Performance Management Design (Roadmap)

Purpose: To identify developmental and motivational challenges faced by low performing agents at
Company X; to educate the management staff on appropriate coaching steps to provide optimal
feedback on these challenges; to incorporate a four week plan to improve the issues leading to the
challenges. Based upon the results of this roadmap, Leadership at Company X will be able to conduct
Performance reviews with more precision and integrity through a self-guided, performance support tool
that provides educational feedback to the user as they complete the form.
Analysis of Motivation: This Performance Management Roadmap is attempting to find the root cause of
either motivational or developmental issues faced by the agents at Company X. Each agent, depending
upon the product or skill-set that they represent, is required to meet specific quality and performance
metrics. When an employee is not meeting those requirements, the management staff is required to
analyze the agent using this roadmap to uncover the issues and provide appropriate feedback to
improve their performance. The analysis will uncover whether the employee has a motivational issue or
a skill-set development issue. Once uncovered, the roadmap will provide guidance and a game plan to
address the issue in a standardized manner.
Using content from both motivational theory and Company X, the Performance Management Plan
(PMP) will also provide guidance for management to understand how to provide appropriate feedback,
new measures, and why the measures are effective from a Theoretical Standpoint. Using the Roadmap
design, management will follow a step-by-step form to develop an action-plan for effective results and
also reference educational content about motivational theory. As management uses the roadmap, they
will further develop themselves to better understand root cause analysis and performance improvement
measures.
Through on-going usage, the roadmap will incrementally develop the managers to provide better
feedback results based upon the results of each successive use. As management uses this self-guiding
model, managers will learn new ways of thinking about performance improvement and (hopefully)
become more creative when devising personalized plans for their agents.

Road Map to completing a Performance Management Plan

The Performance Management Plan is designed to be a digital web-form that managers can access
anytime from their desktop. Through ease-of-use, the form will provide free-form (FF), drop-down (DD),
and multiple choice (MC), and Likert scale (LI) fields to collect and record information. Using this model,
the time to complete should be nominal and consistency between forms should be controlled. Without
the need for printable forms, managers can save their plans and return to complete at any time.
The PMP consists of four required steps: Overview, Type of Behavior, Root Cause Statements, and
Action Plan. The overview is a snap-shot of the agent and the general category of the issues. The Type of
Behavior section is a decision tree to accurately identify whether the issue is motivational or
developmental. The Root Cause Statements are used to identify more specifically the issue and to
provide validation for using the performance plan. And finally, the Action Plan is a four-week agenda
providing the solutions, expectations, reinforcements, and antecedents for the agent.
As Leadership completes a PMP, they will be able to review the definitions of key terms and expound
about its theoretical logic. In the web-form, this information will be linked for quick access. In this
proposal, the information is located at the end of the document.
A web-based template of this Performance Management Plan can be viewed by clicking here. (The
Definitions and Theoretical Perspective sections are not included in this version.)

Step 1: Overview
1. Todays Date
2. Agent Name: FF/(DD if list can be pre-populated)
3. Team Leads Name: FF/(DD if list can be pre-populated)
4. Category of Performance Issue: DD
a. Quality
b. Handle Time
c. Behavioral
5. Subcategory of Quality Performance Issue: DD
a. Customer Service
b. Resolution
c. Adherence to procedure

d. N/A
6. Subcategory of Handle Time Performance Issue: DD
a. Too short
b. Too long
c. N/A
7. Subcategory of Behavioral Performance Issue: DD
a. Attendance
b. Other policy
c. N/A
8. Supporting Evidence of Behavioral Issue: FF
9. Has the Agent undergone past Performance Management plans? (DD)
a. NO-Proceed with Step 2
b. YES-Discuss the issue with Management before proceeding to determine if another
Performance Management plan is prudent

