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SNCOA - HRD > HRD - 03. Performance Counseling > Flashcards

HRD - 03. Performance Counseling Flashcards

1
Q

The ability and willingness to _____ effectively is the key to supervisory success.

A

Communicate

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2
Q

One of the most important tools for maintaining control and developing people is the proper use of _____.

A

Feedback

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3
Q

Feedback which reinforces an ongoing behavior.

A

Supportive Feedback

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4
Q

Feedback which indicates that a change in behavior is appropriate.

A

Corrective Feedback

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5
Q

The purpose of all _____ should be to assist an individual in maintaining or enhancing his or her present level of effectiveness or appropriateness.

A

Feedback

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6
Q

This feedback is used to reinforce behavior that is effective and desirable.

A

Supportive

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7
Q

This feedback is used to alter a behavior that is ineffective or inappropriate.

A

Corrective

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8
Q

When the employee is made aware of the inappropriate behavior, having an immediate _____ can be effective and powerful in shaping behavior.

A

Alternative

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9
Q

Guidelines for Effective Feedback

A
  1. Deal in Specifics
  2. Focus on Actions, Not Attitudes
  3. Determine the Appropriate Time and Place
  4. Refrain from Inappropriately Including Other Issues
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10
Q

Being _____ is the most important rule in giving feedback, whether it is supportive or corrective.

A

Specific

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11
Q

Just as feedback must be specific and observable in order to be effective, it must be _____ in order to be acceptable.

A

Nonthreatening

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12
Q

Feedback of either type works best if it is given as soon as feasible after the _____ occurs.

A

Behavior

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13
Q

The object of giving feedback is not to _____ the other person, but to report what was seen and heard and what the effects of the behavior were.

A

Judge

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14
Q

A systematic two-way discussion between a supervisor and subordinate which focuses on duty performance and established standards with the intent of cooperatively developing a plan to improve performance.

A

Performance Counseling

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15
Q

Can be non-duty related or of a personal nature. An example might be helping a subordinate cop with a personal problem or helping them plan an off-duty education program.

A

General Counseling

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16
Q

When a problem affects job performance. This type of counseling is always job centered.

A

Performance Counseling

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17
Q

Performance Counseling Cycle Steps

A
  1. Clarifying Standards
  2. Observing Behavior
  3. Conduct Interview
  4. Follow-up
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18
Q

As a supervisor, you must have clear _____ you can communicate to our subordinates if you want their performance to improve.

A

Standards

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19
Q

The hub of the performance counseling cycle.

A

Clear Standards

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20
Q

Standards can be _____ or _____.

A

Tangible (Measurable), Intangible (Not Easily Measurable)

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21
Q

When you _____, compare what you see to the standards you have communicated to the subordinate.

A

Observe Performance

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22
Q

_____ is two-way communication with you and the subordinate regarding observed performance and standards.

A

Counseling

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23
Q

The counseling cycle is only complete after the _____.

A

Follow-up

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24
Q

What is the entire performance counseling cycle?

A
  • Develop clear standards
  • Observe behavior
  • Conduct the interview
  • Follow-up
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25
Q

Of the two types of standards discussed, which one is easier to hold subordinates accountable for and why?

A

Tangible because they are measurable

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26
Q

Which part of the performance counseling cycle is the focus for all the other parts and why?

A

Develop standards because clear standards must be understood by the supervisor and subordinate before any of the other parts of the cycle can be effective.

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27
Q

A good leader-follower relationship is made up of the following elements:

A
  • Mutual Needs Meeting
  • Openness
  • Caring
  • Interdependence
  • Separateness
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28
Q

Needs are not met at the expense of the other person. One person is not sacrificed for the needs of the other.

A

Mutual Needs Meeting

29
Q

Each is able to risk directness and honesty with the other.

A

Openness

30
Q

Each knows they have value and each values the other. There is respect between supervisor and subordinate.

A

Caring

31
Q

Each can depend on the other to get the job done.

A

Interdependence

32
Q

Each person is unique and is allowed to develop in his or her own way. There is respect for diversity, uniqueness, creativity, and individuality.

A

Separateness

33
Q

Four key elements for increasing the effectiveness of the counseling interview:

A
  • Deal with specifics
  • Focus on actions, not attitudes
  • Determine the appropriate time and place
  • Avoid extraneous issues
34
Q

In the counseling interview, dealing with specifics is important because:

A
  • Without specifics, very little opportunity for learning or reinforcement is possible.
  • General statements like “your work is unacceptable” frequently result in confrontation.
  • Specific statements set the stage for problem-solving interaction because they are given in terms of “observable” behaviors, pertaining to specific situation.
35
Q

In the counseling interview, focusing on actions and not attitudes is important because:

A
  • When you direct focus on the actions or behavior, you are not attacking the follower personally. This allows the counseling to be more non-threatening.
  • Behavioral feedback is more specific and supports the resolution of the problems.
  • The actions are actual facts that can’t be disputed.
36
Q

In the counseling interview, determining an appropriate time and place is important because:

A
  • The closer the feedback to the time of behavior, the more effective it is.
  • The amount of time placed on the interview indicates the importance of the performance problem.
  • You must be in the right frame of mind if you are going to conduct an effective interview.
  • The place of the feedback also has an impact. A private place will promote frank discussions.
37
Q

In the counseling interview, avoiding extraneous issues is important because:

A
  • Any topic that does not relate to the specific feedback issue should not be discussed if it would undercut any supportive feedback.
  • Don’t allow other issues to “contaminate” the discussion and prevent you from clearly addressing performance counseling issues.
  • You want the counselee to leave the interview thinking about the problem identified in the solution.
38
Q

Strategies for giving counseling:

A
  • Supportive

- Corrective

39
Q

This feedback is an effective tool to reinforce good performance. It is used to reinforce and encourage behavior that is desirable.

