UNIT -3

PERFORMANCE COUNSELING

3.1 INTRODUCTION

Managers have a range of responsibilities to provide feedback to staff on

their standard of work and conduct and to effectively manage performance

issues by providing performance counseling. However receiving feedback or

counseling can lead to occupational stress and lowered morale in staff,

particularly if it is not provided effectively and sensitively. Managers need to

be aware of the possible consequences when undertaking performance

counseling with their employees and seek to minimize the possible risks

associated with these processes.

The Practice Statement, Policy Guideline – Performance Management-

for Individuals and Teams is the key document outlining how performance

management should be conducted within Customs. The policy describes a

Performance Management Framework (framework) and performance

counseling fits into two components of that framework:

 Ongoing feedback – informal counseling is one component of this; and

 Performance Issue Management – formal counseling is one component

of this.

Performance counseling, along with the other components of the

framework, aims to improve the performance of individuals and teams, and

ultimately the overall effectiveness and productivity of Customs through the

development of a high performance culture.

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The policy is important for performance counseling as it:

 Clearly outlines the roles and responsibilities for managers and staff in

performance management;

 Describes where, and how, counseling fits with other elements of the

framework;

 Specifies several underlying principles to guide counseling;

 Reinforces the importance of, the Values and Code of Conduct in

performance counseling; and

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 Provides some advice and guidance on conducting it, including a list of

additional supporting resources.

All managers and staff need to undertake and meet their roles and

responsibilities as outlined in the policy. Where these are met, the potential

risks associated with performance counseling will be minimized.

1) Effective Informal Performance Counseling

A cooperative approach will frequently achieve the best result.

Employees are more likely to respond to concerns about their performance in a

positive manner and seek to improve their performance if feedback is balanced

and constructive. Informal performance counseling builds on ongoing

feedback by providing an opportunity to explore an issue in more detail in a

face-to-face meeting.

2) Effective Formal Performance Counseling

Formal counseling is conducted either where there has been no

improvement in performance or conducted following an informal counseling

session or the performance issue warrants immediate formal action due to the

importance or severity of the issue. This may relate to under performance,

absenteeism, or a code of conduct breach.

There is little difference between an informal counseling meeting and a

formal one as the underlying principles apply to both, although the formal

process will be fully documented and there may be witnesses or support

persons present.

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3) Advice on Conducting Performance Counseling

There is abundant information and material available to help managers

conduct performance counseling relevant content area for your counseling

session (misconduct, poor performance, attendance). This material is also

useful for staff being counseled and for anyone wanting to provide

performance feedback.

4) Occupational Stress Arising From Performance Counseling

All workers experience some degree of stress. Whether occupational

stress makes a person ill, however, depends on a range of factors, including

how their workplace is managed.

Counseling and providing negative feedback to staff can be stressful for

both employees and managers. Being prepared in advance for possible staff

reactions to feedback and counseling can greatly assist the effective

management of staff. Planning the discussion and trying to anticipate the staff

member's reactions and their response can be helpful to address many stress

related issues such as:

1. Workplace stress including conflict, job demand, support;

2. Traumatic stress;

3. Financial problems;

4. Alcohol and/or other drug problems/dependency;

5. Domestic problems;

6. Grief; and/or

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7. Health/disability problems

8. Fitness and employment

9. Rehabilitation and return to work

10. Harassment

11. Poor performance, misconduct

12. Attendance, Absenteeism

3.2 PURPOSE OF PERFORMANCE COUNSELING

The primary purpose of counseling is to define organizational mission

and values, discuss individual job expectations and performance, reinforce

good performance / work related behavior, correct problem performance / work

related behavior, and enhance the rate‘s ability to set and reach career goals.

The best counseling is forward looking, and reaches career goals. Counseling

is forward looking, concentrating on the future and what needs to be done

better. Counseling should be timely. Counseling only at the end of the rating

is too late since it should be timely, so that misunderstandings of performance

and work related behavior can be resolved in time for improvement before the

next annual rating. Counseling should be begin with feedback from the

employee and about his / her performance before giving the feedback

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3.3 OBJECTIVES OF PERFORMANCE COUNSELING

Counseling helps a person to overcome emotional problems and

weaknesses relating to performance, It aims at developing the counselee fully.

It involves the following (Pareek and .Rao).

1. Help him realize his full potential

2. Help him understand his strengths and weaknesses

3. Gain insight into his behavior and analyze the dynamics of such

behavior

4. Help him understand the work environment better

5. Provide an empathic climate where he can discuss his tensions,

conflicts, concerns and problems

6. Increase his personal and inter-personal effectiveness through prompt

feedback about his behavior

7. Prepare action plans for improving his behavior and performance.

3.4 NEED FOR PERFORMANCE COUNSELING

Quite often organizational policies, such as counseling associated with

an evaluation or counseling required by command or unit policy, focus the

session. However, managers may conduct developmental counseling whenever

the need arises for focused, two ways communication aimed at subordinate

development. Developing subordinates consists of observing the subordinates

performance, comparing it to the standard, and then providing feedback to the

subordinate in the form of counseling.

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3.5 PROCESS IN PERFORMANCE COUNSELING

Palus et al., (2003) offered a model of Performance counseling is a

comprehensive process that should form a primary component of all training

and development. It typically involves the trainee and supervisor meeting a

discuss past performance and develop plans for future performance objectives.

When facilitated effectively, it can enrich the training experience and

dramatically improve outcomes.

Performance counseling process

In planning a performance counseling session it is useful to follow a 3-

phase process consisting of:

1. Preparation

2. Conduct

3. Review

Through following a phased process, the supervisor is encouraged to

incorporate relevant information and use it effectively, without overlooking

detail or content. It allows for simpler replication and promotes objectivity.

These phases should be followed as a means of augmenting the

Performance Management Plan for the trainee and should provide a structure

for including outcomes from assessments and performance objectives into the

counseling process. In order to be effective, performance counseling. should

always be prepared, conducted and reviewed in a professional manner.

Following such a process ensures that the supervisor considers all data,

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formulates reasoned assessments, and provides an appropriate opportunity to

discuss those assessments with the trainee in a developmental framework.

Phase 1 Preparation

The preparation phase involves gathering and reviewing information,

formulating objectives, identifying the time, place and resources for the

interview, and advising the trainee.

