Performance Skills at Work E-Book

BRIAN GROVES

• Herausgeber: EDUCatt
• Kategorie: Geisteswissenschaft
• Sprache: Englisch
• Veröffentlichungsjahr: 2020

Beschreibung

Any, or better every, workplace performance requires the use of a combination of skills for a successful realization. The impact of their application on the bottom line of any business is noticeable regardless of how we refer to them. Performance Skills at Work could just as easily have been titled People skills at work or Soft skills at work. With an emphasis on potential, performance and working practices, some ideas were originally produced as material for my personal blogF during the period July 2014-June 2015.

From the preface of the Author

Leseprobe

This work has been published with a contribution from the Fondazione Cariplo

Questo volume è stato pubblicato con il contributo della Fondazione Cariplo

© 2015EDUCatt - Ente per il Diritto allo Studio Universitario dell’Università Cattolica

Largo Gemelli 1, 20123 Milan - tel. [phone] - fax [phone]

e-mail: [email protected] (production); [email protected] (distribution)

web: www.educatt.it/libri

ISBN edizione cartacea: 978-88-6780-874-8

ISBN edizione ePub: 978-88-6780-892-2

AIE’s member – Associazione Italiana Editori

Cover: graphic design Studio Editoriale EDUCatt

Cover image created with an application available at http://www.wordle.net (© 2013 Jonathan Feinberg)

Contents

List of illustrations

Acknowledgements

Introduction

Overview of performance skills

Development

Application of performance skills

Chapter 1Personal competences

Overview of personal competences

A sense of humour

Integrity

Motivation

Optimism

Responsibility

Chapter 2Interpersonal abilities

Overview of interpersonal abilities

Communication

Empathy

Leadership

Sociability

Chapter 3Values at work

Overview of values

– Ethics

– Positioning

– Teamwork

Chapter 4Performance case study

Performance skills at work

Conclusion

Performing

Time Management

Perseverance

Success

Select bibliography

List of illustrations

1. Royal Albert Hall, London, England, 2014. (Photo: Brian Groves)

2. Teatr Groteska, Krakow, Poland, 2012. (Photo: Brian Groves)

3. Commuters, Milan Central Station, Italy, 2015. (Photo: Brian Groves)

4. Market stall, Albinelli Market, Modena, Italy, 2015. (Photo: Donatella Tomassone)

5. Delivery man, Modena, Italy, 2015. (Photo: Donatella Tomassone)

6. Street market, Bari, Italy, 2015. (Photo: Carmelina Maselli)

7. The procession of San Donato, Pietracatella, Italy, 2012. (Photo: Donatella Tomassone)

8. Amnesty International bookshop, Brighton, England, 2014. (Photo: Donatella Tomassone)

9. Patricia Groves née Catchpole, Max Factor shoot, London, England, c. 1950. (Photo: Jack Emerald)

10. Lecture hall, Catholic University of Milan, Italy, 2015. (Photo: Brian Groves)

11. Seagull, Brighton seafront, England, 2015. (Photo and words: Brian Groves)

For Annamaria Cascetta.Coffee?

Acknowledgements

As with my previous books, I have been fortunate to be assisted by a number of people during the creative process. The following deserve a special mention: Donatella Tomassone, Patricia Groves, Sheena Groves, Carmelina Maselli, Annamaria Cascetta, Antonella Forsinetti, Giuseppe Gario and Giuseppe Tomassone.

The performance case study is the fruit of a collaboration with Bianca Lamagna beginning back in early 2014.

Heartfelt gratitude to you all.

Introduction

These are the social competences that make for effectiveness in dealings with others; deficits here lead to ineptness in the social world or repeated interpersonal disasters. Indeed, it is precisely the lack of these skills that can cause even the intellectually brightest to founder in their relationships, coming off as arrogant, obnoxious, or insensitive. These social abilities allow one to shape an encounter, to mobilize and inspire others, to thrive in intimate relationships, to persuade and influence, to put others at ease.1

Any, or better every, workplace performance requires the use of a combination of skills for a successful realization. The impact of their application on the bottom line of any business is noticeable regardless of how we refer to them. Performance skills at work could just as easily have been titled People skills at work or Soft skills at work. With an emphasis on potential, performance and working practices, some ideas were originally produced as material for my personal blog2 during the period July 2014-June 2015.