Step 2: Type of Behavior

1. Is the agent fully aware of the performance expectations? (DD)
a. NO-Clarify expectations and gain commitment
b. YES-Proceed to question 2
2. Has the agent demonstrated the desired behavior one time? (DD)
a. NO-This is a Training issue. Proceed to Question 4.
b. YES-Proceed to question 3.
3. Has the agent demonstrated the desired behavior multiple times? (DD)
a. NO-This is a Development issue. Create a Development plan
b. YES-This is a Motivation issue. Create a Motivational plan
4. Are you able to conduct this training? (DD)

a. NO-Seek assistance from Management or Training

b. YES-Proceed with training
Step 3: Root Cause Statements
1. Which plans are needed?
a. Development-Proceed to question 2
b. Motivation- Proceed to question 3
c. Both- Proceed to question 2 then 3
2. Development:
a. Identify the development needs (MS)
i. Knowledge or information
ii. Skills or ability
b. Define the performance levels (FF)
i. Goal Performance
ii. Base Performance
3. Motivation:
a. Identify the source(s) derailing the motivation. (MS)
i. Interpersonal interest
1. Burned out
2. Not challenged
3. Lack of incentive/benefits
4. Non-autonomous
5. Relatedness
6. Low confidence
ii. Environmental distraction (MS)
1. Personal

2. Workplace
b. Define the performance levels (FF)
i. Goal Performance
ii. Base Performance
c. Identify the Regulatory Style (DD)
i. Amotivation
ii. External regulation
iii. External regulation
iv. Identification
v. Integration
vi. Intrinsic
d. What are the agents NFVs? (FF)
i. Needs:
ii. Fears
iii. Victories
Step 4: Create a Four-Week Action Plan
1. Week One
a. Set Expectations
i. What is the performance level required by the end of week four
ii. Gain written and verbal acknowledgement of this expectation
b. Development Plan
i. Overview the four week plan
ii. Define which steps will be taken to improve the agents performance
c. Reinforcement Plan
i. Which actions will Management take to ensure the correct behaviors are being
followed

ii. Ensure that the plan includes PICs

d. Antecedents
i. Which cues will be put in place to modify the behavioral causing the problem
e. Consequences
i. Define which NICs will result if the behavior is not changed
f.

Validation
i. Define how management will determine if improvements are being made

2. Week Two
a. Development Plan
i. Define which specific steps will be taken during week two, if different from
week one
b. Reinforcement Plan
i. List which of the original reinforcements are working and which are not. Modify
plan if necessary
c. Validation
i. Describe which improvements are being made
ii. Quantify if possible
3. Week Three
a. Development Plan
i. Define which specific steps will be taken during week three, if different from
week two
b. Reinforcement Plan
i. List which of the reinforcements are working and which are not. Modify plan if
necessary
c. Validation
i. Describe which improvements are being made
ii. Quantify if possible

4. Week Four
a. Development Plan
i. Define which specific steps will be taken during week four, if different from
week three
b. Reinforcement Plan
i. List which of the reinforcements are working and which are not. Modify plan if
necessary
c. Validation
i. Describe which improvements are being made
ii. Quantify if possible
d. Closure
i. On a scale of 1-5, did the coaching provide the appropriate feedback needed to
meet the performance objective?
1. The agent was not receptive to feedback and showed little
improvement
2. The agent was initially resistant to coaching, but did make a few
performance improvements, although not meeting expectations
3. The agent listened to the feedback but put forth mediocre effort to
improve and did not meet performance objectives
4. The agent responded well to all coaching, attempted to apply all
suggestions, but was not able to meet the requested performance
objectives
5. The agent responded well to all coaching and has met the required
performance objectives
ii. Which performance level is the agent now
iii. Recommendations
1. Does the agent require additional monitoring?
a. No-Agent is now self sufficient

b. Not at this time, but a concern does exist that we may need to
in the future
c. Yes-See Additional Notes for details
2. Should the agent proceed with their current skill set?
a. Yes-No concerns
b. No-A discussion with Management will be needed
c. No-A discussion with Management and HR regarding
disciplinary actions are needed

