review. The book includes tables,
• What is most rewarding and satisfying about this charts, a performance coaching guide, a suggested
job? script for the actual review, appendices, a notes sec-
• How engaging is the work, and is it meaningful? tion, and an index. It would be of interest to human
• What skill or knowledge training would be re- resource professionals and supervisors charged with
quired to realize career goals? reviewing subordinates’ performance, and it should
be read in chapter order.
• What supervisorial help is needed to achieve per-
formance goals? Contents
At the end of the review, the supervisor should sum- Preface
marize the areas of mutual agreement and collect the Introduction: The Idea of Fearless Reviews
ideas, issues, and goals that have been jointly dis-
1. Why the Fear in Reviews?
cussed. The supervisor can then invite the employee
to summarize the personal understanding of the con- Part 1: The My-Way Mindset
clusions and actions agreed upon and reiterate the
2. What Is the My-Way Mindset?
actions each consented to take to improve and sustain
future levels of performance. 3. Governing Values and Underlying Assumptions of
the My-Way Unilateralist
The supervisor can then advise the employee that
the review form will be finalized based on that day’s 4. Enacting Behaviors of the My-Way Unilateralist
discussion. Another meeting should be scheduled
Part 2: The Collaborative Mindset
to discuss the final performance rating as well as
any financial implications. The employee should be 5. Transforming Relationships and Reviews Through
thanked for cooperating in the review process and for the Collaborative Mindset
committing to an enhanced future performance. 6. The Governing Values of the Collaborative Mind-
Naturally, supervisors then have the duty to follow set
up by addressing training, information, equipment, 7. Underlying Assumptions of the Collaborative
and other needs identified in the conversation. It is Mindset
8. Enacting Behaviors for Collaboration

9. Where It All Leads
Part 3: What to Do With All You’ve Learned
10. The Purpose of Performance Reviews
11. Establishing a Framework
12. Diagnosing Why Things Go Right or Wrong
13. Laying Down the Foundation for Success
14. Identifying and Developing Goals for the Coach-
ing Conversation
15. Actions to Take to Start Moving in the Right Direc-
tion
16. Putting Your Hard Work into Action
Appendix A: Performance Coaching Conversation Prepa-
ration Guide
Appendix B: Common Questions and Answers About
Fearless Performance Reviews
Notes
Index
g g g g
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April 5, 2014

©2014 by Jeffrey and Linda Russell

Part 1: The My-Way Mindset

8. Enacting Behaviors for Collaboration

Copyright of Business Book Summaries, Business Book

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EBSCO Publishing Inc.

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