Step 1 Information gathering

Information gathering is a critical building block of the interview. The

supervisor must study the trainee‘s past record and most recent performance

evaluation, together with any other data that can be obtained regarding their

situation. This step allows the supervisor to form preliminary expectations and

objectives for the interview. At this step, all information from the trainee‘s

record should be reviewed as appropriate, including mini-CEX, DOPS and

other assessments.

Step 2 Planning for the Interview

The supervisor must determine the reason for interview and the structure

that it will take, and clearly formulate interview expectations and purpose. It is

important to provide enough time for the interview and identify a suitable

venue. If possible, additional attendees may be identified to attend the

interview as supports and objective reviewers. This information should be

communicated to the trainee with enough time to enable them to prepare.

In completing this process, an interview guide should be constructed to

provide a carefully structured overview of topics and issues to be discussed

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during the interview. Such a guide ensures that all information is substantiated

by background data, that each topic or issue of relevance is covered during the

interview, and that enough time is allocated. It also enables the supervisor to

formulate goals and objectives for future review.

The interview guide is used to support the interview process itself and

should reflect the emphasis of the Performance Management Plan. As such,

assessments should be reviewed in detailed the guide and any outcomes from

the interview are then built back into the overall plan.

Step 3 Preparing an Interview Schedule

Performance counseling sessions should be supported by an interview

schedule. The interview schedule enables the supervisor to plan the content and

sequencing of the interview, and to pre-determine questions and possible

outcomes. The interview schedule is essentially an elaboration of the interview

guide and provides a template by which to conduct the interview itself.

The content of the interview schedule is typically seen only by the

supervisor and may include highly detailed steps. However, it may be

appropriate to include options for both supervisor and trainee to sign the

document.

Phase 2 Conduct

The conduct of the interview is the primary determinant of success and

an interview schedule can provide a reliable framework. The factors impact on

the effective conduct of the interview and considerations include rapport,

orientation, questions used, participation and the overall flow of information.

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In general terms, all performance interviews should consist of two

elements:

1. A retrospective analysis and discussion of performance

2. An appreciation of future performance objectives and plan of action

Most performance interviews should tend toward the second element as

this avoids over-scrutinizing past performance and allows the sentiment of the

interview to remain developmental and positive.

The manager should follow a clearly defined process of interview which

includes an opening, body and closing:

1. Opening this will typically include an explanation of purpose and statement

of roles and expectations for the interview. The opening is best achieved by

implementing a two step process, consisting of rapport and orientation. Which

of these steps comes first is determined by the interviewer according to their

own preference.

a. Rapport is simply the process of establishing or maintaining the relationship

between supervisor and trainee by engendering feeling of goodwill, trust and

openness. Rapport consists of greetings and small talk which enable the trainee

to gauge the supervisor‘s attitude and feeling towards them. The process can be

brief and never should be too long.

b. Orientation usually forms the second step in the opening and typically

explains the purpose, duration and format of the interview and how any

information will be used in the future.

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At the end of a successful opening, each party should be aware of the

purpose of the interview, attitudes and feelings toward the purpose, the roles of

each party and the expected outcomes. Each party should also have an

understanding of the level of trust, expectations of control and the general

sentiment that is likely to pervade the interview.

2. Body

The body of the interview provides the supervisor and trainee the

opportunity to discuss all content areas and must include the following:

a. Review of past performance issues The supervisor should engage with

the trainee and encourage their input regarding their performance,

aiming for the trainee to self-appraise as often as possible. Effort should

be made to explore the reasons for trainee performance in a non-

judgmental and positive manner. Argument should be avoided and the

focus must remain on facts and the performance issues being discussed.

The trainee should not be compared with others and the discussion

should not introduce information that is a surprise to the trainee

b. Agreement on performance objectives and plan of action Agreement

should be reached regarding future performance objectives together with

the resources and actions required to achieve these. This information

should be built into a timeline and overall plan of action.

Because performance is always greatest when trainees set their own

goals, the interview should act as a means by which the trainee is able to

recognize or identify further performance objectives in accordance with

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expectations. The trainee should be made to feel that they are taking part in

their own development plan.

Performance goals should always be few in number, specific, well

defined, practical and measurable.

3. Closing

The closing is typically brief although it is a significant determinant of

the success of the interview as a whole and the ongoing relationship between

supervisor and trainee. The supervisor should therefore remain positive and

ensure that the interview closes without ambiguity or uncertainty on the part of

the trainee.

If the performance interview has not been successful, the closing should

focus on containing the interview and establishing further actions and

undertakings.

Phase 3 Review

The review phase includes consolidating information from the interview

and ensuring that the objectives of interview have been met, that the trainee has

achieved understanding of the interview objectives and that supervisor and

trainee have reached agreement on outcomes.

The supervisor should undertake a reflective analysis of their own

performance during the interview for self development purposes. If a peer has

attended the interview, their feedback should also be sought during this

process.

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Interview process Flowchart

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3.6 TYPES OF COUNSELING

We shall look at some common types of counseling. With the exception

of depth counseling which should be used only by trained professionals, the

lay counselor, with some training could be of help in these areas.

Supportive Counseling is most often used with people who have difficulty

standing alone amid their problems. At frequent intervals these persons may

need sustained guidance. In supportive counseling, the goal is not to create a

chronic dependency upon the counselor, but to give temporary support and help

the person to gain strength and the resources to cope.

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Confrontational Counseling seeks to point out to the client his or her actions.

The counselor guides the counselee into seeing what misdeeds were committed

and to realize the hurt that might have been caused to others. The idea is that

hiding one‘s immoral actions only creates guilt, frustration, and anxiety. As a

Christian, the counselor must help the client to confess, forsake his sins, and

accept the forgiveness of a loving Savior.

Educative Counseling focuses on teaching the client. Undesirable learned

behavior may have to be unlearned. The counselor in this case is a teacher.

People may come to the counselor with questions on social issues, religious

issues, or even career problems. Often some clients may need help in making

certain critical decisions.

Preventive Counseling is used to stop problems before they start or to prevent

things from getting worse. Areas like ―How to Keep Healthy,‖ ―How to

Prepare for Retirement,‖ or sessions in premarital counseling are examples of

preventive counseling.

Spiritual Counseling is a great necessity counseling is not for the layperson.

They do not play around with depth counseling if they are not a professional

therapist.

Informal Counseling takes place in a casual setting. Perhaps on a hospital

visit, or during an informal home visit, the counselor may be drawn into a

conversation where their help might be asked for. Or you may meet a friend on

the street and ask, ―How are you today?‖ Then you may be told of a problem

that he or she is experiencing. Your time and concern could be of help at that

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time. Informal counseling may not seem very important, but it has helped

many.

