For many managers, end-of-the-year activities include completing employee reviews as part of a performance management system. Giving year-end feedback is something that some managers view as “checking one more thing off the list.” Some employees view the activity as a “necessary evil.” Often, this is a missed opportunity to start the new year with a bang—especially with high performers. In 2011, the high performers did most things very well; yet, managers often feel compelled to give “developmental” feedback. Managers feel they aren’t doing their job if they can’t find something that is less than awesome. As a result, high performers leave the review slightly miffed that the manager documented an obscure area of improvement just to ensure the review wasn’t too glowing.

I am going to suggest a very radical approach to performance reviews for high performers. Focus on all they did well and … end the review. Resist adding the developmental feedback—unless it is actually a critical success factor.

High performers are high performers because they self-analyze and independently seek to improve. Ask them what they would like to improve in 2012, identify how you can help them, and conclude the review without saying anything negative. Discuss personal growth and development in 2012, but frame it from a perspective of what they want to accomplish and not from the often misused perspective of “no one is perfect,” “we don’t want them too big for their britches,” “everyone has the ability to improve,” etc.

While some of those axioms are true for some people, I believe that high performers will appreciate managers identifying how they can help them move in the direction they want to go. Try ending the review with a Merry Christmas, Happy New Year, and keep up the great work in 2012.

Jennifer Rufatto is a consultant at FlashPoint. She focuses her consulting in the areas of workplace learning and leadership development.

Image: Keattikorn

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Some years ago, while working for a Fortune 100 financial institution, I took over a large collections department. I had a passionate and talented supervisor working for me whose team was struggling to meet its goals. This individual enjoyed great success because his contagious passion, skill as a collector, and dedication to his team inspired his employees to excel. But then the economy turned sour. Business conditions, customer circumstances, and meeting goals became significantly more challenging. The supervisor’s response to these challenges was to pump up the passion to improve performance through sheer force of personality. It didn’t work. While his passion was admirable, it was not balanced by a strong set of fundamental management skills.

This is not an uncommon scenario. Many people promoted into management positions rely on their natural talent and passion for continued success. This works well until the going gets rough.

The great recession has changed the way business operates. Passion and talent are not enough anymore; strong business acumen and management skills are more critical now than ever before. Successful managers in today’s business environment will be those who can channel their passion into skilled execution.

The good news is that anyone willing to put in the sacrifice, time, and effort can become a skilled AND passionate manager. There is no mystery to the process, only hard work. Michelangelo stated, “If people only knew how hard I work to gain my mastery, it wouldn’t seem so wonderful at all” (brainyquotes.com). Managers need to become students of business in general and students of their own businesses in particular. This involves becoming an avid reader, researcher, and practitioner of business fundamentals.

In the end, employees, customers, and organizations will benefit from Michelangelo managers who sacrifice in order to find the artful balance between passion and skill.

Bill Mugavin is a consultant at FlashPoint. He focuses his consulting in the areas of organizational development, and leadership and management development.

Image: Simon Howden / FreeDigitalPhotos.net

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We recently received a comment on one of our blog posts from a frustrated job seeker, someone whose applications had fallen into the proverbial “black hole.” Keith (not his real name) applied for jobs that aligned perfectly with his experience and skills—yet, no replies. When he did receive a response, it was a generic message such as “Thank you for applying. While your experience and skills are impressive, they do not match what we’re looking for right now.” If you have looked for work, you’ve likely had similar experiences.

I’ve been on both sides of the resume, as a recruiter/hiring manager and as a job seeker, and there are opportunities to improve for all parties involved. In this blog post, I’ll focus on HR’s role in creating a valuable experience for job seekers, one that can impact your ability to hire the most qualified candidates.

1. Know the job. Understand not only the duties that are essential, but also the behaviors that will best fit with the organization and the department. 
2. Use limited pre-employment questions and make them targeted so you can learn what you really need to know. Nothing is more frustrating to an applicant than rehashing the information on their resume into open-ended comment boxes.
3. Use an objective scoring system. Also, specific measurables will help you determine which candidates best align with the requirements for the job—don’t just go with your gut.
4. Respond to everyone who applies.
5. Create a wonderful experience from start to finish. View applicants as your customers—because they are customers. 

From the application process to the interview to the timely follow-up, your ability to provide a positive experience will go a long way toward your future recruiting efforts, your organization’s image, and your role as an HR professional.

Linda Dausend is a consultant at FlashPoint. She consults with clients on talent management, helping to align their human resources programs with organizational strategies.