Performance Management Plan Example

James Example is an agent with Company X and has just entered into his second year with the company.
During his first year, James excelled at his job and appeared to be the ideal hire. His test scores were
above average and his adherence to performance expectations were at the high end of his core teams.
Because of his natural aptitude, James was promoted up through two skill sets and is now recognized as
a go-to agent for lessor experienced agents to model. However, as of late, James is not performing up to
his abilities and his quality scores are dropping. He has fallen to levels expected of new employees, not
tenured agents, and does not appear to be rebounding. Using this scenario, below is a Performance
Management Plan for James.
Step 1: Overview
1. Todays Date
2. Agent Name:
a. James Example
3. Team Leads Name:
a. Manager Smith
4. Category of Performance Issue: DD
a. Quality
b. Handle Time
c. Behavioral
5. Subcategory of Quality Performance Issue: DD
a. Customer Service
b. Resolution
c. Adherence to procedure
d. N/A
6. Subcategory of Handle Time Performance Issue: DD
a. Too short
b. Too long
c. N/A

7. Subcategory of Behavioral Performance Issue: DD

a. Attendance
b. Other policy
c. N/A
8. Supporting Evidence of Behavioral Issue: James had been sustaining quality scores of nearly 95%
for adherence over the last 10 months and has now dropped into a range of 70-75%.
9. Has the Agent undergone past Performance Management plans?
a. NO
Step 2: Type of Behavior
1. Is the agent fully aware of the performance expectations?
a. YES
2. Has the agent demonstrated the desired behavior one time?
a. Yes
3. Has the agent demonstrated the desired behavior multiple times?
a. YES-Creating a Motivational plan
4. Are you able to conduct this training? (DD)
a. N/A
Step 3: Root Cause Statements
1. Which plans are needed?
a. Motivation
2. Motivation:
a. Identify the sources derailing the motivation
i. Interpersonal interest
1. Burned out
2. Lack of incentive/benefits
3. Non-autonomous

b. Define the performance levels

i. Goal Performance
1. 95%
ii. Base Performance
1. 60%
c. Identify the Regulatory Style
i. External regulation
d. NFVs:
i. Needs: To be challenged and provided some independent projects
ii. Fears: That he will not be able to find work that is a value long-term
iii. Victories: When he is promoted to be a Manager
Step 4: Create a Four-Week Action Plan
5. Week One
a. Set Expectations
i. James will be back up to a 95% performance level by the end of this
development.
ii. I, James Example, recognize that I have dropped to a 60% motivational level
and will strive to reach (again) the 95% expectation-J.E.
b. Development Plan
i. Overview: Since James is feeling burned out, that their area lack of incentives,
and non-autonomous in his position, we are going to re-align his performance
perspectives. James has acknowledged that he would be interested in
Management, which he is fully capable, but he didnt understand how
succession planning operated.
ii. Steps: We have provided James with the specific performance metrics and
behavior that we expect of Managers. Each week, we will be evaluating his
performance to determine if he is improving and if they are aligned with
managerial performance levels
c. Reinforcement Plan

i. Twice a week I will sit down with James to review his performance to provide
feedback and keep his interest in Management alive.
ii. I will announce to the team James interests in Management and will provide
announcements to all when his metrics improve and when he reaches the
desired state.
d. Antecedents
i. I have asked James to write up a career plan while at work so that we can tie in
these goals with his long term planning. I am hoping that he will understand
how his efforts now will impact his long term career-pathing.
e. Consequences
i. I have advised James that his current performance level is not an acceptable
output and how the performance write up plan operates for agents not meeting
job performance requirements.
f.

Validation
i. By the end of this program, if we see quality scores back into the 90s then we
have been successful. If James surpasses and sustains a 97% or higher, then we
will consider management.

6. Week Two
a. Development Plan
i. This development plan is working. I do not see a reason to change paths
b. Reinforcement Plan
i. James has responded well to the challenge to become a manager
c. Validation
i. James has improved both his quality scores and is more engaged with his peers.
ii. Quality is now in the lower 80s
7. Week Three
a. Development Plan
i. This plan is still working. I am going to allow James to attend a Management
meeting this week so that he can see how these operate

b. Reinforcement Plan
i. In addition to the original reinforcement plan, I will also be asking James to
provide me feedback on some operational issues
c. Validation
i. Quality scores are still increasing and James is now helping out his peers when
they require assistance
ii. Quality scores are now at 90%
8. Week Four
a. Development Plan
i. In addition to the previous plan, I am going to ask James to write a proposal to
the solutions he conceived last week during our feedback session.
b. Reinforcement Plan
i. I informed James that I will be taking his proposal to the General Manager for
review once he has it complete
c. Validation
i. James is very much engaged with his peers and is asking for more responsibility
within the department
ii. Quality scores are reaching 96%
d. Closure
i. James has met the objectives of this program and this program was successful
ii. James is performing just shy of managerial levels
iii. Recommendations
1. I would like to continue to work with James as a mentor for
management. I will encourage him to apply for the next Management
position that becomes available and in the interim I asked that he speak
with the GM about his interest.

