UNIT 3

Monitoring Managee Performance and

Mentoring Managee development
Introduction

MMP and MMD is the phase in which actual performance occurs.

 Action is taken to implement managee performance and

development plans
◦ Involving periodic progress reviews as the managee performs her planned
work
◦ Providing ongoing feedback
◦ Counseling
◦ Revising or updating objectives in the light of various circumstances and
◦ Handling emergent performance problems.
 This phase represents that aspect of PM which concerns itself with
the all time good management practices of
◦ Pursuing a planned direction,
◦ Providing guidance and support to the managee,
◦ Monitoring and measuring her performance, reviewing and updating work
goals and plans, and
◦ Removing hurdles as necessary to goal achievement.
Introduction

 Besides achieving planned task-goals, PM aims at

sustained
◦ Performance improvement
◦ Development of managee skills and competence relevant to her
role and
◦ Organizational learning.
 It attempts there by;
◦ Prompting managers as well as managees to recognize, crystallize,
and fulfill managee development and performance improvement
needs, as they become evident.
◦ Integrating learning and work through innovative design and
redesign.
◦ Providing encouragement to all concerned to learn from successes,
challenges and problems that they come across during work.
Introduction

 Monitoring goal achievement involves

◦ Ongoing reviews
◦ Assessment with reference to planned and agreed
performance and development objectives,
◦ Performance standards and measures, wherever
feasible, against specific milestones in the work
plans.
Research and Theory
A. Drivers of Organizational performance:
B. Planning on the left side and managing on the right
C. Managerial Leadership
D. Situational Leadership
E. Performance manage’s agent role
F. Organizational Human Relations
G. Power of perceptions
H. Equity theory
I. Experiential learning
J. Movers of human behaviour
K. Achievement ,affiliation and power motives
L. Enriching performance through diversity
Drivers of Organizational performance
 Knowledge workers – are the key drivers of organizational
performance.
 Privy to critical information, which gives them lots of

control on whatever goes into organizational success

 Given demands and sensitivities of the increasingly

discerning stakeholders – media, customers, clients and

other partners – even small errors or omissions can make
all the difference between stakeholder perception of an
organization achieving its goal, or failing to do so.
 Certainly these perceptions can quickly affect the image,

goodwill and credibility of organizations.

 Managers, therefore, must keep a tab on their managees’

current motivation and behavior in task performance;

Drivers of Organizational
performance
 As a managee joins an organization, her concern is to keep
the new job. Most managees at this stage may not be too
worried about future career or competitive performance. The
behaviours that they manifest may be those of stable
performers, who are regular, disciplined and punctual.
 Led yet again by the security motive, most managees avoid
unnecessary risks and try to perform at a minimum
acceptable level, unless the manager is able to kindle higher
level needs and generate positive work motivation.
 Where managers succeed in generating positive work
motivation, managees tend to perform at more than a
minimum level, depending on performance expectations that
managers communicate to them verbally or otherwise.
Drivers of Organizational
performance
 Only when, through skillful coaching, counseling
and mentoring managees are enabled to feel
secure and confident and become self motivated,
do they begin to use their initiative and enterprise,
and their creative or innovative faculties. They can
then let their ambition take charge and become
competitive high performers.
 As competent performance managers create
mature and responsible teams with their managees,
these competitive high performers become
cooperative and collaborative.
 
Planning on the left side and managing on the right

 About a quarter of a century ago, Mintzberg spoke

something of what we know today as emotional
intelligence and spiritual intelligence.
 He recalls what neurologists and psychologists have
been for a long time;
 The human brain has two distinct hemispheres.
◦ Logical thinking processes are found in the brain’s left
hemisphere (among the right handers) whose mode of
operation is linear – ‘it processes information sequentially,
one bit after another, in an ordered way’.
◦ The right hemisphere specializes in simultaneous
processing – ‘it operates in a more holistic, relational way’.
 