3.7 APPROACHES IN COUNSELING

The classical approaches to counseling. We do not stick to one

approach. Perhaps blend the different ideas that appeal to us. There are some

theories that we may not agree with. However, it is educationally beneficial for

us to know them. Taking an idea from one approach and another idea from

another approach to form our own counseling method is what is often done.

The following are the basic counseling approaches:

1. Psychoanalytic Therapy

2. Adlerian Therapy

3. Existential Therapy

4. Person-centered Therapy

5. Gestalt Therapy

6. Transactional Analysis

7. Behavior Therapy

8. Rational-emotive Therapy

9. Reality Therapy

1) Psychoanalytic Therapy

Psychoanalysis is a method of psychotherapy and personality theory

with a philosophical approach to human nature. Sigmund Freud (1856-1939)

was the originator of psychoanalysis. According to Freud, human beings are

basically determined by psychic energy and early experiences. People‘s

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behavior is influenced by unconscious motives and conflicts. One is driven by

sexual and aggressive impulses.

Freud stresses the importance of early development and developmental stages

referred to as psychosexual stages: the oral stage (the first year of life), the

anal stage (ages 1-3), the phallic stage (ages 3-6), the latency stage (ages 6-12),

the genital stage (ages 12-18), the genital stage then continues throughout the

rest of a person‘s life.

The counseling profession gives credit to the psychoanalytic theory for

providing the tools for an in-depth understanding of a person‘s development.

Freud contends that feelings of love and trust, dealing with negative feelings

and developing a positive acceptance of sexuality, are social areas that are all

cemented in the first six years of life. Later, personality development is built on

this period of life.

Erik Erikson built on Freud‘s ideas and by extension stressed the social

aspects of a person‘s development. These are called psychosocial stages:

infancy (trust versus mistrust), early childhood (autonomy versus shame and

doubt), preschool age (initiative versus guilt), school age (industry versus

inferiority), adolescence (identity versus role confusion), young adulthood

(intimacy versus isolation), middle age (generatively versus stagnation), and

later life (integrity versus despair).

2) Adlerian Therapy

Alfred Adler (1870-1937) was not in agreement with Freud‘s basic

theories. He thought that Freud was too narrow in his emphasis on the

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biological and sexual determination. Like Freud, however, Adler believed that

the first six years of life influenced an individual. He did not focus on past

events like Freud did. He was more interested in how one interpreted his past

and its continuing influence on him.

Adler was basically opposed to the theories of Freud. It was Adler‘s

belief that humans are motivated primarily by social urges rather than sexual

urges.

3) Existential Therapy

The existentialist view leads us to be able to reflect and decide. This is

made possible through our self-awareness. There is no single founder of the

existential approach, but Viktor Frankl, Abraham Maslow, and Rollo May are

key figures. Existential therapy is more of an approach to counseling than a

theoretical model.

4) Person-centered Therapy

The original founder of person-centered therapy is Carl Rogers (1902-

1987). Because Rogers placed much emphasis on how people get, share, or

surrender power and control over themselves and others, his theory became

known as the person-centered approach. He developed what is known as non-

directive counseling. Non-directive counselors do not share a great deal about

themselves with their clients. They focus on reflecting and clarifying the verbal

and non-verbal communications of clients.

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According to the person-centered therapy, the relationship of the

therapist and client is very important. Basic techniques include active listening,

reflection of feelings, clarification, and ―being there‖ for the counselee.

5) Gestalt Therapy

Frederick S. Perls (1893-1970) was the originator and developer of the

Gestalt theory. This is an existential approach that stresses that people must

find their own way in life and accept personal responsibility for maturity. By

developing an awareness of what they are doing, clients can use this

understanding to bring about change.

Much of the focus is on dealing with unfinished business from past

traumatic experiences in the life of the client. Techniques include

confrontation, dialogue with parties, role playing, reliving, and re-experiencing

unfinished business in the forms of resentment and guilt. The emphasis of this

therapy is on doing and experiencing rather than merely talking about one‘s

feelings.

6) Transactional Analysis

The theory of transactional analysis was founded by Eric Berne (1910-

1970). This therapy is very different from others in that it focuses on decisions

and contracts made by the client. The basic philosophy is that the client has the

potential for choice. A contract made by the client clearly states the directions

and goals of the therapeutic process. Transactional Analysis (TA) therapy

teaches that the personality is made up of Parent, Adult, and Child. Other

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keywords used in TA include game, decision, life script, re-decision, stroke,

and discounting.

7) Behavior Therapy

Behavior therapy is the most studied and most familiar of all the

counseling approaches. There are a number of key figures associated with this

theory: Arnold Lazarus, Albert Bandura, B.F. Skinner, M.J. Mahoney, David

L. Watson, A.E. Kazdin. Behavior therapy uses many action-oriented methods

to help people take steps to change what they are doing and thinking.

Terms that are frequently used in this therapy are behavior modification

and behavior therapy. The focus is on overt behavior, precision in specifying

the goals of treatment, and the development of specific treatment plans. The

therapist is active and directive and functions as a teacher or trainer in helping

clients to work on improving behavior.

8) Rational-Emotive Therapy (RET)

Albert Ellis (b.1913) is the founder of Rational-Emotive Therapy. This

therapy is a form of cognitively-oriented behavioral therapy and is based on the

assumption that human beings are born with a potential for both rational or

straight thinking, and irrational or crooked thinking.

Taking for granted that people are fallible, RET attempts to help them

accept themselves as people who would continue to make mistakes, yet at the

same time learn to live with themselves and be at peace with themselves. RET

emphasizes thinking, judging, deciding, and doing.

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Ellis stresses that people choose to be disturbed rather than be

conditioned by external forces. It is the tendency of people to invent disturbing

beliefs and keep themselves disturbed by these beliefs. RET also assumes that

people have the capacity to change their cognitive, emotive, and behavioral

processes; they can choose to react differently from their usual patterns and

refuse to become upset, and train themselves so that their life pattern will be

one of minimal disturbance.

9) Reality Therapy

William Glasser (b.1925) founded Reality Therapy. This therapy is a

short-term approach with a focus on the present. The focus is on a person‘s

strength and stresses that a client can learn more realistic behavior and

therefore achieve success. Reality therapy assumes that we choose our behavior

and are therefore responsible not only for what we are doing but also for how

we think and feel.