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I recently came across a couple of articles published by the Society for Human Resource Management, both with the same theme—how performance reviews are ineffective and put organizations at risk (rather than offering legal protection, as most people think). The articles, both written by employment attorneys, highlight the following flaws: 

• Supervisors are not prepared to conduct the reviews
• Supervisors are not honest in their feedback
• The feedback isn’t objective or timely

The authors point out that in their long legal careers, they’ve found that performance reviews most often work against employers and often serve as the plaintiff’s key piece of evidence. One author was forthright—throw the review form in the recycle bin!

Advice such as this seems counterintuitive to most HR professionals and refutes what most of us have learned and advocate. When I read the articles, I had to pause and consider how to reconcile the two positions.

The key reasons the authors list for why performance reviews fail boil down to a common element—supervisors don’t have the skills they need to conduct them. I’m still convinced that a well-developed and well-executed performance review serves a useful role if the organization invests in the process and in preparing supervisors to carry it out. Some areas to focus on include: 

• Creating a well-thought-out form that not only promotes open and meaningful dialogue around the employee’s performance but also provides sections to spell out yearly goals and development plans.
• Outlining a process that includes quarterly update meetings, encourages regular feedback, and involves both employees and supervisors.
• Training supervisors so they understand the review process and tools and how to use them effectively.
• Regularly evaluating completed forms, asking questions, and coaching supervisors on how they can better carry out their reviews.

Sources:
Janove, Jathan. “Reviews—Good for Anything?” HR Magazine, June 2011.
Keyes, Judith Droz. “The Legal Case for Eliminating Performance Reviews.” SHRM Legal Report, April 2011.

George Hanlin is a consultant at FlashPoint.

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As the business world evolves, development tools evolve to fit the needs of today’s learners. For example, the traditional mentoring relationship with a rigid meeting structure now looks much different, as mentoring occurs virtually and just-in-time. Certainly the traditional mentoring structure is still applicable in some scenarios.

As mentoring has evolved, it is also increasingly confused with other development activities, such as coaching. The challenge with confusing these two disciplines is that when used inappropriately, we miss opportunities to leverage their full potential. Human resources professionals and managers must understand the purpose and desired outcomes for both mentoring and coaching to ensure they are used in the most effective way.

The visual below shows the different focus of mentoring and coaching. Notice that mentoring is more directive—its purpose is knowledge transfer from the mentor to the protégée, so key activities within the mentoring relationship include sharing expertise and offering advice. Coaching is more non-directive, with a focus on eliciting ideas and thoughts from the participant, hence, the focus on asking questions. 

I am currently in the midst of a coaching engagement, focused on helping a person transition from individual contributor to leader of a new team within her organization. Specifically, I am coaching her to develop a vision for her team and create a structure that best supports their direction. The essence of the engagement is asking key questions to help her identify what she needs to do; it’s an empowering process. My colleague, Jennifer Rufatto, wrote in a blog about demystifying coaching, “the essence of coaching is helping someone learn to think better.”

Because this manager has the management skills (from previous positions) necessary to lead this group of people, coaching is the most effective development opportunity for her; she is getting what she needs to support her success, and ultimately the organization’s success.

Andrea Moore is Senior Consulting Manager at FlashPoint; Andrea focuses on leadership development, training and performance improvement solutions, and one-on-one coaching.

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Recently my coworker Tam asked me if I had heard about the clerk who got fired from Harrods, the high-end department store in London. Harrods, Tam explained, has a strict dress code that requires female clerks to wear makeup. The woman refused and was let go.

I googled to learn more and found this article  on Inc. magazine’s website. It turns out the clerk, Melanie Stark, wasn’t actually fired but instead resigned. She says that though she had worked several incident-free years at the store without lipstick, blush, or eyeliner, last year managers began pressuring her to start making herself up. She refused to apply and, she says, started paying the consequences. Managers sent her home, hid her in the stockroom, and transferred her. Finally she quit, “exhausted, stressed, and upset.”

For its part, Harrods claims that employees receive the strict dress code (all 13 pages’ worth) before they sign on, and that though managers did talk to Stark about her appearance and lack of adherence to the code, she was the one who chose to end her employment, not Harrods. Regardless, the incident has raised eyebrows worldwide.

At FlashPoint we work with clients to develop policies, many of which pertain to employee behavior and end up in the handbook. The company dress code is often one of the stickiest areas, especially when it comes to professional or service-oriented environments, where the organization needs to portray a certain image to customers. It’s often hard to define just exactly what the “image” is, and if the company keeps things too general, employees often end up confused. Go to the other extreme, and the company can run into situations like the one at Harrods.