A

Supportive Feedback

40
Q

Five Steps of the Supportive Counseling Model

A
  1. Acknowledge specific action and result
  2. Explain effects and state appreciation
  3. Help subordinate accept success
  4. Ask if they want to talk about anything else
  5. Thank them for their performance
41
Q

The subordinate will know specifically what behavior you appreciate and the result the behavior had.

A
  1. Acknowledge specific action and result
42
Q

An example of this might be, “SSgt Jones, your work on our training plan was excellent and will be a great tool for everyone in the shop.”

A
  1. Acknowledge specific action and result
43
Q

Telling subordinates the result of their actions reinforces their value to the organization and mission.

A
  1. Explain effects and state appreciation
44
Q

An example of this might be, “The training plan will help us meet mission requirements and ensure 100 percent coverage of required tasks. I really appreciate the time and effort you put in to this task.”

A
  1. Explain effects and state appreciation
45
Q

Some people may not accept responsibility. The subordinate needs to realize it was their behavior that led to the success.

A
  1. Help subordinate accept success
46
Q

It is important to make the positive feedback personal and that the subordinate accept responsibility for the actions.

A
  1. Help subordinate accept success
47
Q

The worker may open up and discuss other things that influence performance. This may help build the leader-follower relationship.

A
  1. Ask if they want to talk about anything else
48
Q

Your subordinate will leave the feedback session with your appreciation foremost in his or her mind.

A
  1. Thank them for their performance
49
Q

The subordinate will feel good about past performance and be motivated toward maintaining or improving subsequent performance.

A
  1. Thank them for their performance
50
Q

The first step of corrective feedback is to describe the problem in _____ terms.

A

Behavioral

51
Q

The _____ Message does not blame. It identifies behavior.

A

“I” Message

52
Q

_____ Messages tend to blame or criticize the person. The examples are ineffective because they attack the person.

A

“You” Message

53
Q
  • You never do anything right
  • Why do you always come in late
  • You had better do better work or else
A

“You” Messages

54
Q

The “I” message can be called a _____ message.

A

Responsibility

55
Q

The _____ Message does not attack the person. It describes the behavior and the effect, along with the supervisor’s feelings.

A

“I” Message

56
Q
  • I’m concerned over your failure to follow safety procedures. Your actions could cause injury to yourself or others.
  • You came in 30 minutes late today and SSgt Jones had to do your work for you. I’m concerned over your lateness.
A

“I” Message

57
Q

An effective “I” message has three components:

A
  • A description of the Behavior
  • A tangible Effect on the mission
  • Your (the supervisor’s) Feelings
58
Q

What part of the effective “I” message is in brackets: [ Because you left work at 1400 Friday without completing the status report ] the commander was not prepared to brief the general and that really embarrassed me.

A

Behavior

59
Q

What part of the effective “I” message is in brackets: Because you left work at 1400 Friday without completing the status report [ the commander was not prepared to brief the general ] and that really embarrassed me.

A

Tangible Effects

60
Q

What part of the effective “I” message is in brackets: Because you left work at 1400 Friday without completing the status report the commander was not prepared to brief the general [ and that really embarrassed me.]

A

Feelings

61
Q

Questions on Pages 35-41

A

Questions on Pages 35-41

62
Q

An effective performance counseling interview has the elements of B.E.F, which are?

A
  • Behavior
  • Effects
  • Feelings
63
Q

5 Steps of Corrective Feedback Model

A
  1. Describe event and effect
  2. Ask what happened
  3. Help subordinate accept responsibility
  4. Develop a plan to deal with the issues
  5. State confidence in subordinate’s ability
64
Q

This step is important because the subordinate will know SPECIFICALLY what behavior you appreciate and the result the behavior had.

A
  1. Describe event and effect
65
Q

Once you describe the behavior in non-judgmental terms (the I Message), you need to give the subordinate time to respond. You do so by asking _____.

A
  1. Ask what happened
66
Q

The subordinate my wish to place blame on someone or something else. You should reply with something to make the subordinate ____.

A
  1. Help subordinate accept responsibility
67
Q

Use questions and ask the subordinate for ideas on how to deal with the problem. You need to guide the subordinate to arrive at a good solution.

A
  1. Develop a plan to deal with the issues
68
Q

The subordinate needs to know he or she is still valuable and that you have confidence in their ability. They must feel valuable to the organization.

A
  1. State confidence in subordinate’s ability
69
Q

To boost self-concept or self-confidence, use _____ as contemporary motivation.

A

High Expectations

SNCOA - HRD (3 decks)

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