Example Findings and Results

In this Development Plan example, we have a common scenario of a lower-skilled worker losing
motivation as time passes. With the large number employees at Company X, it is often difficult to
manage the personal needs of each. Often, unmet needs show up indirectly as performance issues, such
as this case.
Through the execution of the plan, it was discovered that James Example was experiencing internal
attribution (or antecedents) that led to the performance issues. The primary sources were burn out, lack
of incentive/benefits, and a sense of non-autonomy. As such, his regulatory style dropped to external
regulation, meaning that (where once intrinsic) James is now only reactive and is motivated by external
sources to just be compliance and avoid punishment.
To foster James needs and improve his performance, the Development Plan incorporated a plan to
remove the antecedents by providing him with an opportunity for promotion. With a promotion, James
will have new tasks to overcome burn out, greater pay to improve his benefits, and positional power
which will provide him more autonomy. Through immediate positive reinforcement and social
acknowledgement, James was provided an alternative path and in-turn responded. After four weeks of
development, his performance level returned back to his able state and his perspective has improved.

Conclusion
This Performance Management write-up was a good exercise for myself as the developer and
will be an excellent tool in the workplace, specifically for the Call Center at Company X. Keeping
this form as generic as possible, I feel that this could be used in a variety of settings, with
nominal personalization. The form will provide a more efficient and effective roadmap for
management to keep a production-eye on their employees when deficiencies are present.
Using a consistent process, each agent will be coached in a similar manner and (now) with
greater effectiveness, now having greater insight into the true issues leading to their
performance issues. Also, as a learning-tool, management will further develop their insight into
the cues driving the behaviors of their agents to not be so reliant on unreliable data.

Definitions:
Quality (Category): Quality Score requirements, as defined by QMG guidelines

Customer Service: Meeting the needs of the customer in a kind, respectful, and dutiful manner

Resolution: The customer was provided an accurate and thorough solution to their need(s)

Adherence to Procedure: Agent followed the specific guidelines as defined by the required job
aids to provide appropriate customer service and resolution

Handle Time (Category): The average handle time per call

Too long: The average length of each call is above the recommended guidelines and are
therefore deemed inefficient
Too short: The average length of each call is below the recommended guidelines and are
deemed ineffective
Behavioral (Category): An action or event that leads to performance deficiencies

Attendance: Agent is consistently late to work, is not returning back from breaks or lunch on
time, or is attempting to manipulate the system

Other policy: Reserved for miscellaneous situations, such as non-professionalism or utilizing a

mobile device on the production floor.

Performance Management (Performance Goal Orientation): Guiding agents to meet job requirements.
Behavior: An event (or action) that is observable and is leading to a performance deficiency Is not
something a Leader says or does
Development: Identifying and providing agents with training and/or coaching of lacking knowledge or
skill sets to meet performance expectations
Knowledge: Specific content, information, or facts
Skill Set: The ability to perform a specific action
Motivation: A process whereby goal-directed activities are instigated and sustained (1)

Sources leading to decreased motivation

o

Burned out: The agent is no longer finding the job and/or specific job tasks pleasurable
and are now deemed tasking or tedious

Not challenged: The agent never did or no longer does find the job and its tasks difficult.
As such, the job is becoming mundane.

