| Introduction | | | | developing a plan is the goal, rather than increasing |
| There were two incidents, which inspired me to write | | | | your market share. |
| this write-up, "When Expectations are not clear". | | | | 2. Relevance |
| Sometime back, I had this interaction with a CEO of | | | | The principle of relevance helps define the "why" of |
| one of the most famous company in Bangalore, in his | | | | the assignment. If your employees have a full |
| words, "it is impossible to give clear-cut job | | | | understanding of the project's importance, they can |
| responsibilities and job specifications to an employee". | | | | make adjustments as unanticipated factors crop up |
| Second incident was an e-mail from one of my friend | | | | within the process. They probably also will be more |
| from Noida, stating, "Sanjeev, I expected a lot from | | | | committed to the result because they can see more |
| you but you failed". Well, having expectations are | | | | easily how it fits into the big picture and how their |
| important and equally important is to communicate it | | | | efforts impact the company. |
| properly. | | | | This understanding typically is accomplished through |
| Why Expectations? | | | | dialogue between the manager and subordinate, which |
| Before I start expecting anything from others, I must | | | | allows for a more thorough review of the situation and |
| be clear as what I am expecting from myself. Those, | | | | for feedback and discussion. This process builds good |
| who have no expectations from themselves, have no | | | | will with the employee and sets the stage for additional |
| right to expect anything from others. So, just ask your | | | | responsibilities. |
| self: | | | | 3. Simplicity. |
| - What are your expectations from yourself? | | | | Simplicity creates a sense of grounding for employees |
| - Where do you see yourself in next 5-7 yrs? | | | | as they endeavor to carry out assignments. If |
| - How you wish to be remembered by your family | | | | managers identify the work in simple, straightforward |
| members, your friends, your sub-ordinates and your | | | | terms, employees will find it much easier to follow |
| colleagues? | | | | through on managers' wishes. To accomplish this, a |
| Expectations in Relations | | | | manager must identify the key message in a fashion |
| Imagine, if you don't know, what are the expectations | | | | that the employee can embrace. |
| of: | | | | Now What? |
| - Your parents | | | | After setting expectations, the manager should |
| - Your Children | | | | maintain a level of discipline and consistency that can |
| - Your gurus/teachers/faculties | | | | be applied in all situations. The next steps involve |
| - Your Students | | | | monitoring, providing feedback, and, finally, either |
| - Your Spouse | | | | rewards or consequences depending on the level of |
| Your Friends, family members and people around you | | | | achievement. This four-step model can be applied in |
| Don't presume things? Don't think that everybody | | | | most managerial situations that involve goal |
| knows everything? If there are no expectations, there | | | | achievement. |
| will be no challenge, no passion, no motivation, nothing. | | | | 1. Monitoring |
| That is where, I mentioned, that "Silence is a crime" | | | | Monitoring is the follow-up that the manager provides |
| Expectations in Profession/work-place | | | | after expectations have been set. It can take many |
| - How often do you appraise your employees | | | | forms, from a formal status-review meeting to a |
| team-members? | | | | casual conversation in the hallway. |
| - What are your expectations from your employees | | | | Regardless of the form, monitoring is the component |
| team-members? | | | | that indicates that the project or assignment is |
| - What are the parameters to measure their | | | | important to you as a manager and that you are |
| performance? | | | | keenly interested in its outcome. It enables you to |
| - Have you communicated to them? | | | | assess the progress and assist if unexpected |
| - What will be the consequences, if they fail? | | | | roadblocks emerge. |
| - What will be the rewards, if they exceed the | | | | 2. Feedback |
| expected level? | | | | Feedback is the process of coaching subordinates as |
| If you are not having any expectations, how you are | | | | they complete their goals. |
| going to appraise, your employees? Yes, you are | | | | During this time it is important to focus on progress, |
| going to be biased, because you don't have set | | | | any additional resources that may be required to meet |
| standards. The role of a CEO, HR Manager is like a | | | | the timeline, and the subordinate's view of the project. It |
