2. What is ?
Performance
The act or style of
performing a work or
a role
Dialogue
consisting of a written or
spoken conversational
exchange between two or
more ("dia" means
through or across)
3. What is ?
Debate...
is oppositional: two sides oppose each other and
attempt to prove each other wrong.
Dialogue...
is collaborative: two sides or more sides work
together towards common understanding.
has winning as the goal.
has finding common ground as the goal.
lets one side listen to the other side in order to
find flaws and to counter its arguments.
lets one side listen to the other side in order to
understand.
defends assumptions as the truth.
reveals assumptions for reevaluation.
causes critique of the other position.
causes introspection of one's own position.
defends one's own positions as the best solution
and excludes other solutions.
opens the possibility of reaching a better solution
than any of the original solutions.
creates a closed minded-attitude, a determination creates an open-minded attitude, an openness to
to be right.
being wrong and an openness to change.
prompts a search for glaring differences
prompts a search for basic agreements.
involves a countering of the other position
without focusing on feelings or relationship and
often belittles or deprecates the other person.
involves a real concern for the other person and
does not seek to alienate or offend
4. Who Should Do it & When
Staff
Manager
Regular
Structured
Fact Based
5. Benefits of performance Dialogue
Clarifying Accountabilities
Identifying Improvement opportunities
Spurring Quick Actions
Leading to Immediate Reuslts
6. Qualities of Performance Based
Fact Based
Based on Credible Data understood by all participants
Action Oriented
Gives a clear Expectations & Must deliver action plan,
which both sides are committed to
Constructive &
Challenging
Dialogue is used to provide coaching and support as
well to create pressure to improve performance
Targeted
Dialogue has explicit purpose and agenda focusing on
most important issues (First things Firs)
7. Starting the Performance Dialogue
Step ONE :WHAT IS your Dept. Work OBJECTIVE?
Step Two :Find the direct link between the work the employee performs and your
Department and other Medicare department’s operational plan (priorities);
Step Three :Mutually agree about a work outcome that a staff member expected to
achieve during the work cycle and its affect on Business
9. 1
*Building mutual trust
and respect
*understanding the
person/ team duties in
their context
*clarifying what we
want to do
• Understanding what
have been tried
already
• Re-aligning
expectations
• Discussing Barriers
and blocks hindering
from achieving
10. 2
*working to generate
new perspectives or
ways of seeing the
situation
*Thinking outside the
box
*Generating Multiple
possibilities
15. Emotional
Description
Often close to tears or to
rage. Alternatively
victim and aggressor.
Everything is intense and
easily tragic.
Suggested strategies
when giving/ receiving feedback
Reassure the person: explain objectives of the meeting.
Allow some expression of emotion, at least at the
beginning of the meeting, and listen.
Start with some positives emotions
Constructively reformulate.
If meeting gets too emotional, take a break or
simply reschedule the meeting
17. Avoider
Description
Does not seem concerned.
Has difficulty keeping eye
contact. Tries to minimize
everything. Wants to end
Conversations quickly or
does not find the time. You
do not know where the
person stands.
Suggested strategies
when giving/ receiving feedback
Ask open and committing questions: “How do you
think you can improve on this?” – “How do you see
the situation?” – “What do you make of our discussion?”
Get firm and specific commitment.
Make an effort to stay present and to look the other
person in the eyes.
19. Agressor
Description
The person argues, does
not agree. Convinced to
possess the truth, the
Person constantly
Challenges the other’s
point of view. Does not
listen much: answers
before others are finished
exposing their viewpoint.
Suggested strategies
when giving/ receiving feedback
Control the conversation: establish clear rules (not
interrupting, reformulating, etc.).
Ask for a set period of time to offer your opinion (for
example, 5 minutes without being interrupted).
The louder he speaks, the calmer you are and the
lower your tone.
Before speaking, ask: “Are you interested in hearing
my side of the story?”
Resist the temptation to argue on every point. Wait until
the other has said all he/she wanted to say and you have
confirmed your understanding of the message.
21. Nonchalant
Description
Does not show any feeling.
Has no room for emotion.
Does not speak much.
Does not seem interested in
being in contact.
Suggested strategies
when giving/ receiving feedback
Mention that their feedback is important to you.
Ask: “What is your reaction to what I have said?” –
“Tell me how you feel about this.
Show curiosity: ask questions about specifics around the
feedback that is being given to you.
Appreciate that the person has made a real effort to give
you feedback and show your consideration.
23. Therapist
Description
Pays a lot of attention to
Personal issues. Interested in
Personal contact. Can be
intrusive. Tends to interpret
facts.
Suggested strategies
when giving/ receiving feedback
Come back to the meeting’s purpose. Set clear
boundaries: mention that you are not at ease discussing
certain matters or that your time is limited.
If needed, express your discomfort at the level of
discussion: “I’m really not comfortable going into this
line of discussion as I feel as though I am being analyzed. I
would rather we stick to the subject matter, which is…”
Make sure your questions are specific.
25. The Bureaucrat
Description
very formal.
Refers to policies,
procedures. Shows rigidity
Suggested strategies
when giving/ receiving feedback
Soften up the atmosphere by talking about informal
subjects first: try to enquire about the person’s interests
outside of work.
Ask the person to put aside policies and papers and zero
in on the essential issues or key messages. Ask open
questions: “How do you feel about this?” “What is your perspective?” – “What would be the
consequences if…” – “I know what the policy says, but I am
interested in what you think.” Use “I” and encourage the
person to do the same.