Lack of incentive/benefits: The agent feels that the pay and/or benefits for performing
their job are no longer in-line with the required duties and they need/want more to
sustain personal obligations

Non-autonomous: The agent has demonstrated competence in their duties and wishes
to decrease the touch points with their Supervisor, as the feedback and guidance are no
longer as critical (a.k.a micro-managed)

Relatedness: The agent may not be feeling socially connected to their peers or to the
company culture and does not feel they belong

Low confidence: The agent is struggling with a portion or all of their job duties and does
not feel competent to perform the tasks to the required level

Personal: The agent has experienced a hardship, not related to work, which is disrupting
the efficiency and effectiveness of the job performance

Workplace: The agent is experiencing conflict with an aspect of the job, such as the
company culture or management, that is affecting their job performance

Regulatory Styles: The agents current motivational level on the continuum of the human motivation
taxonomy
Associated Processes: The drivers guiding the agents motivation
Perceived Locus of Causality: The source of the motivational drivers, on the continuum of impersonal to
external to internal
Regulatory Styles/Associated Processes/Perceived Locus of Causality (2)

Amotivation

External regulation

Perceived non-contingency, low perceived competence, nonrelevance,

nonintentionality/Impersonal

Saliance of extrinsic rewards or punishments, compliance and

reactance/External

Introjection

Ego involvement, focus on approval from self or others/Somewhat

external

Identification

Integration

Conscious valuing of activity, self-endorsement of goals/Somewhat

internal

Hierarchical synthesis of goals, congruence/Internal

Intrinsic

Interest/enjoyment, inherent satisfaction/Internal

Root Cause: The foundational behavior or skill set that is deficient and is causing the under performance
Expectations: The performance level that an agent is required to meet
Commitment: A verbal and written confirmation that a deficiency exists and an acknowledgement to
follow the performance management plan set in place to improve these measures
PIC: Performance Management tool to provide (P)ositive, (I)mmediate, and (C)ertain reinforcement
NIC: Performance Management tool to provide (N)egative, (I)mmediate, and (C)ertain reinforcement
Consequences/Punishment: Which disciplinary actions will results if the performance actions are not
incorporated
Antecedents (of attributions): External or internal cues of an agent that leads to the performance
deficiency (3)
Reinforcement Plan: The subsequent measures that Leadership and the agent will take to sustain the
performance improvements
Development Plan: The initial plan that each Leadership and the agent will take to improve the
performance gap
Validation: The evidence or proof that the performance management objectives are being used and/or
metrics are being met
Risks: The consequences that Leadership that may face if the performance management plan is not
effective or successful
NFV: Needs, Fears, Victories

Needs: What does the agent require to recapture their motivation?

Fears: What concerns does the agent have regarding the success of this plan?

Victories: When will Leadership know if the agent has met their need(s) in order to claim this
plan a success?

Goal Performance: A numerical value defining the where the agent should be based upon the metrics
defined
Base Performance: A numerical value defining the current level of the agents performance as it relates
to the developmental or motivation state
Training: The act of providing specific knowledge and skills sets to a learner and ensuring that the
learner reaches a desired state.

Theoretical Perspectives:
Performance Management: Guiding agents to meet job requirements.

The competence of an agent is a measure of how well one meets a specific performance goal.
o

A focus on demonstrating competence or ability and how ability will be judged relative
to others. (4)

It is the role of Management to motivate employees to reach performance goals.

o

..motivation bears a reciprocal relation to learning and performance; that is, motivation
influences learning and performance and, in turn, what students learn and do influences
their motivation. (10)

Behavior: An event (or action) that is observable and is leading to a performance deficiency. It Is not
something a Leader says or does

It is not an opinion or an interpretation

Behavior theories view motivation as a change in the rate, frequency of occurrence, or form of
behavior (response) as a function of environmental events and stimuli. (5)

Development: Identifying and providing agents with training and/or coaching of lacking knowledge or
skill sets to meet performance expectations

human development is characterized by the acquisition and modification of schemas, or

cognitive structures that underlie and make possible organized thoughts and actions. Schemas
determine how people react to events, reflect individuals total knowledge, and develop
through maturation and experiences slightly more advanced than individuals existing cognitive
structures.

Ensure that each agent has the necessary blocks to build from. Each individual block, or schema,
can be tied to others to form associations and in turn greater performance

Development checklist:
o

Identify what is missing

Is the agent aware that they are lacking knowledge or skills?