Overview of performance skills

To begin, it is perhaps correct to define exactly which skills this book will focus on. Each person reading this may wish to include in, or exclude from, the mix certain elements. The performance skills here consist of two broad categories: personal competences and interpersonal abilities. Within these two groups I have chosen to give attention to the following skills:

 Personal competences

A sense of humour – Integrity – Motivation – Optimism – Responsibility

 Interpersonal abilities

Communication – Empathy – Leadership – Sociability

This introductory chapter provides an overview of these skills before reviewing their application at work and in life in general. Subsequent chapters provide further details of each skill. The book also includes a chapter on the issue of values, offering a perspective of work aligned to a collaborative approach for the sake of reaching individual and organizational goals. The performance case study offers an example of the skills in action in various workplaces. Thanks again can be extended to Bianca Lamagna for her valuable input regarding the case study. The conclusion, by definition, concludes the work with a review of the themes highlighted, together with an examination of three further elements oftentimes present whilst going about our work: time management, perseverance and success.

Over the past few years – parallel to the publication of my series of books,3 though I cannot claim to be in any way responsible for it – there has been a rise in interest of a new, more human approach to work. Certainly the old way of chasing profits whilst disregarding individual rights in the marketplace has been discredited one too many times to resurface anytime soon.4 Even if practices such as providing workers/collaborators with mindfulness sessions, yoga classes and meditation sittings during company time are not yet universally championed, the importance of performance, people or soft skills is spreading beyond the realm of a few enlightened HR departments. This book now attempts to spotlight, for want of a better word, the application and impact of these skills within the context of work, embracing all forms undertaken in any setting.

From a certain perspective, daily commercial and not-for-profit efforts are similar to those undertaken by a theatre company putting on a play. Preparatory work such as learning about the product or service and putting together a valid campaign mirror the behind-the-scenes work of the theatre company. Manoeuvrings to get in front of buyers or procurement managers reflect the endeavours of the publicists and press office to bring the audience in. Once the curtain is raised it is show time for those making the sales pitch as it is for the actors on stage. In both cases, performance skills will define the success or otherwise of all concerned.

• Stage door

Beyond the stage door our stage awaits us, and our performance on it could be our best if we give it our all. We might not spend much time thinking about stage doors, stages and performances. Why should we? We are not all actors and theatre may not be our thing. Yet we are all performers in a sense as we play our role in front of an audience unique to us. The stage door is opened by our preparation and desire to be ourselves fully. Certainly we cannot be sure our work will meet with a standing ovation or a positive review. Nevertheless, the fear of failure should not impede us. Being our best is a personal role only we are able to perform, regardless of which side of the stage door we are standing. We can, of course, choose to stay in the wings rather than take centre stage. The choice is ours to make.

• In the wings

“(the wings) the sides of a theatre stage out of view of the audience.”5 Standing in the wings, possibly waiting for our cue to move on stage, enter the scene and perform our work, can be a nerve-racking experience. Will we recall our lines? How will the audience react? No doubt these and other thoughts will be flying through our mind as the tension builds. Yet if we think back to previous occasions in which we stepped successfully into the spotlight, though the fears may have been the same as now, we still managed to achieve desired results. Why we focus on what could go wrong as we stand offstage can be passed off as ‘being human’. More likely it is a habit we picked up from others. Through such behaviour they are perhaps implying that believing in ourselves, giving our all and unleashing our potential in all we do is somehow wrong. If we have taken on board such thinking, it can indeed make time in the wings uncomfortable. Certainly a measure of apprehension keeps us focused. However, we do not need to waste energy worrying for the sake of worrying, whether in the wings or elsewhere for that matter. Should these limiting beliefs not serve us well, we can of course choose to let go of them. Trusting our preparation, however, does not mean we ought to be either arrogant or cocky about our eventual undertaking. For others such considerations are not relevant. “Performers may even attempt to give the impression that their present poise and proficiency are something they have always had and that they have never had to fumble their way through a learning period.”6 The reality is invariably different as development for all of us, in one way or another, is an ongoing aspect of modern working practices.