In this case, it appears that Harrods took a sensible approach, at least from an HR perspective. The company developed a very detailed dress code policy and gave it to employees up front so they knew what they were agreeing to. When Stark didn’t follow the policy, managers discussed it with her (though it seems they didn’t do so immediately, which they should have done; it might have prevented the situation from escalating). When she continued to shun makeup, they pulled her from the floor and assigned her other duties. For the most part, it appears they consistently played things by the book.

Yet something about this still seems wrong—that Harrods was being boorish. The reason, I suppose, lies in the 13-page dress code itself, and the fact that the department store tells women that they must paint their faces in order to be attractive and presentable to customers. While many people who shop at Harrods no doubt agree, others surely find this to be offensive (and even discriminatory) in the 21st century.

It is the right and responsibility of a business to know its customers and provide them with the service they want and expect—and this includes regulating how employees dress. But as society’s standards change, companies must always reassess and update their policies to stay current. Was Harrods being reasonable in this case? Or was it trying to force an employee to fit into an old-fashioned sense of beauty?

We know you have thoughts, so please share.

George Hanlin is a consultant at FlashPoint.

Image: Louisa Stokes

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Engagement research repeatedly shows that employees look to opportunities for growth and development for continued engagement, but it’s not enough to encourage participation in a learning exercise; to fully maximize the experience, the participant’s manager needs to be involved to help facilitate the development process.

In a 2009 ASTD (American Society of Training and Development) research paper, The Value of Evaluation, authors explore the complex issues of learning evaluation and measuring the success of training initiatives. While the paper is full of valuable information for learning professionals, there is one particular message that resonated with me—learning professionals have a tremendous opportunity to leverage the participant’s manager in the development process. Unfortunately, I don’t think that the participants’ managers always understand their role or how they can support.

For example, in the research paper, authors shared results from a study in which managers were asked to what extent they are held accountable for setting goals with employees prior to training and for giving employees opportunities to use new knowledge after training. As you can see below, the percentage of managers who are setting goals with employees prior to training is very small. The case is similar with the percentage of managers giving employees opportunities to use new knowledge after training. I believe that if each of these activities happened more often, it would have a tremendous impact on the transfer of learning from training to job performance.

So, what’s the message? HR and learning professionals who are leading/supporting training initiatives need to ensure that managers are involved in the process. Below are some activities that you can incorporate into your development process:

• Prior to the design of any training/development, meet with the participants’ managers to find out what the needs are. Ask them what success looks like for their employee’s participation in the training.
• Educate/coach managers to support the development of their employees.
• Coach managers/provide clear expectations on their role in following up with employees after training and their role in giving employees an opportunity to use the skills learned in training.
• Provide a participant/manager conversation guide to structure conversations during a training/development initiative. This will help ensure that participants are connecting with their managers throughout the development process.

Andrea Moore is a Senior Consulting Manager at FlashPoint; Andrea focuses on leadership development, training and performance improvement solutions, and one-on-one coaching.

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One of my favorite commercials is from Monster.com where a child states, “I wanna claw my way up to middle management.” I remember the first time I became an assistant manager. I was so excited to send my new business cards to my whole family (even though they live in Colorado and couldn’t do business with me) and I readily gave one to anyone who would take one. We all love the American success story about the person who started in the mail room and worked his way up to CEO—what a great story. Everyone should strive to accomplish that, right?

What happened to simply being “the best” at what we do? Why if we are considered “the best,” do we have to get promoted to feel valued? By that rationale, Peyton Manning should be the coach and not the quarterback. Imagine what would happen to the Indianapolis Colts if Curtis Painter took over and Manning was simply his coach? Do you remember when Magic Johnson tried to coach? He failed miserably, yet no one would argue that he is one of the greatest basketball players of all-time. The role of being a coach is different from being a player. Just like the role of being a manager is different from being a contributor. Don’t get me wrong, there are a lot of contributors who have what it takes to be a manager and I firmly believe that leadership can be taught; but, it is not for everyone and that should be ok.

So, what do you do? You can’t stop promoting from within your organization because you do not want employees to feel stagnate.

Here are some considerations:

1. How does a promotion impact your customers?
2. Think about how you show that you value your employees. Does everyone know how they contribute to the success of your business?  What is their impact on your business?
3. Do a job analysis and consider job enrichment and/or enlargement versus simply promoting people into management. Few people want to do the exact same job each day, but it doesn’t mean the only way to change that is through promotion.
4. Develop a management and leadership development system that may include training, coaching, or mentoring for high potential employees.
5. Consider a pay-for-performance compensation plan as many people want and take a management position simply because it pays more.
6. Ask employees how they feel about their contributions and their role within your organization.