Identify where you would like the agent to be

Ensure that the agent is willing to participate in the training activity

Provide training from a reputable source

Knowledge: Specific content, information, or facts

Knowledge is the foundation for learning and development

Examples of knowledge include:

Facts about the industry

Client processes

Knowledge sources

System navigation

Internal process requirements

Limited knowledge can results in deficient abilities

Skill Set: The ability to perform a specific action

This assumes the agent understands the knowledge but is not able to apply appropriately

Ensure that the agent is aware of their varied outcomes

Provide the agent with the correct action

Reinforce the action through a Development Plan

o

Role-plays

Side by side coaching

Critical thinking exercises

Modeling the behavior of higher-performing agents

Motivation: A process whereby goal-directed activities are instigated and sustained (1)

Contemporary theories assume that motivation involves cognitions, or peoples thoughts,

beliefs, goals, and self-representations, as well as their behaviors and affects. (7)
o

involves cognitions, as well as behaviors and affects.

beliefs are constructed by learners.

is reciprocally related to learning, achievement, and self-recognition.

involves personal, social, and contextual variables.

changes with development.

reflects individual, group, and cultural differences.

Regulatory Styles

An agents current motivational level based upon the Taxonomy of Human Motivation

Taxonomy of Human Motivation- Figure 1 (2)

o

This chart maps out, from left to right, the styles of motivation that any individual can
be in on any given topic

This is based upon the Cognitive Evaluation Theory (CET) which identifies the variability
in motivational states (8)

CET states that each styles is impacted by two factors

Feeling of competence

Sense of autonomy (locus of causality)

The continuum from left to right measures the level of competence and
autonomy, from completely lacking to all encompassing

The Self Determination Theory adds a third factor to this taxonomy, relatedness.
Relatedness signifies that the action needs to be tied to a social-aspect, in-turn creating
a sense of belonging (9)

Associated Processes/Perceived Locus of Causality

Associated Processes: The drivers guiding the agents motivation

Perceived Locus of Causality: The source of the motivational drivers, on the continuum
of impersonal to external to internal (2)

Amotivation

External regulation

Conscious valuing of activity, self-endorsement of goals/Somewhat

internal

Integration

Ego involvement, focus on approval from self or others/Somewhat

external

Identification

Saliance of extrinsic rewards or punishments, compliance and

reactance/External

Introjection

Perceived non-contingency, low perceived competence, nonrelevance,

nonintentionality/Impersonal

Hierarchical synthesis of goals, congruence/Internal

Intrinsic

Interest/enjoyment, inherent satisfaction/Internal

Root Cause: The foundational behavior or skill set that is deficient and is causing the underlying
performance issue

Uncovered through the use of the 5 Whys methodology and/or a Fishbone Diagram
o

The 5 Whys is a question-asking method used to explore the cause/effect relationships

underlying a particular problem (11)

The Fishbone (or Cause and Effect/Ishikawa Diagram) is used as a team brainstorming
tool to visually display the many potential causes of a problem (11)

Expectations: The performance level that an agent is required to meet

Each agent will have their own expectancy

Expectancies are individuals beliefs and judgments about their capabilities to perform
tasks. (12)

Expectancies are tied to values

Values refer to individuals beliefs about the reasons they might engage in
tasks. (12)

Do I want to do this task and why?

Measured using the four components of Expectancy-Value Theory (13)

o

Interest-...the enjoyment people experience when doing a task

or their intrinsic interest in the content of a tasks. (13)

Attainment value (or importance)-the importance of doing

well on a task. (13)

Utility value- the usefulness of the task for individuals in

terms of their future goals, including career goalsrelated more
to the ends of a tasks than to the means. (13)

Relative cost (or cost belief)-the perceived negative aspects

of engaging in the task. (13)

Commitment: A verbal and written confirmation that a deficiency exists and an acknowledgement to
follow the performance management plan set in place to reach achievement

Commitment level will be tied to an agents motive

Two primary motives are tied to achievement, as stated in Atkinsons Achievement Theory
o

Motive to Approach Success (14)

..the individuals hope for or anticipation of success and reflected their

capacity to experience pride in accomplishment

If the motive for success is high, agents will likely approach and engage

Motive to Avoid Failure (14)

Represents individuals fear of failure, or their capacity to experience shame

and humiliation when they fail

If the motive for failure is high, agents may avoid engagement

PIC: A Performance Management tool used to provide (P)ositive, (I)mmediate, and (C)ertain steps to
help agents understand: (15)