Development

It is wise, indeed often important, to think ahead and factor possible obstacles into our plans. Yet once we are ready, with everything wrapped up, any further ponderings may well mean we miss our window of opportunity to get underway. Regardless of our efforts, things move at their own pace. Nevertheless, having each aspect of work neatly completed could be a goal for some people. We might like the idea of going from one issue or project to another only after the first is successfully concluded. That said, for many the reality probably means assignments overlap, begin and end without always respecting desired schedules. Pushing one thing forward, pulling another along at the same time, juggling last minute changes and attempting to keep the world and its brother happy is challenging. In either scenario, effort will impact on eventual results.

Reaching objectives is often as simple as taking a step at a time in the right direction. That we cannot grow by staying within our comfort zone is evident. Just as we invested days, months and maybe even years to get us to this point today, our next level too deserves the same dedication. Whether by making a giant leap or taking a tiny step, we will need to leave the presumed safety of where we are if we wish to get to where we want to be. With each new moment, we can choose to embrace the reality based on our values and goals rather than on fears and doubts.

Each moment could be considered a gateway to a desired tomorrow. On the outside nothing may change as we move through the instance. Despite taking a few steps in a particular direction, the physical environment will remain similar to that at the point of departure. Yet it is our attitude and overall mindset which creates the possibility for us to use the moment as a new beginning. Deciding to move forward takes determination at times. The step might seem to be not only a beginning, but also an ending of a phase which has become comfortable without perhaps actually being liked. Developing ourselves means getting accustomed to a different reality, one with the potential to be better, although in the first instance such optimism is not always easy to muster. Knowing why we are seeking to achieve progress helps our efforts. The upset of moving out of our comfort zone will, it is trusted, be compensated by us fulfilling our objective. That there is the chance of this being so makes the action worth undertaking.7 Staying where we are, at best, leads to more of the same if we are lucky. Standing still though can also be described as stagnating.

• The learning cycle

Almost all activities, no matter how loosely associated with work, contain elements which would benefit from being handled using performance skills. If we take the learning cycle, for example, we may see how each step is helped by their usage.

Step 1) Access the current situation

Any assessment made mindfully for the sake of development and growth, as opposed to one designed to reprimand, impacts positively on the assessment outcome. Looking at the current level of performance we are able to evaluate the extent to which it measures up to productivity, quality or performance parameters. Using empathy coupled with active listening, pertinent information may be forthcoming from the employee concerned. Keeping the conversation light, making use of humour if appropriate, focuses the assessment on the work rather than giving the impression of the review being a ‘pointing of the finger’ exercise.8

Step 2) Plan subsequent actions

Collaborating at this stage to plot a course of actions leading to desired objectives is crucial. Offering practical ideas, mentoring the performance of the individual concerned, creates a strong feeling of commitment in both parties. It is feasible to imagine the care and attention afforded to the employee will be repaid over time with maximum effort and an inspired level of productivity aligned to set benchmarks.

Step 3) Implementation of actions

Putting plans to work is, it could be argued, the unique way of testing the effectiveness of the training, practice and assessment undertaken in any given instance of work. Operating on the frontline, be it on the shop floor, in an office, out in the field in front of prospective clients or wherever it may be, is the stage on which our preparatory efforts come to the fore.

Encouraging concentration and commitment to shared objectives remains a vital task of the leader at this phase of the learning cycle. Whilst it is true the actual implementation is made by the employee, work is invariably a team game. The effort of each worker including the leader adds to the eventual outcome, be it good, bad or passable.

Once a goal has been identified, motivation to take whatever steps are necessary for its realization comes into play. Despite the probable encounter with obstacles and setbacks along the path of progress, persistence in our endeavours assists us to eventually succeed. The level of effort we make over the course of the learning cycle remains a personal matter. For some it will be enough to turn up to the odd class now and then, others may need to spend all their free time learning new material. The intensity of our attachment to the goal is not, however, always evident in the external undertakings we engage in.

Step 4) Review of results achieved

Comparing obtained results against targeted outcomes, whether by referring to key performance indicators or other such benchmarks, we can evaluate the rate of progress. A much-used formula for assessing performance has been provided by Harvard educationist W. Timothy Gallwey. In his Inner Game series of publications, specifically The Inner Game of Work: Focus, Learning, Pleasure, and Mobility in the Workplace,9 his insightful thinking is summarized in the formula “Performance equals Potential minus Interference”.10 In looking at performance at work, we might consider some interferences or barriers impeding us from performing at our best, including people or environmental distractions, inner limits and a lack of specific skills. Testing the validity of limiting beliefs, plus working systematically to eliminate the negative impact of these and other items will, all things being equal, lead to an improvement of subsequent efforts. Raising our personal performance is very much about enhancing our technical skills, and improving personal effectiveness for the benefit of our career and those with whom we collaborate.

