In many organisations, the process of talking about the competence of the employee, its strengths and areas for development is part of the planned and described periodic talks procedure.
Normally, such an interim discussion, according to the HR guidelines, should include a section devoted to the evaluation of past targets and the setting of new targets for the next period. second part of the discussion should be devoted to the development of the employee.
That's a good reason, because who doesn't the manager know the employee best? Who but him should be the person who has the greatest insight into the success and shortcomings of the employee? Who, like him, is the best person to support an employee in development, help them acquire the necessary skills, or even report for training?
In practice, however, many managers feel uncomfortable thinking about this stage of the summarizing conversation. Many, however, have no concern and confidently "register" the employee’s participation in the training, relieving himself of active participation in the employee’s development.
My observations, supported by many years of professional experience, show that many managers are missing this part of the interim conversation because they don't know how to do it. Many managers are beginners in their role, many have not received proper training to talk about competence, many do not see the need at all.
First and foremost, objectives are important and most important to be achieved. Worse when they're not realized, or they are, but not exactly as the manager expects. Then you should lean over the competences and reach the essence, which in the competence of the employee lacked for the targets to be disclosed?
It can also happen that an employee dreams of promotion or change of position. Based on his ideas, sometimes he doesn't exactly claim to be ready for promotion or that he would be great in position X. Such situations invariably confuse the manager and how often first The thought that comes to the manager's mind is: "He doesn't want to work."
How to tame such a situation? How do you help an employee look the most objectively, as far as possible? His powers, his career, his willingness to change?
And we're back on how to talk to an employee about competence? How to conduct constructive feedback development? How can we have a conversation without losing anything? The easiest way is to have a conversation according to the planned model.
In literature and practice there are several such models, quite similar to each other and differing only in details. In my opinion, the most complete method and containing all the necessary elements is feedback according to the "squared square" model.
It allows you to combine a conversation about competence in relation to specific employee actions, difficulties and successes that have led to it, or not, to achieve its objectives.
This means that the manager is responsible for the current collection of "evidence" in the form of monitoring delegated tasks, tracking his actions, observing how he copes with problems, learning from mistakes, improving his performance or cooperation. It seems like it's nothing unusual, just a day like every manager.
However, knowing the reality of working in many organizations, we know that such participation in the life of an employee can sometimes be difficult. How to provide the employee with the optimal level of support and monitoring of tasks is a topic for the next article.
In order to benefit from this feedback technique, as well as any other kind of feedback, it is necessary to have knowledge of how an employee works and to begin with.
Feedback, according to the “squared square” model, gives the structure of the conversation about employee development, through the transition 5 next steps – points in the conversation, as the manager sees.
The diagram of the conversation shows the following drawing:
It should be remembered that the feedback is given by the superior, that is, the starting point is how the supervisor perceives the employee. This is a subjective observation and it should be remembered that an employee may have a completely different opinion in a given case. We will not argue with the employee, but let us know his point of view. It is worth highlighting the subjectivity of our assessment by using phrases:
„In my opinion ...’, “As I see it ...”, “From my point of view ...”, “My observations are so ...”, “I think ...”.
second It is important that the discussion, however, on past events, is intended to lead to a plan for future development. So everything that will be mentioned should be referred to how this affects the future of a professional worker. The conversation is good to start with the strengths of the employee, so from the middle of the square.
1 CONTUNUJ (Do so on)
Point first talking is focusing on what an employee does well. What are the strengths of it and it is worth it to continue its action in its current shape.
Feedback from the supervisor could read as follows:
At a meeting with Division X You presented a thorough and accurate analysis of our market situation. I was very pleased, and others also welcomed her. I would like you to continue to do as accurate and readable an analysis for the audience. This shows in a significant way your competence in the field of analysis and presentation of results, and in my opinion it will allow for further development of these competences due to the variety of issues and different expectations of the recipients.
There can, of course, be more examples of actions that should continue at the current level.
2. START (Start doing)
The next point of the conversation is to draw the employee's attention to what he does not do, and according to the manager, he should do so.
For example:
In your work with the team, you don't take advantage of all the possibilities. My observations show that you delegate tasks to individuals who are independent and experienced, and you do not delegate tasks to inexperienced workers. I'm concerned because you work yourself and you don't give young workers a chance to learn new skills. Maybe it'd be worth it if you started involving non-self-employed workers, too. This will develop the competence of delegation and monitoring of tasks.
3. STOP (Stop doing)
third a piece of the puzzle is to discuss the activities that the employee performs and are not effective, cost-effective, detrimental to him or the team.
Here is an example:
In our team, we all work together for success. Cooperation in the team is our key competence. Among other things, it involves kindness in dealing with team members and helping others. Meanwhile, we both remember the situation when you refused to help repair the machine’s fault, even though you had the time and skills needed. It had a very bad effect on the atmosphere in the band. It is worth changing your attitude for both the team and yourself.
4. ROB MORE
fourth The point of discussion is to focus on those tasks of the employee, which should be carried out more than previously. Intensification of activities in some area, the increase in frequency is profitable from the point of view of the development of its competences.
Example:
I pointed out that during the period we were talking about, you began to use tools for continuous improvement. It's a big step forward, and I'm very happy. So far, your reports are correct and serve others. Thanks to them, mistakes are not repeated and we have implemented one improvement. I want you to use continuous improvement tools whenever the situation requires it. In this way you will develop several key competences for us: responding to irregularities, sharing knowledge and working together in the team.
5. ROB LEVEL
The last point of the discussion is to focus on those actions and behaviours of the employee, which should be carried out less than before. The reduction in the number of activities in some area is cost-effective in terms of the development of its competences.
Here is an example of a conversation with a linear manager:
I've watched you, you work with your team, and my observations show that you're trying very hard to support your team. You want to teach them to be independent and to respond quickly to emergencies. I also noticed that you are taking advantage of your rich experience and giving advice to your employees.
In the meantime, I want you to give them space to come up with solutions on your own, so you can teach them the independence you care about. I want you to give them less ideas, not give them your prescriptions, when there's a chance that the employee can handle himself.
The feedback presented according to the "square in the square" model is a way to arrange a conversation about employee competence. This may be a periodic or summarizing conversation. It may also be a discussion of development within the development path pursued by the employee. The contexts of using the presented model can be many.
It must be remembered that, like any feedback, it is given by a person (usually a superior) to someone (usually employees), so it is burdened with subjective perception of both parties.
Let us remember that his goal is to help the worker realize his path of development and must not be transformed into an emotional exchange of contradictory sentences.