1) What do you want them to do

2) How do you want them to do it
3) How are they doing it now
4) What benefit is it to the agent

Positive (Reinforcer): a stimulus that, when presented following a response, increases the
future rate or likelihood of the response occurring in that situation. (16)
o

For every (specific) task meeting quality expectations, the agent can take an
extra five minute break

Each call an agent completes under the targeted adherence time, they can
receive five minutes of internet access to a website of choice

Immediate: When a Performance Management Plan is enacted, the behavior(s) are to begin
right away or at the next logical start of a shift
o

Examples:

Examples:

After going through this plan, we would like for you to initiate this behavior
when you come back from your lunch shift.

After going through this plan, we would like for you to initiate this behavior
right away and I will check back with you in one hour to get feedback from you.

Certain: Upon the enactment of the Development Plan, the reinforcements will be implemented
as presented and will not be negotiated
o

Example:

As discussed, I will ensure that you receive the (positive) reinforce that we both
agreed upon.

NIC: Performance Management tool to provide (N)egative, (I)mmediate, and (C)ertain steps (as opposed
to punishment) to help agents understand:

1) What do you want them to do

2) How do you want them to do it
3) How are they doing it now

4) What can or will result if the prescribed performance improvements are not
incorporated

Negative (Reinforcer): a stimulus that, when removed following a response, increases the
future rate or likelihood of the response occurring in that situation. (16)
o

Example:

Immediate: When a Performance Management Plan is enacted, the behavior(s) are to begin
right away or at the next logical start of a shift
o

For every (specific) task meeting quality expectations, the agent may receive
fewer coaching sessions (earning more autonomy)

Examples:

After going through this plan, we would like for you to initiate this behavior
when you come back from your lunch shift.

After going through this plan, we would like for you to initiate this behavior
right away and I will check back with you in one hour to get feedback from you.

Certain: Upon the enactment of the Development Plan, the reinforcements will be implemented
as presented and will not be negotiated
o

Examples:

As discussed, I will ensure that the (negative) reinforcer that is in your

development plan is executed if the behavior is not modified.

Consequences/Punishment: Decreases the rate or likelihood of responding. Punishment may involve

either removing a positive reinforce or presenting a negative reinforce following a response. (16)

Culturally, as a company, we are not wishing to lead with punishment as a means to motivate
employees or drive new behaviors. However, punishments may need to be enforced if egregious
behaviors or Performance Management plans are not followed.

Examples:
o

While we are providing you with many positive reinforcers for modify your
performance, if you are not able to fulfill this plan, we may need to consider dropping
you to a lower skill set.

Over the last three weeks, we have not seen any attempts to make the changes asked
of you to meet business needs. As such, we may have to move to a disciplinary plan
which can lead up to or include termination.

Antecedents (of attributions): External or internal cues of an agent that leads to a performance
deficiency (3)

Attribution Theory states that individuals use various information sources as data to make
inferences (attributions) about the causal determinants of behaviordetecting covariation
between causes and effects. (3)

External sources are cues and information in the environment that are disrupting ones
behavior at work (3)
o

Examples:

An agent is struggling with child care and needs more resources to manage (This
can lead to attendance issues)

An agent is struggling with maintaining their automobile and is stranded at

home (This can lead to attendance issues)

An employee does not feel that they fit-in at work or feels underappreciated
(This can lead to decreased performance)

Internal sources are tied to knowledge and schemas

o

Examples:

An employee does not have a clear career path and is struggling with tying this
job to the skills (schema) needed in their future (This is impacting their day-today motivation)

An employee has a preferred career path (other than this job) and knows that
this is only a temporary job (This is impacting their day-to-day motivation)

An agent is dealing with substance abuse issues (This could lead to attendance
and on-the-job performance issues)

A newer agent is inexperienced in with general business acumen and is

struggling with understanding the needs of the customers

Reinforcement Plan: The subsequent measures that Leadership and the agent will take to sustain the
performance improvements

Can be conducted using both praise and criticism

o

Praise: is positive feedback the expresses approval or commendation. (17)

The method more in-line with the local customs

Examples:

After one week into your Development Plan, we have seen big changes
in your attitude. Thank you. Your team has been complimenting you and
is really glad that you appear happier.