Planning on the left side and managing on the right

 To illustrate the distinction between functions of the two

hemispheres, he suggests speech, being linear – as a function
of the left brain, with other forms of human communication,
such as gesturing, being relational rather than sequential – as
functions of the right brain.
 He considers these two functions as ‘the two interdependent
consciousnesses that are normally in communication and
collaboration’.
 Yet, in each individual, one hemisphere may be more developed
than the other – the left perhaps in the case of lawyers,
accountants and planners who mostly have to be explicit,
verbal and analytical;
 The right in case of performing artists and practicing managers
who are mostly implicit, intuitive and emotionally sensitive.
Planning on the left side and managing on the
right
 It appears to Mintzberg that management
researchers – mostly inspired by the Western
thought – may have been looking for keys to
effective management in logical analysis – linear,
sequential, etc.
 while discounting the intuitive – simultaneous,
relational, holistic, etc.
 It is from here that between the two planning and
informal managing, a difference akin to that
between the two hemispheres of the human brain’.
Planning on the left side and managing on the
right
 As techniques of planning are sequential and
systematic, planners are ‘expected to proceed in their
work through a series of logical, ordered steps, each on
involving explicit analysis’ – akin to those associated
with the brain’s left hemisphere.
 On the other hand, important processes of managing an
organization at any level rely to a considerable extent
on faculties credited to the brain’s right hemisphere –
ambiguity and complexity of systems with relatively
little order.
Managerial Leadership

 For Field Marshal Bernard Montgomery,

‘Leadership is the capacity and will to rally
men and women to a common purpose and
the character which inspires confidence’.
 An AMROP – HBS Study covering 237 CEOs in

the United States ranked attributes and

mistakes of a successful CEO.
 These are adapted to highlight some
important attributes and mistakes of a leader
manager at other organizational levels.
Managerial Leadership
 Attributes:
 Communicating Organizational Vision and

Strategy.
 Knowing Customer needs.
 Championing organization – initiated change.

 Anticipating impact of competition.

 Creating an environment that fosters risk-taking.

 Understanding new technologies.

 An understanding of other cultures and

languages.
Managerial Leadership
 Mistakes
 Deviating from the organization’s Strategy.

 Inadequate focus on customer needs.

 Failure to anticipate impact of competition.

 Lack of openness to learning and new ideas.

 Failure to invest enough to hire the right people.

 Not communicating organizational vision with clarity.

 Inadequate development of managees’ trust.

 Failure of foster risk-taking.

 Failure to leverage new technology.

 Lack of understanding of other cultures.

Managerial Leadership
 Great leaders are seen as being highly committed.
◦ According to Stephen Gregg, Chairman and CEO, Ethix Corporation, ‘People do not follow
uncommitted leaders, Commitment can be displayed in a full range of matters to include work
hours you choose to maintain, how you work to improve your abilities, or what you do for your
fellow workers at personal sacrifice’.
◦ Great leaders are great learners.
 They are always seeking to know what their managees can contribute to the group or
organizational goals – individually as well as collectively.
 Taking in new perspectives or information
◦ Particularly those that contradict the stand we’ve taken in the past can be threatening to our
psyche as well as credibility, and thus make us feel unsure and insecure.
◦ This makes the attribute of taking in and accepting contrary information and perspectives –
however valid- as hard and awkward to practice.
 Yet, successful managers know the value of updating themselves and their
perspectives with time, and posses the skill to deal with the stress it might create.
 For Gilbert Amelio. President and CEO of National Semi conduction Corporation,
‘Developing excellent communication skills is absolutely essential to effective
leadership.
◦ The leader must be able to share knowledge and ideas to message across clearly and motivate
others to act on it, then having a message doesn’t even matter.
Situational Leadership
 Blanchard, Zigarmi and Zigarmi elaborate a
model of situational leadership. According to
them, ‘A whole manager is flexible and is
able to use four different leadership styles’;
 Style 1 : Directing.
 Style 2 : Coaching.
 Style 3: Supporting.
 Style 4: Delegating.
Situational Leadership
 They describe leadership style as the manner
in which the leader behaves when she is
trying to influence the performance of
someone else, and explain it as a
combination of directive and supportive
behavior
Four Leadership Styles