The task of the counselor who employs this type of therapy is to

establish an involvement with the client, which encourages him or her to assess

the current style of living. By a process of honest self-examination, it is

believed that the client can improve his or her quality of life.

3.8 BENIFITS

Performance counseling takes a positive approach. The underlying

philosophy is quite simple: People can grow and improve their competence and

performance with timely help and proper coaching. ‗An effective counselor-

manager is one who helps his employees to become more aware of their

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strengths and weaknesses and helps them to improve further on the strong

points and overcome weaknesses‘. Counseling, generally speaking, offers the

following benefits to the counselee:

 He learns to respond and adjust more positively to people and situations

 He is able to improve his personal effectiveness

 He is able to clear the mind of emotional irritants; overcome his

personal weaknesses and work more effectively.

 He feels more relaxed when he is able to share his concerns and

problems with a trusted friend, the counsellor who assures

confidentiality and extends a helping hand readily.

3.9. HELPING RELATIONSHIP IN COUNSELING

Helping

Counseling is essentially helping. According to Carl Rogers, a helping

relationship is one in which at least one of the parties has the intent of

promoting the growth, development, maturity, improved functioning, improved

coping with life of the other‘ helping can be reactive or proactive. When help is

given to someone who seeks help (or seen as requiring help) it is reactive

behavior. On the other hand, when help is given because of the helper‘s need to

give, helping is proactive) In the Indian context, when the receiver‘s need is

dominant it is called Biksha, but if the need of the giver is more important, it is

called Daan. In Biksha the giver has the upper hand, whereas in Daan the

recipient has a higher status (because he obliges the giver by accepting help). In

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the western literature, of course, the helping relationship is examined from the

point of view of the recipient (recipient‘s needs, aspirations etc.)

Helping relationship

The Task

There are basically two ways of approaching the task from the

recipient‘s angle, i.e., whether he is able to accomplish the task independently

or not. If the recipient is incapable of handling assigned tasks independently,

the helper (as an expert) treats the recipient as a patient (‗assistance‘ approach

or ‗medical‘ model of helping) takes note of all symptoms, makes a diagnosis

and comes out with alternatives. In the other approach, called ‗educational

approach‘, the helper knows that the client is capable of doing things

independently and hence, acts as a facilitator only (who works with thelient in

the client‘s frame of reference) laying strong emphasis on the client‘s problem

solving skills.

The Helper

Effective helpers focus attention on task accomplishment and are less

concerned with controlling the other person. Ineffective helpers, often, do not

act in the client‘s best interests. They do not allow the client to develop a

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personality of his own. They are inward working and are more concerned with

their own needs to feel superior and try to peer over the shoulders of clients

from close quarter.

In the final analysis, the effective helper is one who is sensitive,

empathic, non-threatening and one ice who is willing to influence but not

dominate. If he is brash, over-confident and inward looking he will only instill

feelings of passivity and rebellion in the client‘s mind.

The Helping Climate

Helping behavior is a function of both the person (receiver as well as

helper) and the environment. A climate of trust and openness should be there.

Empathic attitude of the helper coupled with uninhibited participation of the

recipient improves the helping climate considerably. Both parties should be

willing to exchange notes, opinions, feelings through a process of dialogue.

The discussion should focus attention on how to achieve assigned goals, taking

behavioural and situational factors into account.

3.10 CONDUCTING A COUNSELING SESSION

When conducting a counseling session, there are several guidelines you

should follow in order to minimize the potential conflict. Most importantly you

should not view the session as an opportunity to scold the employee or as a

means to threaten the employee with disciplinary action. Your purpose is not to

punish or reprimand someone, but to determine the cause of the circumstances

about which you are concerned. In this light, you should view counseling as a

problem-solving exercise.

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Where an employee's performance has consistently fallen below

standards, it may be necessary for you to advise the employee that failure to

respond to the counseling and perform adequately may result in disciplinary

action.

Additionally, there are a number of other guidelines which are helpful to

understand when counseling employees.

1. Be prepared. Spend time reviewing the facts and defining your objective

for the session. You may find it useful to prepare a set of ―talking

points‖ in advance to help you be clear about the issues and point you

wish to make. These talking points do not become the counseling memo.

2. Counseling sessions should always be conducted in private. If you have

an office, perhaps that is the best place to schedule the meeting. If not,

you should seek another private room away from an employee's co-

workers or the people being served by the agency. Failure to provide a

private surrounding is likely to create a feeling of humiliation for the

employee, which may manifest itself in more, rather than fewer,

violations of rules.

3. Never schedule a counseling session with an employee when you are

rushed with other duties. It will leave the impression that your concern is

minimal if you are frequently interrupted, must constantly look at your

watch, or you rush the employee out after only a few minutes and before

your discussion is complete.

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4. When an employee enters your office, act in a manner consistent with

your normal demeanor. If you are normally relaxed with an employee,

be yourself. Otherwise, the employee will believe that the discussion

implies a personal conflict. This should be avoided.

5. Consider setting ground rules. For example, tell the employee that you

are hoping for a conversation to work out the issue. You may say

something like ―Please hear me out without interruptions, and then I will

listen to you and your point of view without interrupting you.‖ If it is

true, let the employee know you expect to be able to resolve the issue in

a positive way.

6. Be direct and candid. After greeting and making the employee

comfortable, go directly to the reason for the meeting. Do not make

―small talk.‖ Avoid chatting or asking general questions like, "Anything

interesting happen today?" Questions such as these simply make

employees suspicious of your motives.

7. In broaching the issue(s), you should explain the exact nature of your

concern, making clear what has been observed and why it is important.

For example, you might say: "I received a report today that you were

rude to two customers. Obviously, the report concerns me. I want to take

this opportunity to discuss the report with you and hear from you what

happened." If you already know the names of the two customers

involved, you might have added that to the introductory remarks. You

should present your concerns directly and openly to the employee.

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8. Where employees are cooperative, your job will be confined to

determining what the employee's view of the incident is. For example, if

the employee responded to your statement, by saying, "Yes, that is true,"

you should follow-up by asking: "Could you give me the details from

your point of view? How did this come about?"

9. Some employees may be hostile. In those cases, you should remain

calm, speaking in measured voice. Because someone yells at you, it does

not mean that you must yell back. You are the supervisor and to control

the meeting you must control your emotions and reactions. Rather than

reacting to the employee's hostility, you should redirect the employee's

attention to your concern: ―What occurred in the incident or issue being

discussed?‖ ―Why did it happen?‖ ―How can we improve performance

to ensure it does not happen again?‖ If the employee continues to

behave in a hostile or abusive manner toward you, you should calmly

advise the employee that such behavior may result in disciplinary action.

