| Let's talk about coaching and accountability: | | | | someone in a VP position and eventually fired a |
| Regardless of your industry, employees at all | | | | $4 million dollar producer for her company. |
| levels must be held accountable for the job they | | | | Many managers have not been trained in the skills |
| are being paid to do. Holding them accountable is a | | | | required to do this part of their job (surprisingly |
| fine line to walk because most managers don't | | | | common) or they just may not think they should |
| want to harm the relationship and yet the | | | | have to manage the work of another adult on |
| performance failure must be addressed. This | | | | the job. The result: inadequate performance |
| creates a double bind where managers feel they | | | | doesn't get addressed. What we permit persists. |
| must choose between two inadequate positions: | | | | Small problems can grow in this scenario until the |
| preserving the relationship at the expense of the | | | | manager no longer cares about the relationship |
| lost performance or achieving the performance at | | | | and then makes a first visit to HR expecting the |
| the expense of a damaged relationship. Often, | | | | employee to be terminated. No conversation, no |
| managers either avoid these difficult interactions | | | | feedback, no progressive discipline - just out. |
| (flight) or meet them with an armored position | | | | In both examples, there is little understanding of |
| (fight), using blame and anger to get the issue | | | | the function of accountability in shaping desired |
| resolved while sidestepping the stress and | | | | workplace behavior. Fair and impartial |
| vulnerability inherent in these conversations. Let's | | | | consequences must be delivered when necessary |
| play out these two scenarios and find some | | | | but these interactions should not progress into |
| alternatives. | | | | shouting matches that carry no consequences and |
| The employee is asked to come into a manager's | | | | hurt future loyalty, performance, and retention. |
| office and explain what caused a performance | | | | Genuine accountability effectively shapes |
| failure. During this discussion, the manager may | | | | employee behaviors while maintaining positive |
| hear a series of explanations and/or excuses that | | | | relationships until performance requirements are |
| impacted or negated the employee's ability to | | | | successfully met - the only resolution to the |
| perform as required. On the other hand, the | | | | manager's double bind. This means that at no time |
| employee may simply state that he/she didn't | | | | should the relationship ever be used as the |
| know, forgot, or focused on something else as | | | | punishment for performance failures. It is this |
| the priority. Okay, an account of the problem has | | | | relationship that the Gallup research in First, Break |
| been rendered, now what? Let's look at a fight | | | | All The Rules, tells us is the single most important |
| response first. | | | | variable in creating a strong and successful |
| One company president told me this is when he | | | | workplace. We cannot afford to lose it to |
| brings out the big guns because he is a strong | | | | reactivity, hostility, and blame; rather, it is the |
| believer in accountability. Lots of yelling and | | | | best tool we have to create excellence with our |
| threats of termination follow but no consequences | | | | employees. |
| ever result. I asked him how effective he felt this | | | | Elements Of Accountability Discussions: |
| method was in creating the needed change and | | | | 1. Just the facts ma'am. Clear your descriptions of |
| he reported honestly that it wasn't. He shared his | | | | the problem of any judgments, criticism, or |
| genuine confusion and frustration that people | | | | assumptions. Simply describe the problem |
| wouldn't do the right thing, especially after being | | | | behavior - what the employee did or said - |
| regularly held "accountable" through these painful | | | | without embellishment. |
| discussions. With recurring performance failures, | | | | 2. Investigate. Make sure you understand the root |
| he would repeat these discussions, simply | | | | cause of the problem. By demonstrating genuine |
| increasing the duration and volume of the | | | | curiosity, you will ensure your full understanding of |
| outburst. He became the punishment for poor | | | | the problem and the employee's goodwill as you |
| performance because there was no other | | | | build a resolution that can solve the problem once |
| consequence than being with him during these | | | | and for all. |
| tirades. This of course negatively influenced all | | | | 3. Play your part. Remember, we owe our |
| interactions with him. The relationships were | | | | employees a set-up for success. If they don't |
| damaged and the problems remained - a | | | | have what they need to succeed, they can't give |
| worst-case accountability scenario. | | | | us the behaviors we want. Ensure that the |
| This fight response confuses accountability with | | | | expectations are clear, and that the necessary |
| hostility. People don't like being verbally abused and | | | | training, resources, and feedback have been |
| will typically find a friend to share the experience | | | | provided. If we don't provide these elements, we |
| with to receive reassurance that the real problem | | | | can't ethically hold people accountable for their lack |
| wasn't their performance failure but the | | | | of performance. |
| inappropriate behavior of the boss. Like the mom | | | | 4. Be consistent, fair, and dispassionate when |
| who yells at and threatens her misbehaving kids in | | | | delivering established consequences. Don't underline |
| the grocery store but does nothing to stop their | | | | the seriousness of the consequence with |
| behavior, our boss is teaching his employees that | | | | emotional reactivity that moves the focus of their |
| there are no consequences for their "misbehavior" | | | | attention from their performance failure to your |
| other than enduring his tirades and so it doesn't | | | | upset. This will make it easier for them to |
| matter if they "behave" or not. This threatens the | | | | discount their behavior and emphasize your |
| emotional bank account and leadership credibility | | | | misbehavior with them. Keep the attention on |
| and, over time, will deplete them both. | | | | their performance. |
| The more common response is flight. This | | | | 5. Finally, address the problem early, when it is still |
| happens at all levels and can take on many guises. | | | | small and easier to resolve. Remember, it's easy |
| For example, another boss asked me to coach | | | | to justify avoiding at this stage - naturally; |
| her VP of Sales. He brought in lots of business but | | | | choosing your battles and the timing of the |
| was inconsistent in getting complete and accurate | | | | interaction is important considerations. But the |
| information necessary to fulfill the sale and | | | | danger in waiting is that it will allow the problem to |
| communicating it to others. After several sessions | | | | become more serious, creating the potential for |
| she asked if I thought he could be saved. I said | | | | greater harm for the company, the employee, |
| yes but that he would need feedback on his | | | | and often the manager who did not address it |
| performance and would need progressive discipline | | | | early on. Some early accountability in the form of |
| if he wandered from the action plan supporting his | | | | feedback can help save all three from more |
| required changes. She rejected the idea that she | | | | serious consequences. |
| should have to manage the performance of | | | | |