11/1/17. Diagnosing and Coaching Performance Problems QATC Web Seminar Series. Session Overview. Managing Performance

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1 2017 QATC Web Seminar Series Workshop Leader Penny Reynolds Diagnosing and Coaching Performance Problems is an industry expert in the area of call center workforce planning and management. She was a Co-Founder of The Call Center School where she headed up curriculum development for over 12 years. She develops and teaches courses on a wide variety of call center topics, including workforce management, performance measurement, and call center technologies. Penny is a popular speaker at industry conferences and association meetings and a frequent contributor to industry trade publications. Her articles have appeared in dozens of print publications and online sources. She has authored five books: Workforce Management Essentials, The Power of One, Power Phrasing, Call Center Staffing: The Complete, Practical Guide to Workforce Management and Call Center Supervision: The Complete, Practical Guide to Managing Frontline Staff. She has also co-authored the five textbooks for University of Phoenix s call center certification program. An honors graduate of Vanderbilt University, Penny was one of the first recipients of Call Center Magazine s prestigious Call Center Pioneer award. pennyreynolds00@gmail.com Session Overview Managing Performance In this workshop, you will learn to: Define performance management concepts. Outline the steps of performance management. Perform a gap analysis to identify and classify performance issues. Diagnose performance problems using a DCW model. Outline recommended coaching and reinforcement practices. Remember You are renting people s behaviors, not people. You manage performance, not people. Performance management is a technique which can be learned. Speed and Accuracy of Perception People Management Vs Performance Management What Do You See? Finished files are the result of years of scientific study combined with the experience of many years. 1

2 Perception Activity Performance Management Model Aoccdrnig to a rscheearch at Cmabrigde Uinervtisy, it deosn't mttaer in waht oredr the ltteers in a wrod are, the olny iprmoetnt tihng is taht the frist and lsat ltteer be at the rghit pclae. The rset can be a total mses and you can sitll raed it wouthit a porbelm. Tihs is bcuseae the huamn mnid deos not raed ervey lteter by istlef, but the wrod as a wlohe. Reasons to Implement: Provides a neutral framework Provides consistent guidelines for all to follow Enables supervisors to see issues independently and objectively Provides the most powerful incentive for desired behaviors and results Performance Management Steps Diagnostic Process for Call Centers 1. Define what is healthy. 2. Measure current performance. 3. Diagnose and categorize the problem. 4. Apply intervention. 5. Monitor behaviors and follow up as needed. Performance Management Steps Diagnostic Process for Call Centers 1. Define what is healthy. 2. Measure current performance. 1.What You Want versus 2. What You Have Gap Analysis Cumulative KPI Report Activity Four Call Center Employees Initial Review Jack Greene Belinda Brown Roger Redmond Greta Goldblum ACWT = After Call Wrap Time 2

3 Key Performance Indicators 3. Diagnose Reason for Non-Performance Three Basic Reasons for Non-Performance Don t Know Can t Won t 3

4 Diagnosis 1 Don t Know (Unaware): Unaware of expectations Unaware of own behavior Diagnosis - Don t Know Unaware of Expectations Define performance expectations. Describe how and when it will be measured. Explain why each expectation is important. Outline consequences for good and bad performance. Diagnosis - Don t Know Diagnosis 2 Unaware of Own Performance? Measure regularly and provide timely feedback. Make metrics easily available for self monitoring. Can t: Lacks ability or training Obstacles in the way Diagnosis - Can t Lacks Ability or Training Identify if knowledge or skill is missing. Provide training as needed. Diagnosis - Can t Performance Obstacles Identify obstacles preventing desired performance. Processes/procedures Physical layout Personal restrictions 4

5 Diagnosis 3 Reinforcing Behaviors Won t: No consequences Mismatched consequences Negative for positive behavior Positive for negative behavior Characteristics of Consequences Positive or negative Immediate or future Certain or uncertain General or personal The most effective consequences are: positive, immediate, certain, and personal Activity Identifying Reinforcers Behavior: Lack of Schedule Adherence Consequences P/N I/F C/U G/P Sleep 10 extra minutes Socialize longer in break room Take fewer calls Receive supervisor s attention Receive peer pressure Miss quarterly bonus Get poor annual review Solution Identifying Reinforcers Lack of Schedule Adherence Consequences P/N I/F C/U G/P Sleep 10 extra minutes P I C P Socialize longer in break room P I C P Take fewer calls P I C P Receive supervisor s attention N F U P Receive peer pressure N F U P Miss quarterly bonus N F C P Get poor annual review N F C P Feedback and Coaching Activity Four Call Center Employees Initial Review Coaching must be: Timely Consistent 1. Jack Greene 2. Belinda Brown 3. Roger Redmond 4. Greta Goldblum Specific 5

6 Defining Goals Dilemma: Coaching to End Result Numbers Better: Define the behaviors you want to see and coach to those. The end result will come. Defining Goals Remember: Set goals that increase opportunities for positive reinforcement. Set more goals? Set lower goals? Set different goals by team? (by individual?) What is Coaching? Coaching Truths Instruction? Training? Guidance? Support? Motivation? Strategy? Leadership? Expert Somewhere in Between Trainee, Novice All Coaching Involves: Defining desired results Isolating behaviors that drive them Reinforcing tangible, observable behaviors (not attitudes, beliefs, or personalities) Positive Reinforcement is the key. Answer: It depends Opportunity for Improvement Survey Said Only 23% of employees report they perform to their full potential. 68% said they could increase effectiveness significantly if they wanted. 44% do what is required, but exert no extra effort. (According to: Report on Restoring America s Competitive Vitality) Discretionary Effort What employees could give if they wanted, but beyond what is required. Common Problem No negative reward Positive reinforcement Extinction Withholding or not delivering reinforcement for previously reinforced behavior. Problems in the workplace are often created NOT by what we do, but by what we FAIL TO DO. 6

7 Reinforcement Reinforcement Positive Reinforcement: Any consequence that follows a behavior that increases its likelihood in the future. Created Reinforcement Type of reinforcement that must be created by the supervisor for the employee. Two types: Natural and Created reinforcement Two types: Social and Tangible reinforcement Common Mistakes Coaching Success Six Deadly Reinforcement Mistakes: 1. Perception error 2. Contingency error 3. Delay error 4. Frequency error 5. Good, but error 6. Sandwich error It s not so much what you say as what you hear that s important. Effective communications and coaching focuses on conscious listening as well as talking. References Session Overview Books on Coaching Bringing Out the Best in People In this workshop, you learned to: Define performance management concepts. Outline the steps of performance management. Perform a gap analysis to identify and classify performance issues. Diagnose performance problems using a DCW model. Outline recommended coaching and reinforcement practices. by Aubrey Daniels Other People s Habits by Aubrey Daniels Coaching, Mentoring, and Managing by Micki Holliday Coaching for Improved Performance by Ferdinand Fournies 7