In terms of development for work, performance skills are fundamental. Pressure to continually develop ourselves is great in our increasingly competitive world. That said, it is not always easy to appreciate the direction of our endeavours. In some instances we may feel obliged to follow courses specifically related to our actual work. In many cases such training activities could be even organized directly by our employer, or at least subsided by them with the added bonus of giving us time off to attend the various sessions. Yet there exists also the forms of development we feel connected to by way of curiosity or an inkling of a future career opportunity for us. These can relate to our interests and hobbies or indeed refer to a heartfelt objective we wish to reach in our professional and/or personal life. The reason for engaging in ongoing, continuous or permanent learning will be as individual as we all are. For some it may be a realization of a long-held dream. For others it represents a chance to fulfil an ambition previously denied to them through a lack of time, money or other resources. Regardless of the backstory, we can acknowledge the efforts of anyone attempting to extend their knowledge and improve themselves.

With regards to performance skills, as well as the actual learning of them and exercising our capacity to use them, we might also consider their specific application in each phase of professional or personal development. The consideration can begin with attention to personal competences.

• A sense of humour

No matter how high we hope to reach in one or other areas of work, developing ourselves further requires a sense of humour on our part. We may have forgotten what it is like to enter a situation with a beginner’s or student’s mind. After years of possibly dominating the environment around us, being a learner anew can be a testing time for us all. Keeping ourselves and our efforts in perspective is easier with the aid of humour. When we fall into the trap of taking ourselves too seriously, any minor setback along the development path risks to be turned into a major crisis with the power to throw us off course completely. That does not mean we treat the learning process in a flippant or indifferent manner. Time is precious and the hours we invest in training activities could equally be used in other no less urgent directions. A frivolous approach to the study material or learning sessions would be disrespectful to ourselves, and to those for whom our choices have an impact. Yet a certain lightness towards the matter, blended with ideally a keen sense of enjoyment, can ease tensions concerning study material to be learnt, deadlines to be met, and the like.

• Integrity

We may wish to tackle various aspects of development in a differing number of ways. However, our efforts will be to little avail if we do not bring integrity to the process. It is our full self, the true you and me who brings to life the learning we have taken on board. Approaching any development activity without the presence of integrity will sooner or later trip us up. Being honest with ourselves about our intentions and efforts within this endeavour is crucial – crucial as we are rarely in a position to undertake any form of learning to any profitable extent without applying our true being to it – if success is to be ours at the end of the process.

The level of attachment we feel towards the study material and the development exercises is itself an indicator of integrity in our actions. At times there will be moments in which our determination to succeed gets tested. Integrity ensures these challenges are met with our full resources. In the area of professional development, there are no advantages to be had from copying other’s assignments or cheating by way of blatantly reproducing online answers. The journey, probably initiated by our desire to improve ourselves, is as much about enhancing our knowledge as getting a certificate or whatever at the end. Without integrity the results obtained will have few lasting benefits for either our career or our professional being.

• Motivation

Motivation is, of course, a vital factor forming part of the development process. Our learning efforts would be severally hampered if we were unable, or unwilling, to engage with our motivation to fulfil the actions leading to the acquisition of desired competences. It is the power which propels us onwards even in the face of challenges and setbacks along the learning path. It is the job of each of us to find motivation to start any development programme and, equally important, reach its conclusion. There may be pressures at work to improve our skill set to handle a new project or fill a higher position. We might be motivated to expand our knowledge in the face of uncertainties regarding long-term employment prospects. Ideally we can use the motivating factor to spur us forward rather than block us or overwhelm us before even attempting to begin the training course.

Having a clear mental picture of what the new horizon will look like once we have reached our goal is a way to motivate ourselves at the beginning. As the hours, days, months and yes, maybe even years, build up it is worth looking back to see the distance we have already covered in terms of noting where we started and where we are now. Keeping going is oftentimes easier when we understand our efforts have already carried us to a new reality. In the case of any development activity, it is likely we are able to make use of the new learning immediately, be it from a practical perspective or a theoretical viewpoint. Applying the lessons and seeing ourselves successfully expanding ourselves could provide further motivation for us to continue along our chosen development path.