People Not Meeting Expectations

Not Meeting Expectations

Consider this: When hired, every person agrees to meet the expectations or standards of the position or the company. At some point those expectations are articulated. Expectations do what the language implies by providing the standard for behaviors, for work, for results, and even for attitudes. Sometimes there are so many expectations that people just feel overwhelmed, forget or lose sight of which are the most important or non-negotiable.

  • How are you articulating the most important expectations, initiatives or goals to support the focus of the staff?
  • Where are visuals that continually provide a reminder of the expectations?
  • What tools are easily available for staff to access the standards/expectations when they become a discussion or conversation?
  • How will the staff demonstrate their understanding of the non-negotiables for the year?

Language Possibilities:

Staff member not meeting expectations

  • “When you signed your contract, you were thrilled and excited to be part of a campus getting a high achievement for their students. What is going on? I know this is important to you. “
  • “Knowing the goals, what challenges are you overcoming to reach your intended outcomes?”
  • “You were excited to work in PLCs when you joined us. What has changed your mind?”
  • “Knowing that active student engagement is a best practice strategy, how are you wanting to ensure that all of your students are engaged in higher levels of learning?”
  • “Because legal and ethical behavior is the expectation of your work; what do you want to pay attention to during the meeting?”
  • “Knowing your campus expectation is highly engaging learning. What strategies will you be using during this unit?”
  • “You are very disappointed with the results of your efforts. What plans are you already making to meet your goals?”
  • “What steps are you planning that align with the performance goals of our campus?”
  • “What are you deciding will be the most important strategies for accelerating your school/class into the home stretch for excellence?

Minimal performance in a position

  • “(Name), because differentiation is a core instructional strategy for our campus, what are you trying that is showing improved student success?”
  • “What are you thinking you want to delve more deeply into as you continue to embed differentiation strategies into your teaching?”
  • “(Name), as you use more collaborative and engaging strategies with your students, what are you noticing about its impact on your students’ success?”
  • “As you work on………..what results are you seeing?”

Motivating another to get a job done

  • “You are always our “get er done” person. What is the barrier you are encountering that has produced a change in your usual way of working?”
  • “You know, name, you are our activator and energizer when it comes to projects. Something is different on this task. What support would bring back our activator?
  • “Name, we can’t wait to see your report and plans for the new initiative. What are you most excited to share with the team? What resources are you thinking will support your work?
  • “Name, only you can do this job as you do. You have the special gift and tools needed that few people have. What, if anything, would support you in getting it completed?”

An attitude or belief that there is no need to change; everything is fine

  • “Name, you must be frustrated that things you’ve done in past years aren’t getting you the results required today. Change is hard and all around us there are changes, such as, changes in expectations for students, for teachers and even supervisors. Today, it is non-negotiable that students achieve. We have more knowledge today, more skills, so it just takes will and commitment. You are at a choice point. How willing are you to do what is required or are you thinking about other options for yourself? I am here to support your decision, whatever it may be.”
  • “You know, name, that in our school we have a covenant of core values and beliefs. In meetings you have used language that sends a different message. You have certainly always seemed to stand in our core values and beliefs. So, you are faced with some options, first, stay with us and reembrace our beliefs, or maybe you have found another place that aligns more with your current values and beliefs. You get to choose, and whatever you choose will be supported. If you choose to stay, there must be no doubt that you have committed to our core values and beliefs.”

Not meeting the requirements of the contract; i.e. tardiness, duty responsibilities, paperwork

a) “(Name), Given that being on time each day is an expectation of your contract, what are you already working on that will ensure you are on time from this point on?”

b) “(Name), it seems uncharacteristic of you to be late on anything. What are you putting into place that will have you back to your regular timely self?”

c) “I know that meeting the conditions of your contract is important to you. What is your plan for………..?”

d) “Name, you seem to be struggling with getting the required legal paper work completed on your students. Most everyone struggles with finding the reflective time to provide the best information for following progress. There is no doubt you know how important it is and you want to get it all done. What support or resources might you desire that could allow for your best work on this? Then, once you are caught up, what strategies will you put in place to stay on top – because it’s evidence that is where you like to be with your commitments.”