There was a time in my career when I would have ranked advancement as the most important part of my job. As I have matured in my career, I value the impact I can have on an organization. It didn’t come naturally and it took a lot of work. I now chuckle a bit when I hear titles dropped in conversations. My current title will not raise the eyebrows that my CEO title once did, but I can tell you confidently that I would have a much larger impact on your organization today than I would have six years ago.

Jeremy King, SPHR is the Business Development Manager at FlashPoint.

Image: Matt Banks / FreeDigitalPhotos.net

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I recently read an article in a mainstream magazine that took me on quite an emotional adventure. The piece offered tips to job seekers from a human resource professional’s perspective. I laughed (mostly at the Dilbert cartoons), I agreed, but mostly I got mad. The last thing we need in the HR profession, which is already sometimes misunderstood, is a popular publication creating content that reinforces negative HR stereotypes and, in some cases, gives wrong information. Here’s a synopsis of my journey through the article.

I laughed. . . .

A cartoon depicts a horn-haired boss asking his secretary to interview a job candidate. The secretary asks the candidate why he left his last job. After replying that he left because he punched his boss, the secretary promptly recommends the candidate for the job.

I agreed. . . .

The article provides good pointers for job seekers. For example, it advises them to research the organization before they go to interview. It’s frustrating when candidates ask me to tell them about our business. I’ve been tempted to give them 10 minutes alone with our website and then resume the interview. I also agree with the author that having your mother call to renegotiate your job offer is a bad idea.

I got mad. . . .

There is so much wrong with this quote from the article that I don’t know where to begin: “If you’re put on a performance improvement plan, you’re cooked. I might look you in the eye and say we’re going to do everything possible to make this work, but that’s just total BS.” As an organizational development (OD) consultant, this counters what I witness from HR professionals every day. Another quote nearly broke my OD heart: “All those boring training things? We think they’re boring too.” Really? Perhaps there’s something lacking with the trainer or the training content.

Information such as this is unhelpful and perpetuates negative images of the “HR person upstairs.” It reminds me that we have a long way to go as HR professionals in establishing our role as valued members of the leadership team. We know that we can provide great value to employees and can impact our company’s bottom line. We need to get that message across. I can’t wait to see an article published in a mainstream magazine that portrays us as progressive thought leaders. It’s time to get some good PR for HR!

I’m eager to hear what you think. Do you agree with my frustration and/or do you have ideas for changing the negative perception of HR professionals?

Jennifer Rufatto is a consultant at FlashPoint. She focuses her consulting in the areas of workplace learning, leadership development, and strategic planning.

Image: Derek Kimball

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As part of the 2010 Indiana State Human Resources Conference, FlashPoint asked HR professionals across the state to tell us about the innovative HR-related programs they have introduced at their organizations. I had the opportunity to collect these innovative ideas and present them at the conference where attendees were invited to vote for the idea they considered most innovative. While a winner was selected (to be highlighted here soon), FlashPoint thought that all the ideas were deserving of a little more attention. Now I get to share the details of these exciting and innovative programs. My hope is that these “mini case studies” will inspire you and your organization to be innovative!

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Coaching Certification (Peer Coaches)

Joellyn: Can you briefly describe your innovative HR-related program?

Deb: The employee coaching certification program is designed to create peer coaches within the organization. The program consists of classroom training, hands-on coaching, and a final assessment before employees are given the designation of peer coach. Employees are nominated for the coaching program based on criteria including corporate reputation, degree of influence, role within the organization, and relationship skills. Coaches are given assignments that support existing development programs.

Joellyn: Why did you develop this program? What problem/situation were you hoping to address?

Deb: This program provides a resource within each division—someone who assists employees with topics ranging from how to have a career discussion with their supervisor to identifying how to strengthen leadership skills.

Joellyn: Why do you consider it innovative?

Deb: Innovation is found in providing a structured way for employees to empower other employees and, in the process, to provide a non-threatening way to discuss issues (note: coaches are provided with parameters regarding the topics they can address and topics they should refer to a supervisor or HR professional).

Joellyn: What impact have you seen? How did the program address your problem/situation and how has it improved the company and/or the HR function?

Deb: Impact is seen in two areas:

• Increasing awareness of internal coaches regarding the impact coaching can have if done properly
• Providing a resource to employees who can help them identify how to become stronger employees (creating a more personalized approach to development)

Although the majority of coaching engagements are through assignments made as part of development programs, coaches are now being requested by employees and, in the case of development program assignments, coaches are now seeing requests for extensions beyond the one or two pre-planned sessions. This is occurring with minimal promotion of the program within the organization.

What idea does this inspire for you and your company? Each month I’ll highlight another HR-related innovative idea. I invite you to subscribe to this blog so you don’t miss other, similar posts.

Joellyn Detjen is marketing manager at FlashPoint and helps tell the company’s story.

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