If the behavior continues, you should halt the session and discuss the

matter with your supervisor or the employee relations or personnel

office. It should be noted that merely disagreeing with the facts as

presented is not necessarily hostile behavior on the part of the employee.

10. Focus on the behavior of the employee, not the employee's "character"

or "morality." An employee is more likely to understand that he or she

has behaved incorrectly in a particular circumstance than to accept a

supervisor's assertion that his or her basic character is unacceptable. For

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example, it is appropriate to say, ―Your behavior on the ward today was

rude,‖ but it is never appropriate to say, ―You are a rude person.‖

11. Be a good listener. Give the employee the opportunity to explain his or

her version of the incident or circumstances about which you are

concerned. Don‘t interrupt the employee while they are talking.

12. Keep an open mind during the counseling session. If the discussion

raises a question or reveals that your information was incorrect, or the

employee's explanation is satisfactory, say so to the employee. Even

where the employee's explanation is not satisfactory, the employee is

more likely to accept your judgment if you have given him or her the

opportunity to explain.

13. In listening to the employee's version of the incidents, a number of

possible explanations may emerge. After hearing the employee's

explanation, you must decide whether other actions may be appropriate

in addition to reinforcing to the employee what the rules are. For

example, the employee may need additional training, or perhaps

reassignment so a supervisor can give closer instruction. You may not

wish to make those decisions at the time of the counseling, but ask to

see the employee at a later date after you have considered the options

with other supervisors in your unit.

14. If the employee indicates that the problem is personal, or if you have

some indication that the problem is other than work related, tell the

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employee about available assistance, such as the Employee Assistance

Program (EAP), which can help employees deal with personal problems.

15. Reach an understanding on the corrective action which will be taken and

set a definite follow-up date.

16. At the conclusion of the counseling session, you should thank the

employee for seeing you and extend yourself to the employee should

further problems of this nature arise. Ultimately you want the employee

to know that you are available to assist in solving such problems before

they erupt into the types of incidents which prompted the counseling

session.

17. If you intend to confirm the session in writing, inform the employee that

you intend to write a counseling memo and that a copy will be placed in

their personnel file.

3.11 HOW TO COUNSEL

As per Donald H.Blocher Performance counseling normally results in a

plan of action that helps the subordinate achieve individual goals and

objectives. Performance counseling is a two person effort. The counselor‘s

role is to assist a subordinate in identifying strengths and weaknesses, creating

a plan of action, and then support the subordinate throughout the plan‘s

implementation and assessment. The subordinate must be forthright in his

commitment to improve and candid in his own assessment and goal setting.

As per George Ricky and Christiania Therese Performance Counseling

is not appropriate for documenting counseling concerning misconduct or poor

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performance. Counseling performance does however; provide a useful

framework to prepare for almost any type of counseling session. It can assist

counselors in mentally organizing issues and isolating important, relevant items

to cover in the session.

As per Brammer and Shostrom Empathy is the action of being

understanding of and sensitive to the feelings, thoughts, and experiences of

another person to the point that you can almost feel or experience them

yourself. Counselors with empathy can put themselves in their subordinate‘s

shoes, they can see a situation from the other persons perspective. By

understanding the subordinates position, the empathetic leader can help a

subordinate develop a plan of action that fits the subordinates personality and

needs, one that works for the subordinates.

Adler 1923 Counselors achieve credibility by being honest and

consistent in their statements and actions. Credible leaders use a

straightforward style with subordinates. They behave in a manner that

subordinates respect and trust. Counselors earn credibility by repeatedly

demonstrating their willingness to assist a subordinate and being consistent in

what they say and do counselors who lack credibility with their subordinates

will find it difficult to influence them.

In addition Adler (1926) sometimes counseling is tied to specific

instances of superior or substandard duty performance. Subordinate perform or

not the performance met the standard and what the subordinate did right or

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wrong. The key to successful counseling for specific performance is to

conduct it as close the event as possible.

As per Ansbacher and Ansbacher (1956) Counsellors focus counseling

for specific instances on poor performance and miss, or at least fail to

acknowledge, excellent performance. You should counsel subordinates for

specific examples of superior as well as substandard duty performance. To

measure your own performance and counseling emphasis, you can note how

often you document counseling for superior versus substandard performance.

As per Sweeney and wither (1991) Counselors should counsel

subordinates who do not meet the standard. If the subordinate‘s performance is

unsatisfactory because of a lack of knowledge or ability, the counselor and

subordinate should develop a plan to improve the subordinate‘s skills.

Corrective training may be required at times to ensure the subordinate knows

and achieves the standard. Once the subordinate can achieve the standard, the

counselor should end the corrective training.

According to Mjers and colleagues (2000) Counselors must counsel new

team members when they report in. This reception and integration counseling

serves two purposes. First, it identifies and helps fix any problems or concerns

that new members have, especially any issues resulting from the new duty

assignment. Second, it lets them know the unit standards and how they fit into

the team. It clarifies job titles and sends the message that the chain of

command cares. Reception and integration counseling should begin

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immediately upon arrival so new team members can quickly become integrated

into the organization.

According to Wiedenfeld, O‘leary, Bandura, Berasa, and Levine Resalae

1990, performance counselin conducts a review of the subordinates duty and

performance during a certain period. The counselors and subordinate jointly

establish performance objectives and standards for the next period. Rather than

dwelling on the past, counselors should focus the session on th subordinates

strengths, areas needing improvement, and potential.

According to Parmer and Rogers (1997), counseling at the beginning of

and during the evaluation period facilitates the subordinate‘s involvement in

the evaluation process. Performance counseling communicates standards and

is an opportunity to establish and clarify the expected values, attributes, skills,

and action.

As per Young and Lambie 2007 Performance counseling includes

planning for the accomplishment of individual and professional goals. A

counselors conducts this counseling to assist subordinates in achieve

organizational and individual goals. During the counseling, the counselor and

subordinate or client conduct a review to identify and discuss the subordinates

strengths and weaknesses and create a plan of action to build upon strengths

and overcome weaknesses. This counseling is not normally event-driven.

However, According to hattie, Myers and Sweeney (2005) performance

growth counseling, a leader may choose to discuss and develop a ―pathway to

success‖ with the subordinate. This future – oriented counsel in establishes

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near and long term goals and objectives. Every persons needs are different,

and counselors must apply specific courses of action tailored to each client.