High High Supportive and Low High Directive and High

Directive Behaviour Supportive Behaviour

S3 S3
Supportive Behaviour

Supporting Coaching

Low Supportive and Low High Directive and Low

Directive Behaviour Supportive Behaviour

S3 S3

Low Delegating Directing

Low High

Directive Behaviour
Development Levels
 According to Blanchard, Zigarmi, and Zigarmi, in examining
performance, the manager needs to look at tow ingredients that
determine a person’s performance or achievement: competence and
commitment.
 Anytime a managee doesn’t perform well without the manager’s
supervision, a competence problem or a commitment problem, or both
can be presumed. According to them;
 Competence involves relevant knowledge and skills, which can be learnt
and gained from formal education, on-the-job or off-the job training,
and / or experience.
 Commitment involves ‘confidence and motivation’ where confidence
means a managee’s self-assuredness in her ability to duly accomplish a
task without intensive supervision, and motivation means her
achievement orientation and enthusiasm for the task.
 They describe for development levels, based on the four combinations
of competence and commitment
Development Levels

High High Competence Some Low

Competence + Competence Competence
+ Variable + +
High Commitment Low High
Commitment Commitment Commitment

D4 D3 D2 D1

Developed Developing
Using Situational Leadership Styles- linkage between the four development levels and the four leadership styles.

Development Level Appropriate Leadership Style

D1 S1
Low Competence Directing
+ Structure, Control and Supervise
High Commitment
D2 S2
Some Competence Coaching
+ Direct and Support
Low Commitment
D3 S3
High Competence Supporting
+ Praise, Listen and Facilitate
Variable Commitment
D4 S4
High Competence Delegating
+ Turn Over Responsibility for
High Commitment Day to day Decision Making
Using Situational Leadership Styles- linkage between the four development levels and the four leadership styles.

 Since a D1 has commitment but lacks competence, the

leader needs to provide direction (S1-directing);
 Since a D2 lacks both competence and commitment, the
leader needs to provide both direction and support (S2 –
coaching);
 Since a D3 has competence but variable commitment,
the leader has to provide support (S3-supporting); and
 Since a D4 has both competence and commitment, the
leader does not need to provide either direction or
support (S4-delegating).
Performance Curve
High High Supportive High Directive
and and
Low Directive High Supportive
Behaviour Behaviour

S3 for D3 S2 for D2
Supportive
Behaviour
S4 for D4 S1 for D1

Low Supportive High Directive

and and
Low Directive Low Supportive
Behaviour Behaviour
Low
Low Directive Behaviour High
Subordinate has both Subordinate has Subordinate lacks both Subordinate has
Competence and Competence but Variable Competence and Commitment but lacks
Commitment Commitment Commitment Competence

D4 D3 D2 D1

Developed Developing
Development Level of Subordinates
Process of Development
 The one Minute Manager also suggests five steps to develop the managees’
competence and commitment.
 Step 1: Tell the managee what to do.
 Step 2: Show the managee what to do. Once the managee knows what to do,

she will need to know what the performance standards are, and what good
performance looks like.
 Step 3: Let the managee try. The manager better not hand out too much

responsibility too soon. Let the risk be reasonable both for the managee as
well as manager.
 Step 4: Observe managee performance, rather than closely supervise or

monitor it. Many managers hire people, tell them what to do, and then leave
them alone and assume good performance will follow; they abdicate, they do
not delegate. Managers cannot blame managees if the managees had
assumed that ‘being left alone meant the manager felt things were fine’.
 Step 5: Praise managee progress. Praise or recognition is the key to helping

managees move from D1 through to D4.