When I just want to tell/advise/direct others to do things

  • “Name, you have options. The curriculum guide provides a huge amount of information; the content specialists are always available to answer questions or conference with you about your needs; and another option might be your team members and your planning time – an opportunity to raise your concerns and get their feedback. What other options are you considering? Which option are you thinking is best for you and the situation?”
  • “Discipline, it’s such an ongoing challenge for us all. You have several options for information or support. You know our handbook reviews our discipline and management philosophy and expectations in addition to the process; oh, we have a fantastic interventionist who has lots of knowledge and expertise; I think there is an upcoming training with tons of strategies and we have a master teacher on staff who is so generous with assisting others with issues. What other ideas are coming to you? Of all the ideas, which is speaking to you as a place to begin?”
  • “When you checked the handbook what did you find?”
  • “What did the team say when you told them how you felt?”
  • “How are you thinking you want to ask for support?”
  • “Sounds like you feel this is about ethical behavior; who are you thinking is the best person to share your confidential concern?”
  • “How are you thinking you want to talk with him about it?”
  • “Which policies guide your thinking and actions on this issue?”
  • “When you checked the legal code, what did you find?”
  • “Who is your “go to” resource in the district which offers the best information for your decision? (this issue?)”
  • “What area of the Code of Professional Conduct (Ethics) speaks to this issue?”

PERSONAL QUALITIES OR CHARACTERISTICS: (that are limiting to one’s potential or that negatively impact others)

  • Dominates conversations
  • Unprofessional appearance
  • Sarcasm
  • Inappropriate language
  • Repetitive language or attitudes
  • Not holding confidential information
  • Controlling behaviors
  • Grammatical language errors
  • Personal exhaustion or being continually overwhelmed
  • When faith is lost in another – when positive intent is hard

CONSIDER THIS: Any feedback about personal qualities holds great potential for a strong THREAT response. The use of SCARF and all your skills of listening, paraphrasing, presuming positive intent and reflective feedback will be required. Plan your conversation carefully.

  • As you consider all the strengths and assets of the person, which will you want to lift up so the person is sure to see your belief in them?
  • Because creating a safe environment will be your first goal, what language will you intentionally plan to use to ensure they stay engaged to really hear what you want to share?
  • What language will you choose to name the behavior you want to change?
  • What one or two examples of the behavior will you choose to ensure specific understanding of the concern?
  • What is at stake in continuing the behavior?
  • When in the conversation will you want the person to speak?
  • What understandings will be verified as the conversation ends?
  • What action steps will you want to be observable as a result of the conversation?
  • What timeline, if any, will there be?
  • What final “status” comments will you make to the person to confirm your confidence and belief in them to accomplish what was agreed upon?
  • How might revisiting the Difficult Conversation frame ensure your conversation is successful?

Language Possibilities:

a) “(Name), your passion for our work is evident. I also believe we have a relationship built on trust. Because of these two facts, I would like to ask if we might discuss a personal area that I feel, if you were aware of, you would want to refine. How open are you to a trusting and transparent conversation right now? (or is there a better time for you)?”

b) “(Name), you are a wonderful person full of passion for your work. I am going to be very bold and bring up a sensitive issue. It is about _______. I believe if you were aware of how this is received by others you would see it does not align with who you want to be or who you are.”

c) “(Name), I want to talk you about______________. Because you hold a high standard for yourself, I trust enough in our relationship to risk sharing with you about a personal issue. Is this a good time?”

Feelings of personal exhaustion; being overwhelmed

  • “Name, you care so much about doing a good job and never letting anyone down. What are you thinking will support you to feeling strong and secure again in your work?”
  • “It means so much to you to be your very best when you interact with parents and colleagues. What intentional self-talk are you using to show an attitude of calmness and positivity as you interact with others?”
  • “Name, you are an important link on our team. We need you to be your best, confident, poised, and strong self. How are you thinking you will give yourself the gift of extra rest over the next few weeks?”
  • “Name, how are you intentionally making room in your schedule for exercise, rest and good nutrition as you move through these highly demanding last weeks of school?”