NONDIRECTIVE

The nondirective approach is preferred for most counseling sessions.

Leaders use their experienced insight and judgment to assist subordinates in

developing solutions. The leader partially structures this type D counseling by

telling the subordinate about the counseling process and explaining what s

expected.

During the counseling session, listen rather than make decisions or give

advice. Clarify what is said. Cause the subordinate to bring out important

points, so as to better understand the situation. When appropriate, summarize

the discussion. Avoid providing solutions or rendering opinions; instead,

maintain a focus on individual and organizational goals and objectives. Ensure

the subordinate‘s plan of action supports those goals and objectives.

DIRECTIVE

The directive approach works best to correct a simple problem, make

on-the-spot corrections, and correct aspects of duty performance. The leader

using the directive style does most of the talking and tells the subordinate what

to do and when to do it. In contrast to the nondirective approach, the leader

directs a course of action for the subordinate.

Choose this approach when time is short, when you alone know what to

do, or if a subordinate has limited problem-solving skills. It is also appropriate

when subordinate needs guidance, is immature, or is insecure.

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COMBINED

In the combined approach, the leader uses techniques from both the

directive and nondirective approaches, adjusting them to articulate what is best

for the subordinate. The combined approach emphasizes the subordinate‘s

planning and decision-making responsibilities.

With your assistance, the subordinate develops his own plan of action.

You should listen, suggest possible courses, and help analyze each possible

solution to determine its good and bad points. You should then help the

subordinate fully understand all aspects of the situation and encourage the

subordinate to decide which solution is best.

Advantages Disadvantages

Nondirective  Encourages maturity.  More time consuming.

 Encourages open  Requires greatest
communication counselor skill.
 Develops personal
responsibility.
Directive  Quickest method.  Does not encourage
 Good for people who subordinates to be part
need clear, concise of the solution.
direction.  Tends to treat
 Allows counselor to symptoms, not
actively use his problems.
experience.  Tends to discourage
subordinates from
talking freely.
 Solution is the
counselors, no the

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subordinate‘s.
Combined  Moderately quick.  May take too much
 Encourages maturity. time for some
 Encourages open situations.
communication.
 Allows counselor to
actively use his
experience.

3.12. COUNSELING SKILLS

Redman (1995) sees managers as on-going counselors who regard

counseling as part of a manager‘s everyday life, ―We all have been counseled

at some time. We all have been counseled by somebody else. It probably hasn‘t

been called that, it was just something that happened as part of two people

talking…. you have probably realized that you do some counseling‖.

The Institute for Personnel Management Statement on Counseling in the

Workplace has tried to address this issue by explaining that ―Much workplace

counseling is not counseling in the modern definition of the term but relates to

situations which require the use of counseling skills‖ (1992).

1) Communication Skill for the Counselor/manager

The manager can use his/her communication skills and tools in the

workplace for the purpose of counseling the troubled employee. Effective

communication will enable a manager with better understanding of why

employees behave as they do. This will help him identify the factors that

motivate and prevent the undesirable behavior and interaction of an employee.

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This also improves communication and essential feedback mechanisms that

allow employees to communicate with managers. It enhances the loyalty of the

employees as they feel they are cared and listened to in a supportive

environment. This ultimately results in their commitment to organizational

goals and job performance. Counseling helps in regaining the self-esteem and

motivation of the employees, reduces the levels of workplace conflict, stress

and moreover, workplace miscommunication. Counseling has been a powerful

impact on the staff. The manager-counselor must show the following qualities

in order to counsel effectively.

2) Respect for employees:

The manager has to be aware of an employee‘s individuality, must

recognize his skills, special attributes, unique values. As he aims to bring a

positive change in his people with counseling, he must not project his own

values onto them. Respect can be shown by listening to his story in a genuine

effort to understand him better. Though respect is correlated to understanding,

the same can be generated by accepting his/ her uniqueness. This can be

expressed through warm gestures and comforting tones. Sometimes respect can

be expressed through anger also.

3) Empathy:

It means being compassionate innately. It makes the leader understand

his employee‘s situation. The travels with his employee‘s emotion, identifies

the situation he is in and then develops a strategy to improve it. Empathic

understanding has long been recognized as an important element in counseling.

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In Rogers definition ―Empathy is an accurate, empathic understanding of the

client‘s world as seen from the inside. To sense the client‘s private world as if

it was your own, but without losing the ‗as if‘ quality – that is empathy‖.

4) Winning Trust:

The counselor-manager can win the trust of his employees with his

honesty in his statements and actions. He has to prove his credibility so that he

can earn his sub-ordinate‘s trust and respect forever. The manager has to

understand that this is not a one-time event but a process.

5) Understanding of self:

The manager, before counseling, has to understand himself first. He

should be aware of his own values, needs and prejudices so that he will be

careful before projecting his feelings onto his employees. He has to understand

that counseling is not a trick nor it is simple. It is not easy to see things from

another person‘s point of reference. Moreover, the manager has to be fully

convinced of the benefits of counseling, its short-term as well as long-term

effects.

6) Establish a Connection

In counseling, what matters most is the extent of help a manager-cum-

counselor can show to establish a connection with the troubled employee. As a

practical matter he/she is trying to figure out what is going on in the other

person‘s head without worrying or assigning any psychological labels during

the process of counseling. Counseling can be fruitful only when the troubled

employee feels a connection with the manager. He might cross the bridge or

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barrier for better behavior since he understands that his behavior is undesirable,

not him. He comes to realize that the manager desires to do some good for him

and his career.

7) Connection through Communication

To have communication is to have co-unity, to have oneness with each

other. When message passes through the perceptions of the sender and the

receiver, it is a complex process riddled with many internal barriers. There are

many barriers to communication that can affect the manager‘s ability to get

his/her own message out. When we have trouble with communicating with our

spouses and relatives, communication with the troubled employee should be

handled sensitively and delicately. The barriers should be overcome to make

the process effective.

8) Language of the Manager

A manager has to be aware of the inherent language fallacy while

communicating. He should also be aware of the fact that, other people may

have vocabulary or linguistic limitations. Managers have to understand that

generally they have more education and exposure than their employees. They

use more advanced and sophisticated language and concepts about the

business. So, they should choose the words, phrases or terminologies which are

to be understood by the people. The counselor manager‘s use of appropriate

style or words in language is of immense help.