E.Performance Manager’s Change
Agent Role
 Tandon enlists three roles that a change agent can
take her actual choice depending upon the problem
at hand.
◦ Expert: As an expert, the manager diagnoses
problems and provides solutions.
◦ Catalyst: In the catalyst role, the manager
stimulates and advocates change.
◦ Process-Consultant: In this role, the manager
assists the managee in finding her own solutions.
E.Performance Manager’s Change Agent Role- Some
insights for the manager’s change agent role
 Every human and social problem has more than one solution.
 The same problem can be understood from several different
perspectives: individual, group, organization and society.
 Resistance to change can take several forms:
◦ ‘My situation is unique’
◦ ‘That’s against human nature’
◦ ‘We have tried that’
◦ ‘Your suggestions are too general’
◦ ‘That is good academic idea but I have to work in the field.’
 People tend to change readily if they have participated in the decision
to change.
 Change is easier when gains from it exceed the pains for changing.
 People are readier for change when they see others, especially their role
models or other persons with high status or high influence, changing.
 People accept change easily if they can see its success.
E.Performance Manager’s Change Agent Role- Some
insights for the manager’s change agent role
 Change is durable if the relevant environment supports it.
 Making a public commitment to change is more likely to sustain
it.
 Change takes place relatively easily in an environment that is
less threatening and psychologically save.
 Implementing change is easier if people possess the required
knowledge and skills.
 Unwritten practices, customs and beliefs in an organization –
the organization’s culture – may support or scuttle change.
 A manager must be constantly in touch with her own motivation
as a change agent if change is to succeed.
 Planning for change invariably makes sure that it happens.
 The most common response to conflict is to pretend that it
does not exist.
F.Organizational Human Relations
 Sometime ago, Chris Argyris futuristically hypothesized certain
changes forthcoming in organizational human relations’
policies and practices in Human Relations. These predicted
changes are briefly listed below;
 From an approach that expects people always to be friendly to
the one where people feel free to dislike others as well as to be
friendly.
 From a view that human beings are the most important part of
an organization to the more realistic one that importance of
human beings as part of an organization varies under different
conditions.
 From the belief that managers should become ‘inseparable and
indistinguishable’ from the organization to the one that ‘people
should give of themselves without giving up themselves’.
F.Organizational Human Relations
 From an assumption that maximum communication
among individuals is necessary to the one that optimum
communication is most effective.
 From a concept that ‘an effective organization is one
with high production, low turnover, low absenteeism and
low grievance rates’, to the one that the total health of
an organization spells effectiveness.
 From the belief that ‘superiors can develop subordinates
to be more skillful in interpersonal competence and
diagnosing accurately administrative situations’ to the
one that ‘no one can develop anyone else except himself.
The door to development is locked from the inside’.
F.Organizational Human Relations
 From the objective of executive development programs
‘to change the executive behaviour’ to the one of helping
the executive become more aware of herself and become
more tolerant or accepting of herself, and therefore of
others.
 From the objective of executive development programs
which teach an executive how to behave or to think to the
one of helping the executive learn how to learn.
 From the assumption that human relations problems are
caused primarily by poor organizational planning, poor
budgets, incentive systems, etc, to the one that effective
organizational planning, budgets, incentive systems, etc
also can cause human problems.
G.Power of Perception

 Harold Leavit, in a sense, ranks perception above reality.

 According to him, most people recognize that the world-as-
we-see-it is not necessarily the same as the world-as-it-
really-is.
 People perceive the world from the perspective of their
unique, though somewhat vague needs.
 They distort the world to ease their own tensions. Managees,
when asked to describe their work environment, talk more
about their bosses (the people more important to their needs)
than about other people.
 We magnify a compliment from a higher-up in the
organization, in the same way that we magnify a censure and
often we simply ignore what everybody else thinks should be
relevant and important.
G.Power of Perception

 In PM, just as in any style of managing, a manager’s

concern is to effect positive change in the work
behavior of managees.
 Different people may even see facts quite differently.
 As said earlier, relevance to one’s needs is the most
important determinant of one’s personal view of the
world. Things, that seem likely to satisfy ones needs,
may be seen quickly.
 Leavit concludes that to ignore differences in
perception is to ignore a major determinant of
behavior.
H.Equity Theory
 The Equity theory postulates that a person is motivated in direct
proportion to perceived fairness of the rewards received by her
for the amount of effort put in, in comparison with certain
others.
 When she perceives inequity in relative efforts and rewards, she
feels disheartened and demotivated in her work situation
whereas, in fact, no inequity may exist.
 People, thus, compare their perceptions of two ratios;
◦ The ratio of their own outcomes to their inputs, to
◦ The ratio of comparable another’s outcomes to inputs,
◦ The outcomes include both circumstances in which certain
results were achieved, and the compensation or reward
received;
◦ The inputs include the effort put in, and the results achieved –
quantitatively, qualitatively and efficiency wise
H.Equity Theory

Perception, not facts, influence motivation

Individual
(A) { Outcome (O)
Inputs (I) } : Comparison
Other (B) { Outcome (O)
Inputs (I) }
OR