After two weeks into your Development Plan, we have notice your
quality scores increases. This is great and Upper Management is proud
of you.

Criticism: refers to teacher disapproval of student behavior through verbal feedback

or gestures.

Not the method in-line with the company culture

Examples:

It has now been three weeks since we discussed this performance plan
and you have not made any changes. (Shaking head side-to-side)
Perhaps this is not the job for you.

We asked you to start using this job aid on every customer call.
(Pointing finger) It is not that difficult so just do it.

Development Plan: The initial plan that each Leadership and the agent will take to improve the
performance gap

Requires a (clear, precise, and mutual) agreement between Leadership and the Agent on the
scope of the plan

Requires diligence in execution from both Leadership and the agent

Will require continuous, positive feedback to ensure that the desired behaviors are incorporated

Performance measures must be applied equally amongst all like-agents to avoid bias and conflict

Be aware of potential risks

Validation: The evidence or proof that the performance goal is being met

Performance Goal: A numerical value defining the where the agent should be based upon the
metrics defined
o

Performance goals should be identified up-front an include a base performance

Base Performance: A numerical value defining the current level of the agents
performance as it relates to the developmental or motivation state.

Goals should be specific to the agent

Performance goals should not be changed during the Development Plan

Goals should be clear and objective (not ambiguous and subjective requiring
interpretation)

Progress feedback should be relative to that agent only (not in comparison to others)

Risks: The consequences that Leadership that may face if the performance management plan is not
effective or successful

While risks are hard to define, be aware that a Development Plan may not always provide the
intended results

Are the net results acceptable or unacceptable?

o

If the unintended results are deemed acceptable, would this rule apply to all agents?

If the results are unacceptable, are you comfortable with executing (or dealing with) the
consequences?

References
1. Motivation in Education: Theory, research, and applications (2013, 4th ed.). Schunk, Pintrich &
Meece, Pearson. pg. 5
2. Ryan, R and Deci, E (2000) Intrinsic and Extrinsic Motivations: Classic Definitions and New
Directions. University of Rochesterpg. pg. 61
3. Motivation in Education: Theory, research, and applications (2013, 4th ed.). Schunk, Pintrich &
Meece, Pearson. pg 84
4. Motivation in Education: Theory, research, and applications (2013, 4th ed.). Schunk, Pintrich &
Meece, Pearson. pg. 187
5. Motivation in Education: Theory, research, and applications (2013, 4th ed.). Schunk, Pintrich &
Meece, Pearson. pg. 21
6. Motivation in Education: Theory, research, and applications (2013, 4th ed.). Schunk, Pintrich &
Meece, Pearson. pg. 41
7. Motivation in Education: Theory, research, and applications (2013, 4th ed.). Schunk, Pintrich &
Meece, Pearson. pgs. 40-41
8. Ryan, R and Deci, E (2000) Intrinsic and Extrinsic Motivations: Classic Definitions and New
Directions. University of Rochesterpg. pg. 58
9. Motivation in Education: Theory, research, and applications (2013, 4th ed.). Schunk, Pintrich &
Meece, Pearson. pg. 251
10. Motivation in Education: Theory, research, and applications (2013, 4th ed.). Schunk, Pintrich &
Meece, Pearson. pg. 6
11. EGS Corporation (2013)
12. Motivation in Education: Theory, research, and applications (2013, 4th ed.). Schunk, Pintrich &
Meece, Pearson. pg. 47
13. Motivation in Education: Theory, research, and applications (2013, 4th ed.). Schunk, Pintrich &
Meece, Pearson. pg. 64
14. Motivation in Education: Theory, research, and applications (2013, 4th ed.). Schunk, Pintrich &
Meece, Pearson. pg. 49
15. Source Unknown
16. Motivation in Education: Theory, research, and applications (2013, 4th ed.). Schunk, Pintrich &
Meece, Pearson. pg. 24

17. Motivation in Education: Theory, research, and applications (2013, 4th ed.). Schunk, Pintrich &
Meece, Pearson. pg. 297