9) Questioning and Listening Skills

Since problem employees are often emotionally troubled, supervisors or

managers should allow them to verbalize or talk out their problems, thus

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providing them the opportunity to open up with their concerns. Both the

parties, in this sense, use questioning and listening skills during the process of

counseling. The manager should ask more of open-ended questions to send a

signal like ―I want to know more‖. This process of asking question and

listening actively indicates acceptance.

With active listening skills, a manager gives the signal that he/she is

going along with the troubled employee. While listening, restating or

rephrasing techniques can be applied to say that he understands what the other

person intends to say. In the process of echoing the employee, the manager

should be careful not to parrot every word that the person utters. It can be

annoying and might not be effective at all. Paraphrasing gives the manager a

chance to summarize what he has understood. A manager should come up with

encouraging responses at the time of listening. Although the employee is

communicating, he/she needs a little encouragement to go on.

3.13 THE CLIENT/COUNSLEE

Clients go into counseling for various reasons.

Some clients are ordered by the court. Prisoners or other offenders are

sent so that they might receive help. Potential divorcees are sent for marital

counseling by the court also. Others, upon examining their situations, feel the

need for help or an improved life-style. Still some are referred for academic or

vocational counseling. Others are driven by a crisis.

All clients have expectations of varying levels. Some clients expect

rapid help and change. Others go into counseling with a mindset that nothing

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will make a difference in their outlook and behavior. They go in order to satisfy

a requirement or to stifle a potential feeling of guilt.

One of the most difficult clients to work with is the reluctant client. The

reluctant client is one who does not want to receive counseling but finds him or

herself in the counseling situation. The conscious resolution not to cooperate

makes change and results difficult to achieve.

Resistance need not be always viewed as negative. According to Dyer

and Vriend, ―Resistance is an unavoidable process in every effective treatment,

for that part of the personality that has an interest in the survival of the

pathology actively protests each time therapy comes close to inducing a

successful change.‖

Reluctance may sometimes manifest itself in hostility of the client,

absenteeism, non-cooperation, strained civility, and other creative forms. Some

clients are reluctant because of suspicion. Others are reluctant because they do

not want to change. Still others are afraid to admit to any possible flaws they

might have.

Strategies for Dealing with the Reluctant Client

There is the temptation to feel rejected if a client does not cooperate

with the counseling process. It is important not to allow feelings of personal

rejection to surface. The following are some suggestions for dealing with

reluctance on the part of the client:

1. Refuse to consider yourself the target of the reluctance. This will affect

your approach to counseling the client.

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2. Show confidence and do not be intimidated.

3. Do not ignore the feelings of the client. Try to find out why he or she is

reluctant.

4. Try to interpret the reasons for the reluctance and use these as an

opportunity for teaching the client greater self-understanding.

5. Show the client that counseling helps one to deal with feelings even if

they are uncomfortable.

6. Patient exploration of the client‘s behavior can help reduce the

reluctance.

7. Go straight to work on eliminating barriers. Ask the client, ―Are you

ready for us to do some things together to make your current life a

happier one?‖ Another approach is ―Can we set up a goal for you to tell

everything about yourself that is really disturbing you?‖

Realize that you will encounter many reluctant clients. The test of your

strength is in keeping calm and showing that you will not take the

responsibility of doing it all by yourself. You are committed to helping him or

her, but only if you are allowed to. Above all, be professional in your behavior

at all times.

3.14. A COUNSELOR IN COUNSELING

One does not become an effective counselor by merely being a good

person. There are some characteristics that all counselors are expected to have:

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Have an identity. A counselor must know who he or she is. Know what you

want out of life and what you believe. Stick to your values and Christian

principles. A wavering personality is not able to help others effectively.

Appreciate the worth God has placed upon you. A counselor who

recognizes that he or she is ―of more value than many sparrows‖ is an asset to

the cause. With your name engraved in the palm of God‘s hand, how could you

not respect and appreciate yourself?

Be open to change. Do not be satisfied with your present state. Strive to learn

more and be an investigator. Take risks and find out new methods. There is a

wide world of opportunities and learning.

Develop your own counseling style. Use your strengths and skills to develop

your own counseling style. Study appropriate material thoroughly. Read and

view videos. Always, remember to be the best counselor you can be.

Be open, sincere, and honest. People recognize and hate insincerity. Let your

words and actions coincide. Operate with integrity.

Develop your sense of humor. Laugh, especially at yourself. It helps you to

put things in perspective.

Be sensitive to people’s culture. Note that people are different and that is all

right. Respect and have a high level of tolerance for people who are different

from you.

Be an optimist. No one likes to be around a pessimist. We are sustained by the

hope that we believe in. With Christ in our hearts, hope is always there.

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Enjoy life. Learn to leave the problems behind and enjoy your own life. Do not

perpetually carry around the cares and problems of clients. You need to

experience your own periods of refreshing. This will make you more effective.

Have a caring spirit. Show a sincere interest in others. This concern must be

based on respect, care, trust, and a valuing of others.

Have a reputation for confidentiality. A counselor must practice to have

tightly-closed lips. No one wants a counselor who spreads information. A

counselor‘s #1 quality is confidentiality. Clients like the assurance that their

issues are not being discussed casually with others.

Be sensitive to human relationships. Try to understand people‘s feelings.

Have an objective attitude. Learn to become emotionally detached. Also do

not allow yourself to become overly sympathetic.

Do not display a passion to reform everyone. Some persons are on a

campaign to change the world. This attitude could turn people away from you.

Be natural. People are attracted to people who are simple and easy to associate

with. Clients like to feel comfortable.

Show confidence in people and in their potential for growth. People like to

be told, ―You can do it.‖

Be a listener. One cannot counsel effectively if he/she does not listen. Listen to

what is being said and what is implied. Do not put words into the client‘s

mouth or try to anticipate him or her. Listen wholeheartedly, without fidgeting

around with papers and other distracting material. Do not be afraid of silence.

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Sometimes the client will speak haltingly and make long pauses. Be patient and

wait.

Observe boundaries. Keep a professional distance. Once you enter into a

counseling relationship, your behavior must be strictly professional.

Keep God as your Guide. Claim the promise that God has given you. He has

promised you wisdom. Just ask Him.

3.15 CONFIDENTIALITY IN COUNSELING

Confidentiality is both a legal and ethical issue. The counselor should let

the client know the extent of confidentiality in the relationship. Confidentiality

must be broken when it becomes clear that the client may harm himself or

others.