{ } OA
IA
: { OI }
B
B

The individual strives to make the ratios equal

H.Equity Theory
 According to the equity theory, facts do not influence
motivation;Perceptions of the situation do.
 People are motivated and strive to reduce any perceived
inequity by making the ratios of outcome to input equal by
changing either the outcomes or the inputs.
 Theoretically – and ethically – the same adjustment process
ought to occur when a person perceives the ratios to be
favourable to her.
 When she receives too high a reward for her input in
comparison to a relevant other, she should increase her
inputs – quantitatively or qualitatively – to equalize the
perceived ratios,
 Some high paying organizations are known to set ambitious
targets for their employees, and get requisite payoff by the
employees willingly increasing their inputs.
I.Experiential Learning
 Experiential learning takes place through a sequential process
presented by David Kolb as the ‘Learning Cycle’.
 Recognizing the significant concrete experience represented by
successes, failures, problems and challenges in the course of work.
 Reflective observation to reflectively reconstruct the significant
concrete experience to observe, analyze and learn from in a
detached manner.
 Generalizing the lessons learnt from a number of concrete
experiences and developing personal theories through a process of
abstract conceptualization.
 Trying out these personal concepts or theories developed in low-
risk experimental situations in the active experimentation mode to
test their validity and to gain personal confidence in using these in
future concrete experiences.
J.Movers of Human Behvaiour
 According to Hackman, et.al., there are three
psychological states that are critical in determining a
person’s motivation and satisfaction on the job;
 Experienced Meaningfulness. The individual must
perceive her work as worthwhile or important by
some system of values she accepts.
 Experienced Responsibility. She must believe that she
personally is accountable for the outcomes of her
efforts.
 Knowledge of Results. She must be able to determine,
on some fairly regular basis, whether or not the
outcomes of her work are satisfactory.
K.Achievement, Affiliation and Power
Motives
 McClelland and his colleagues did considerable
research on what motives contribute to the success
of a manager, and in what way. They considered
three motives significant to this context. They are;
 Need for Achievement is the desire to do
something better or more efficiently than before.
 Need for Affiliation meaning – the desire to
establish or maintain friendly relations with others.
 Need for Power meaning – the desire to have
impact on others (not dictatorial power but the
need to be strong and influential).
L.Enriching Performance through
Diversity
 There are four characteristics that make for good working
relationships between people with differences in gender, ethnic,
and / or racial backgrounds;
◦ These relationships involve the whole person; that is, we do
not separate business from pleasure but include and
acknowledge our personal sides (such as family, interest,
hopes and dreams).
◦ A sense of shared history over time is developed in these
relationships; we’ve been through good times and bad times
with each other. We’ve laughed and cried together and learned
from one another.
◦ These relationships are collaborative rather than competitive.
Each person has certain strengths that can be counted on and
well-known weaknesses that have to be taken into account.
◦ There is a strong sense that each person values and affirms
the other. We are one another’s supporters and admirers.
Some monitoring and Mentoring
Behaviours of the Manager
 Effective monitoring and mentoring is not possible without the
manager meeting the managee.
 A major purpose of the manager meets managee occasions is to
listen to the managee, and also to provide the feedback.
 The manager uses these occasions to clarify issues as also to make
suggestions for solving managee problems.
 It is possible that previous feedback has not had the intended effect
and some unwanted persistent, long-term problem needs to be dealt
with. In such a case, spontaneous, on-the-spot feedback may no
longer work. What is needed is a private planned ‘chat’ session
 The first effort of effective managers is to develop the managee to
correct some errant behavior(s). They don’t want to demolish the
managee, or damage her career.
 One the other hand, it is always good to keep notes on the manager-
meets-managee interactions, as aide-memoir to help continuity
Brief of effective monitoring and
mentoring
 Praising good performance
 Faulting a behavior without rejecting the person.
 Sharing her feelings rather than pronouncing
value judgements.
 Demonstrating and demanding integrity in
behavior and intent.
 Being easily accessible to fulfill legitimate needs
of her managees.
 Nurturing effective managees through continual
reaffirmation of their worth to her, and to the
organization.