Motivating staff

    “What do you want to say to your staff/team to close the year on an upbeat note?”

“What summer study will you be encouraging your staff to complete in preparation for another successful school year?”

“A year from now (2 months)(a week) when you have successfully accomplished your goals, what will you identify as key indicators of your success?”

“As you think about this plan, what do you want to remember as you begin? at the midway point? and at the conclusion?”

“When you started this journey in education, what goals and purpose drove your energy and actions?”

“As you think about the students’ lives you have influenced, which stories come to mind?”

“The coincidence of life has given our school to these students. How do we want to make a difference in the lives of each one of them this year?”

“What stories do we want our students to tell about our influence on their lives this year?”

“Who in your past would stand up on your behalf and say if anyone can meet and overcome this challenge, it’s Mr/s……!”

Delivering information of a sensitive or potentially disruptive nature

a) “Because you care so much about_______, the information I am about to share with you may be emotional. I am offering it as a trusted colleague.”

b) “While the information I am about to deliver may be disappointing, I know you will immediately begin your plan to correct the situation.”

c) “I must deliver information that is upsetting to me and will be for you. I want you to know I am taking responsibility for this and have already begun plans for making the corrections.”

Feedback from supervisor stating disappointment in performance (supervisor feedback)

a) “What feedback are you receiving from the district/central office to support you as you keep your eye on the big vision of the campus accountability rating?”

b) “What plans are you thinking you want to share with your supervisor so that he/she knows that you are totally committed to moving your school forward with accomplishment of the expected results?”

c) “If you were your supervisor, what would you want from you?”

d) “What are you noticing about yourself in this courageous leadership journey?”

Task

  • “What will you see and hear from the teachers to know the task has met the expectations of your principal?”
  • “So before we leave, what agreements or decisions were made about who is doing what before our next meeting?”

Time

  • “I have a meeting in 15 minutes; is that enough time or should we reschedule?”
  • “I can tell you are worried about getting back to class with only 5 minutes until the bell. What time tomorrow or Friday would be a good time for us to finish our conversation?”

Responsibilities

  • “The responsibilities of this position require attention to detail and thorough planning. What will you pay attention to as you accomplish this complex task?”
  • “Given that a condition of each of our contracts is that every teacher will ensure that all students have mastered the content objectives and demonstrated a minimum of one year of growth, how ready are you to sign your contract? (. . . or will you need more time to think about the position?).”

Consider this: Everyone at some point will let us down in some way. Trust, as Stephen Covey taught us, is a like a bank account with a never ending amount of deposits and withdrawals. Our goal is to stay in the black. It leads us back to where we began as coaches – the mindset!

A coach leader mindset must always:

  • Believe in another’s ability to grow and excel.
  • Recognize that “advice is toxic!”
  • Use intentional language that aligns with the trust and belief in others. and to “show-up” with the mindset that requires:
  • Setting aside or suspending some behaviors
  • Seeing the person as whole and capable
  • Being a model of committed listening and speaking

So, just when we think we can’t believe any longer, ask yourself……

  • Would I want any teacher to ever give up on a student?
  • Would I want anyone to ever give up on me?

Now, ask yourself?

  • Why did I hire this person in the beginning?
  • What might be going on in their life that is a distraction or derailment?
  • What conversation do I want to have with the person to communicate my belief in them and to seek ways to support them?
  • What small steps will I allow them to take to turn the direction around?
  • How will I offer reflective feedback to keep them motivated and believing again?

Final Thoughts

Time after time people become what they think we believe of them. Be sure it’s the best.

And, should it be a really lost cause, and you’ve given all the opportunities you can without sacrificing other important missions, then go to Chapter Four of Results Coaching: Next Steps and plan for the skillful, positive and strong Quadrant I conversation that supports them to find his/her right place. You have the courage and the skills!