The counselor is also legally bound to break confidentiality when there

is child sexual harassment of the elderly, and dangers to others. Sometimes,

information collected in a session may need to be discussed with others for

professional purposes only and with persons who are clearly related to the case.

Inform the client of this. Here are some circumstances that allow for the

reporting of information:

• When clients pose a danger to themselves

• When the therapist believes that a client under the age of 16 has been the

victim of rape, incest, child abuse, or some other crime

• When the counselor determines that the client needs hospitalization

• When information is made an issue in a court case

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The importance of confidentiality cannot be overstressed. This is a pillar

of the counseling relationship.

3.16. PERFORMANCE APPRAISAL AND COUNSELING

Merit Appraisal - a supervisor‘s annual evaluation of an employee used to

determine annual salary increases.

Interim Appraisal - a supervisor‘s evaluation of a new employee during the

probationary period and within six months after an employee changes jobs

through transfer or promotion.

Counseling Report - a report which documents a discussion about an

employee‘s performance that does not meet the supervisor‘s expectations and

delays a merit pay increase until such time as the performance improves to a

―meets‖ level.

Counseling Memo - a memo which documents a discussion about less serious

performance problems.

Performance Expectation - a behavioral description of how the job should be

done.

Policy:

Performance appraisals are to be conducted fairly and honestly to ensure

high productivity and efficiency of college personnel. Performance appraisals

will be conducted in accordance with nondiscrimination policies; supervisors

will be held accountable for completing and processing employee appraisals on

time.

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Performance counseling has been described by Blocher (1996) the

supervisor should typically discuss performance problems with the employee

as they occur. If the problem is not corrected within an appropriate period of

time, the employee should typically be counseled again with the discussion

documented as a counseling report.

Employee Performance Supervisory Action

 Minor problem that needs  Discuss with the employee and

correction. monitor performance closely.

 Repetition of less serious  Discuss again and follow-up

problem (but overall meets with a Counseling Memo

expectations). documenting the problem.

 Major problem that needs  Discuss with employee and

correction to meet performance follow-up with a Counseling

expectations. Report.

 Extreme problem and/or  As the situation warrants,

repeated problem. complete Counseling Report or

terminate employment

3.17. EFFECTS OF POOR PERFORMANCE

A poor performance is usually something you see in amateur theatre –

not in the workplace! Many employers – if not most – confuse poor

performance with negligence, incapacity and even misconduct. This is because

of a lack of understanding of the clear distinctions that separate the various

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conditions – in other words, the employer does not know what the charge

should be. He only knows that what is happening is unacceptable to him, and

the employee must be dismissed as quickly as possible.

The result of this uninformed action is that the employee is charged with

negligence, poor performance, incapacity, misconduct and, as if that is not

enough, the charge sheet also states that the trust relationship has irretrievably

broken down and that the employment relationship has become intolerable.

Poor Performance does not look at the behavior of the employee at

work Problems of behavior are addressed under misconduct. Poor Performance

looks at whether the job, which the employee is being paid to do, is being done

properly.

Misconduct or unacceptable behavior

Poor Performance results in investigation, counseling, meeting and

discussion with the employee, training and so on, before dismissal is even

contemplated.

Performance is all about how the employee does the job – i.e. quality.

The Remedy for Poor Performance

The first step is to hold a meeting (an informal affair) with the

employee. Explain where the employee is falling short, what standard is not

being met, and discuss the matter fully to see if the reason for the poor

performance can be established.

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It may be a domestic crisis that the employee or it may even be a work

related problem, such as a supervisor who is victimizing the employee,

harassing the employee in some way, and so on.

The important thing is to establish to cause – if you don't know the

cause, you cannot treat the problem.

Just make sure that you follow the correct procedures:-

1. First and foremost, you must determine whether the employee‘s actions

are due to poor performance or due to negligence.

2. In other words (and this is important) talk to the employee and find out

why he or she is not performing to the correct standards.

3. If the employee KNOWS what to do but has failed to do it correctly…

then it negligence and you can take the appropriate disciplinary action.

If however you find out that the employee does NOT KNOW what he or

she was meant to do, then its poor performance… this could be due to

lack of skills, not being trained or even not being told properly what to

do.. then you must do performance counseling – Not discipline.

Here‘s what to do when counseling for poor performance:-

1. Tell your employees what the required performance standards are – they

must know what is expected of them.

2. These standards must be achievable and realistic.

3. You should give adequate support and regular counseling to the

employees to help them achieve the standard.

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4. Your employees must be given enough time and opportunity to perform

at the required level.

If you have followed this process and they still do not perform at the

required standard, then you can hold a hearing and take the appropriate action.

If however you find out that the employee does NOT KNOW what he

or she was meant to do, then it‘s poor performance… this could be due to lack

of skills, not being trained or even not being told properly what to do…., then

you must do performance counseling – NOT discipline.

Here‘s what to do when counseling for poor performance:-

1. Tell your employees what the required performance standards are – they

must know what is expected of them.

2. These standards must be achievable and realistic.

3. You should give adequate support and regular counseling to the

employees to help them achieve the standard.

4. Your employees must be given enough time and opportunity to perform

at the required level.

If you have followed this process and they still do not perform at the

required standard, then you can hold a hearing and take the appropriate action.

This is quite a tricky process. If you need help, or if you just need more

information on this or any other employment issues, please don‘t hesitate to

contact me…… just click on the button below.

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Staff warnings / performance counseling

When the staff members are not performing to the required standard, not

meeting productivity levels, not following company policy or procedures or

involved in any form of misconduct etc then performance counseling needs to

take place.

George Rickey and Christiania Therese

Counseling is a formal process, initiated by the first – level supervisor

where an employee is provided with specific feedback on their performance. It

involves advising the employee in advance that a discussion about their

performance is to be held, arranging and holding the meeting, and documenting

that meeting.

Important organizational benefits

 Managers equipped to handle those difficult staff situations needing

confrontation skills.

 Performance and behavioral issues handled in a timely and professional

manner before they get out of hand.

 Managers feeling more competent, confident, respected, and in control.

 Improved managerial assertiveness and effectiveness.

 A work environment where managers and employees know exactly what

is expected of one another.

 A learning organization where mutual feedback is encouraged (and a

feedback culture thus enhanced).

 Improved two – way communication.

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 Increased use of praise and recognition – with resulting motivational

benefits.

 Continual performance improvement and increased productivity.

 Staying on the moral and legal ―high ground‖ when dealing with staff

performance issues.

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