(A) Other contributing causes of unsatisfactory Subordinate
performance or conduct include: (i) not having learned or been taught to do something differently, (ii) being unaware that
a more favorable or productive alternative exists, (iii) not knowing that what they are doing is incorrect or undesirable,
(iv) not being informed as to what is expected of them, (v) undesirable attitudes resulting from their previous work or life
experiences or upbringing, (vi) organizational policies or supervisory practices that are inappropriate, unproductive, or
misdirected, (vii) work assignments that do not fulfill their achievement needs, (viii) poor training and development, or
(vix) unsatisfactory compensation levels that do not meet their minimum requirements. In addition, many Subordinates
may never have had the opportunity to be successful, or have been so negatively impacted by their past life experiences or
circumstances, that they are emotionally unprepared to face yet another potentially hostile situation or failure. As
a consequence, their personal expectations, aspirations, and achievement orientation all operate at subterranean levels.
They may also have given up trying to improve themselves or have somehow come to accept that they will never be able to achieve
even their most modest goals; having lost all hope or dreams of a brighter future. With many being unable to figure
out how to improve their current condition; and preferring chronic lethargy to further disappointment. While others
may not be willing to pursue their dreams for fear of failure and losing the dream that has protected them from descending
into an even deeper state of despair. Thus commonly, actual ability is not the primary criterion inhibiting Subordinate
performance; but rather, their suppressed desire to be successful combined with their fear of failing once again.
(B) Subordinates recurrently behave within a given range
of behavioral options that they perceive as being available to them. Thus for Leaders to initiate a change in behavior,
Subordinates must first be made aware of other, more beneficial alternatives and then be given the opportunity to expand their
skills to meet these new demands. Subsequently, a large majority of Subordinates must be taught the basics on how to
be successful (e.g., interactive skills, personal hygiene, or protocol requirements) in addition to learning the technical
aspects of their work tasks. And while it is more obvious that once an individual has revised his or her mental attitude
a change in behavior can be expected, it is often overlooked that changing one's behavior—either voluntarily or involuntarily—can
also produce a substantial change in mental attitude (Herzberg). Thus the rational basis for Leaders to always establish
more demanding or higher standards to achieve improved results regardless of the supervisory situation; and the corollary
to the ancient wisdom of "as a man [woman] thinketh so is he [she]," "as a man [woman] behaves, so he [she] becomes;" the
underlying philosophy of any military boot camp or motivational program (Leavitt, MP p85). For if people laugh, they
will be happier despite the circumstances. If they place greater emphasis on their personal appearance, they will feel
better about themselves. If they are more diligent, they will have greater self-confidence. And if they have greater
self-confidence, they can take on increasingly greater challenges, etc. As invariably, "…self-image is the key
to human behavior. Change the self-image and we change the behavior. Even more than this, the self-image sets
the boundaries of individual accomplishment. It defines what one can or cannot do. Expand self-image, and we expand
the area of the possible" (Rom J. Markin & Charles M. Lillis, Business Horizons, article: "Sales Managers Get
What They Expect" June 1975, p54), as well as the organization's bottom line.
(C) A somewhat less evident contributor to underperformance
is the Leader's failure to establish a high enough performance standard that the majority of his or her Subordinates can respect.
For example, Leaders who demand smiles and salespersonship at the service counter, while at the same time the parking lot
is strewn from curb to curb with trash and cigarette butts, have little chance of inspiring their Subordinates to achieve
the desired interactive performance level. Likewise, if the factory floor is cluttered with debris or the roof leaks,
product quality standards are unlikely to be taken very seriously. For much as the average person finds it far easier
to toss his or her fast-food rubbish out the car window when driving through a heavily littered neighborhood than one that
is well maintained, Subordinates are much more likely to toe the productivity line when their Leader has all his or her operational
ducks in a row. But when Subordinates cannot see how their extra effort could possibly make any difference, or feel
that their supervisor's demands are inconsistent with what is taking place around them, their performance will gravitate toward
doing only the absolute minimum necessary to avoid supervisory rebuke. Correspondingly, their supervisors are typically
reluctant to raise the performance bar, thinking that if their Subordinates cannot meet the present standard, how in the world
could they possibly achieve one that is even more demanding.
(D) Again, in the greater majority of cases, unacceptable
Subordinate performance is a combination of destructive attitudes, insufficient training, or deficient supervision; and not
a lack of talent or ability (noting that there are many jobs that workers are not inherently motivated to do depending upon
the nature of their economic circumstances, other employment alternatives, and the level of personal satisfaction to be derived
from the task). The acid test being that otherwise capable Subordinates who have poor attitudes will generally perform
their tasks in the correct manner with regular consistency, but either very slowly or sloppily and without regard for quality
standards. And to an outside evaluator they will look as if they are just lallygagging around or trying to get one over
on the company by not carrying their full weight or really earning their pay. While Subordinates who are inadequately
trained or who lack the personal ability to execute their assigned tasks will prove incapable of performing their tasks correctly;
regardless of how quickly they attempt to do so or how many supervisory electrodes are applied. In addition, the following
conditions or practices are commonly responsible for a lack of Subordinate proficiency:
1. Inadequate preliminary or advanced training,
2. Poor follow-up training after the initial training period,
3. Poorly communicated directives or operational changes,
4. Inadequate or overbearing supervision,
5. Low peer group morale,
6. Personality conflict between a Subordinate and his or her immediate
supervisor or peers,
7. Disappointment with salary increases or advancement opportunities,
8. Inability to do the job even after being properly trained and
supervised,
9. Overwhelming personal problems,
10. Boredom with job responsibilities,
11. Unsatisfactory working conditions (e.g., heat, noise, or noxious
odors), or a lack of teamwork,
12. Inadequate or poor quality peer group interaction (i.e., a lack
of camaraderie),
13. General discontent with basic compensation levels or benefits,
14. Little sense of satisfaction or accomplishment (lack of pride)
regarding the tasks performed, or a
15. Lack of respect, appreciation, or recognition.
(E) Consequently, to improve performance, Leaders must
establish a work environment where Subordinates feel that their effort will be commensurably rewarded, that their personal
circumstances will improve, and that they will be provided with a greater sense of purpose or achievement. And to help
accomplish this, a continual stream of small improvements can effectively start a general upswing toward greater organizational
proficiency without any grand mellifluous pronouncements that may create unrealistic Subordinate expectations or ultimately
foment even greater discontent. For a fresh coat of paint can often work wonders; as can cleaning the employee rest
rooms, introducing new uniforms, improving general maintenance standards, adding potted plants, improved lighting, fixing
the air conditioning, or reducing noise levels. The important thing is that those involved have reasonable grounds to
believe that progress is being made toward a brighter tomorrow. And to further drive this result home, Leaders are wise
to rely on the time-tested "ASK" formula (source unknown), whereby they concentrate their efforts on improving Attitudes,
developing Skills, and expanding their Subordinate's Knowledge.
