Performance Pyramid - NOP

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Performance Pyramid

Performance Improvement

is the

TARGET

Performance is key to a person’s success and that is integral to the organization’s success. However,
the organization is always surrounded by challenges, which hinder performance. These Performance
Challenges, specifically in the area of ‘the work’, ‘the worker’, and the ‘the work environment’, are a
result of a measured disparity between the ‘desired’ and the ‘actual’ state of work performance or the
expected disparity between the ‘desired’ and the ‘actual’ state of work performance.

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This disparity, once broken down and analyzed, leads to a specific set of gaps. These gaps could be
in the 3 specific areas, such as, knowledge gaps, skill gaps, and attitudinal gaps (including Motivation
& Expectations).

These gaps could be handled in many a ways such as by giving Training interventions, Coaching
interventions, Consulting interventions and Non-Training interventions. Training interventions help
build the skills and self-efficacy in the trainees.
Performance Pyramid

Skill

If people don’t know how to do it, they can’t do it. No amount of incentives or exhortations or threats
will get them to do it. Without skill there can be no performance.

If they don’t know what to do and how to do it, and if they need to be able to do it, then someone will
need to teach them to do it. But skills are not developed merely by listening to someone talk about
how to perform. Skills are developed and strengthened through practice, through the actual doing of
those work tasks.

Self-Efficacy

Self-efficacy refers to the judgments people make about their abilities to execute particular courses of
action – about their ability to do specific things. For example, “I know I’m a good golfer;” “I know I can
beat my sales record of last year;” “I know that my fencing skill is the best in town.”

Self-efficacy isn’t about the actual skills people have; it’s about the judgments they make about the
strength of those skills. People with low self-efficacy don’t believe they can do the things they actually
can do. “Oh, well, I didn’t take the job offer because I didn’t think I was really good enough.”

Don’t confuse self-efficacy with self-confidence, which is a much more generalized way of referring to
one’s feelings, and often refers to the expected outcomes of one’s actions.

Why is self-efficacy so important?


When people don’t judge themselves able to do When people don’t judge themselves able to do
something they actually can do, they may not something they actually can do, they may not
even try to do it. They may avoid trying, even try to do it…
regardless of the strength of their skills.
Therefore, if people are given the skills they need, but not the self-efficacy, they will be unlikely to
perform those skills on the job. No self-efficacy, no performance.

There’s more. People with strong self-efficacy will not only be more willing to try, they will be more
willing to persist in the face of obstacles, failures, or embarrassment. They are less likely to give up in
the face of adversity. Thus, strong self-efficacy makes people less vulnerable to on-the-job conditions
that aren’t always supportive. How can you get people to “try, try again” in the face of difficulties or
failures? Make sure you (and anyone training others) apply efficacy-strengthening techniques.

Unfortunately, the development of a skill isn’t automatically accompanied by a development of strong


self-efficacy. You may recall instances in which people with great deal of skills didn’t believe they had
the degree of skill they did. You’ve probably seen people hang back because of a lack of self-efficacy
rather than because of a lack of skill.

Opportunity to Perform

Without the opportunity to perform, there will be no performance. Opportunity means being provided
with items such as:

 The permission (or authority) to perform


 Information about expectations
 Tools and equipment needed to perform
 A place in which to perform
 The time to perform

If you were an accomplished sitar-player but didn’t have a sitar, you wouldn’t be able to perform sitar
solos. No sitar, no performance. By the same token, if you had a sitar but lived in a state where
Performance Pyramid

playing the sitar is prohibited, you wouldn’t be able to perform (without running the risk of being
caught by the anti-sitar police). If you don’t have the tools to do your job, or a place in which to do it,
you won’t be able to perform. No opportunity, no performance.

But there’s more, because mere opportunity to perform is not enough.

You can’t store training!

Or, as the trainers say, use it or lose it. Unlike fine wines, skills do not
You can’t store training! improve merely with the passage of time. Think about the courses you
took in school. Are you as sharp on each of those subjects as you
Use it or Lose it. were when the course ended? No? Why not? You’ve forgotten a lot of
the information or skills because you haven’t used them – because
you haven’t practiced them. Essentially, Use it or Lose it.

Supportive Environment

Suppose that every time you sat down to work on a budget, your boss came in and whacked you
about the head and the shoulder with a rolled newspaper or showered you with verbal abuse. How
long would you continue to work on budgets? Or, suppose that you were ridiculed by your peers every
time you offered a suggestion at a meeting? How long would you continue to offer suggestions? Or,
suppose that every time you made a worthwhile suggestion you were requires to head the committee
organized to implement it? Or, suppose that every time you came in under budget, your budget was
cut off for next year. No supportive environment, no performance.

A supportive environment is one that encourages desired performance. It is environment in which


workers are given reasons (incentives) to perform in the desired manner, a clear description of the
results to be obtained and the standards to be met; it is an environment which the employee’s world
gets a little brighter when they do it right, and a little dimmer when they don’t. When the
consequences of performing well are upside down – that is, punishments for doing it right or rewards
for doing it wrong – desired performance will be difficult or impossible to sustain.

Performance then requires the presence of skill, self-efficacy, opportunity to perform, and a supportive
environment. Take away any one of those ingredients and the performance will suffer, or worst, will
never appear.

This diagram although shows ‘interventions’ at a cross-section of gaps, however, it is just a


diagrammatic representation.

Different types of gaps require to be treated


Gap Type Input Type in different ways. The ‘best way’ is the way in
which the audience internalizes best and the
Knowledge Training, Non-Training one which impacts the learner’s performance
as per the desired levels.
Skill Training & Coaching
One, however, needs to keep in mind that
Attitude Training, Coaching, Training is not the only solution for all kinds of
(including Motivations Non-Training & Consulting performance problems, however, the
& Expectations) propensity of most ‘trainers’ is to resort to
‘training’ as a solution to one & all. It’s like
giving paracetamol for all kinds of ailments.

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