| director of a movie; choreographer of a stage show, | | | | is key to allow employees to debrief their experience |
| where there is a defined role for each character, each | | | | during this phase. As the manager, you will be in a |
| participant. | | | | better position to evaluate not only their progress on |
| Setting expectations initiates the process. Managers | | | | this project, but also what future assignments they |
| need to sit down with each employee and clearly | | | | may be able to undertake. |
| define what's expected of them. Management | | | | 3. Rewards and Consequences |
| consultant, Kenneth Philips, states that when | | | | The reward or consequences phase involves either |
| expectations are not clear, employees may not be in | | | | positive or negative reinforcement, depending on the |
| sync with their job's current demands and priorities. | | | | outcome and the process. |
| Setting expectations is not a once and done activity. | | | | Certainly, you want to reward a positive outcome. |
| Jobs change. | | | | Rewards can take a number of forms, but regardless |
| Priorities change. Resources change. Managers need | | | | of the type, they should be timely, specific, and relevant |
| to revise and set new expectations throughout the | | | | to the employee. Consequences also should be timely |
| year. Setting expectations revolves around the | | | | and specific while focusing on how the employee can |
| following three areas: | | | | improve performance. While giving negative feedback |
| 1. Key job responsibilities | | | | often is uncomfortable for many managers, on-the-job |
| 2. Performance factors and standards | | | | behavior is shaped by both circumstances and |
| 3. Goals | | | | consequences. If there is no downside to poor |
| Why is a setting expectation important? Quite simply, | | | | performance, it is difficult for managers to raise the |
| this process can be the cornerstone of improving the | | | | performance bar for any of their subordinates. |
| motivational climate within your sphere of responsibility. | | | | This approach has the advantage of simplicity and--if |
| If your employees know what is expected of them, it | | | | consistently followed--will yield results for managers as |
| allows them to focus on results and to monitor | | | | they try to do more with less. While it may appear |
| themselves against the set standards. Environments in | | | | time-consuming at first glance, the alternatives create |
| which expectations are not clear, or change from | | | | more rework and missed deadlines and often are far |
| week to week, seldom create high-performing work | | | | more expensive in time and resources. |
| groups. | | | | Conclusion |
| Three Principles that Drive Expectations | | | | Having expectations, Setting expectations is important |
| The three principles that should drive expectations are | | | | and equally important is to communicate them. If you |
| clarity, relevance, and simplicity. | | | | are having expectations, you are having parameters to |
| 1. Clarity | | | | measure those expectations, you are the judge, you |
| Expectations should focus on outcomes, not activities. | | | | appraised the person, but you failed to communicate |
| In other words, you achieve clarity when you identify | | | | to that person, what is the use of such expectations? |
| the expected results rather than the method for | | | | Have expectations from your self. Have Expectations |
| achieving them. Managers often make the mistake of | | | | from people around you. In case of self-expectations, |
| attempting to direct the process that an employee will | | | | write it properly, and in case of having expectations |
| use rather than being clear about results. The | | | | from others, communicate it properly. Just because, |
| advantage of identifying the outcome is that you, the | | | | we are not having clear-cut expectations, we are |
| manager, focus only on the goal; after all, the | | | | having high-attrition rate at corporate level and broken |
| employee will develop the method for achieving the | | | | families at personal level. True, I may fail. I may not be |
| desired results. | | | | able to live up-to the level of your expectations but |
| Defining the objective often requires some thought on | | | | then I will know the margin of failure. |
| the part of the manager because it is easy to fall into | | | | Looking forward to your comments and feedback |
| the "activities trap." While developing a strategic plan | | | | Have a great time and yes, pleaseee pleaseee do |
| for a department or division is a worthy activity, it does | | | | take care of your good self. |
| not represent an outcome. In the activities trap, | | | | |